Unit 6. Reading for pleasure.
Lesson theme:“Reading stories”.
Grade: 5.
Learning objectives(s) that this lesson is contributing to:
5.R1, 5.R2 , 5.L3, 5.L4 , 5.C4, 5.C9, 5.W2
Lesson objectives:
All learners will be able to:
- Read the story and answer the detailed questions on the simple text with support
- Use at least 5 new words while answering and asking the questions orally with some support
- Write 5 sentences based on the text with support
- Write, play and draw the ending of the story using their imagination
- Give feedback to one another using simple prompts
Most learners will be able to:
- Ask and answer the detailed questions on the given text without support
- Write the ending of the story using their imagination
Some learners will be able to:
- Express their thoughts and ideas while answering open questions on the given text
- Give extended feedback to partners
Assessment criteria
- Read and identify the main idea and details in the text with little support
- Ask and answer the questions on the text
- Write short simple sentences based on the text
- Produce the end of the story
Language objectives: Vocabulary: Path, robin, key, keyhole, branch, breath, ivy, curtain.
Useful sets of phrases for dialogues and writing: Do you like reading? How often do you read?What books do you like to read?Do you enjoy reading books?
Value links: be prepared to learn throughout life
Cross curricular links: Literature
ICT skills: PPT, Interactive board
Plan: Beginning the lesson
Activity 1. Warm up. T-Ss 0-3 min
Good morning, dear children! How are you? Please look at the blackboard and read the poem “Read to Me” by Jane Yolen line by line in turns.
(W) Ss read the short poem.
Read to me riddles and read to me rhymes
Read to me stories of magical times
Read to me tales about castles and kings
Read to me stories of fabulous things
Read to me pirates and read to me knights
Read to me dragons and dragon-book fights
Read to me spaceships and cowboys and then
When you are finished- please read them again.
(PPT slide 2).
Activity 2. Predicting the theme of the lesson. T-Ss 3-5 min
(W) T asks gist questions.
T: Do you like reading? How often do you read? Do you read at home or at school? What books do you like to read? Do you enjoy reading books? What do you think pupils we’ll do today at the lesson? What is our lesson theme for today?
L: Today we’ll read a story.
LO are introduced to the S. PPT slide 3-WALT are given
Activity 3. Presenting new words. T-Ss 5-6min
(W) (I)T shows the pictures and new words: path, robin, key, keyhole, branch, breath, ivy, curtain. S repeat new words in chorus and individually. If necessary corrects the pronunciation. Then T asks S to give the synonyms to the words. (PPT slides 4-11)
Ss-Ss (P)7-13min S work in pairs. T gives the sheets of paper with the words and their definitions. S should match them. Working in pairs stronger S help weaker S. After doing the task pairs change their sheets of paper and check their answers. T gives the right answers on the board to help S to check the task.
| Path Robin Key Keyhole Branch Breath Ivy Curtain |
an evergreen plant that often grows up trees or buildings |
( PPT slide 12)
Descriptor A Learner:
- works in pairs
- Repeats the words individually and in chorus
- Identifies the words
- Matches the given words with their definitions with support.
- Gives synonyms to the words.
- Checks the answers in pairs
Activity 4. Pre-reading. T-Ss
Look at the new words. They are from the text we are going to read. What do you think we are going to read about? What kind of story is it? Can you name the characters of the story?
Activity 5. Reading. Skimming the text. “The Secret Garden” SS-T 7-13min
(G)S are divided into 3 groups. T gives them the text. S skim the text to get the main idea. T asks weaker S to find the answer to the question: Where was Mary? Who was she talking to? Where did the girl turn out to be? The stronger S are given the same text with the missing words, which they should complete.
“The Secret Garden”
Mary walked around the flower garden and the fruit trees. Then she went to her own special path and decided to run from one end to the other. It was a long path and she ran slowly, but soon she got hot and tired. She stopped with a laugh- and then, suddenly, she saw a little bird. It was the robin! As Mary went towards him she felt the heavy key in her pocket.
“Yesterday you showed me where the key was”, she said. “Today you should show me the door”. The robin flew from his branch to the top of the wall. Then he opened his mouth and sang a loud, lovely song.
A breath of wind came down the path. It was strong enough to move the long branches of ivy hanging from the wall. Mary jumped forward. For a moment she could see something under the leaves, something very unusual.
She began to push the ivy to the side. It hung in a long curtain over the wall, and under it Mary could see wood and metal. Her heart began to jump with excitement. The robin kept singing, as it was excited too. It was a door that had been closed for many years. Mary put her hand in her pocket and took out the key. She put it into a keyhole. She had to use two hands to turn it- but yes, it turned.
And then she took a long breath. She looked behind her up the long path to see if anyone was coming. No one was there. She held back the curtain of ivy and pushed the door, which opened slowly…..slowly. Then she slipped through the opening and shut the door behind her. She stood with her back against it, looking around her in amazement. She was standing inside the secret garden.
(Worksheet 1 “The Secret Garden” by Frances Hodson Burnett
Worksheet 2: fill in the missing words)
Descriptor A Learner:
- works in groups
- Reads and identifies the main idea in the text
- Answers the given questions correctly with support
- Fills in the missing words.
- Checks the tasks in group
Activity 6. Post-reading. Giving and answering the questions on the text. Strategy “Hot Seat”. Ss-Ss 14-21min
(G, I) Each group makes up 5 general and 5 wh-questions. Then one of the S takes place in the chair in front of the class and answers the questions. Weaker S answer general questions and stronger S answer special or open questions. If the S answers correctly the rest of the S clap their hands.
Descriptor A Learner:
- Less able: Works in a group and individually
- Asks general and special questions on the text with support
- Answers the given questions without support
- Gives feedback to classmates by applauding
- More able: Uses new words while asking and answering the questions
- Expresses his thoughts or opinions while answering open questions
Activity 7. Writing right and wrong sentences. Ss-Ss 22-27min
(W, G) T asks S to make up 3 correct and 2 wrong sentences based on the text and write them on the paper. Then the groups change their sentences and find out what sentences are correct and what are wrong. They read aloud the sentences that they corrected.
Descriptor A Learner:
- works in groups
- Identifies details in a text with little support
- Writes correct and wrong sentences
- Corrects the wrong sentences
- Checks the sentences in a group.
Activity 8. Making up the end of the story. Ss-Ss 28-38 min
(W, G) T asks S in groups to continue the story in different ways. One of the groups draws the end of the story, the second group makes up the ending of the story, the third group role-plays.
Descriptor A Learner:
- Less able: draws the end of the story
- More able: makes up the end of the story
- role plays the end of the story
- gives each group applauses
End. 39-40 min
Feedback: Children, what have you learnt today?
- Learners evaluate themselves by choosing one word in each statement:
- I can remember: all / most of / some of the new words .
- I can understand: all / most of / some of the events in the story.
- I can ask and answer: all / most of / some of the questions. (Evaluation worksheet)