LESSON PLAN BOOKLET FOR GRADE 2 Developing Decoding, Comprehension, Fluency, Study Skills, Grammar and Writing Skills in Boys and Girls USAID/MoE Partnership for Improved Reading Outcomes
USAID/MOE Partnership for Improved Reading Outcomes Ministry of Education, Caenwood Centre, Grant Hall, 37 Arnold Road, Kingston 5 Tel/Fax: (876) 967-5192
Grade 2 LESSON PLAN BOOKLET Developing Decoding, Comprehension, Fluency, Study Skills, Grammar and Writing Skills in Boys and Girls
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Lesson Plan Booklet – Grade 2
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Table of Contents Introduction ..................................................................................................................................... 3 Structure of the Literacy 1-2-3 Lesson ........................................................................................... 3 Decoding Lessons: Sample Lesson Plan 1...................................................................................... 6 Decoding Lessons: Sample Lesson Plan 2.................................................................................... 11 Decoding Lessons: Sample Lesson Plan 3.................................................................................... 14 Decoding Lessons: Sample Lesson Plan 4.................................................................................... 18 Decoding Lessons: Sample Lesson Plan 5.................................................................................... 23 Decoding Lessons: Sample Lesson Plan 6.................................................................................... 26 Comprehension Lessons: Sample Lesson Plan 1 .......................................................................... 29 Comprehension Lessons: Sample Lesson Plan 2 .......................................................................... 33 Comprehension Lessons: Sample Lesson Plan 3 .......................................................................... 40 Comprehension Lessons: Sample Lesson Plan 4 .......................................................................... 44 Comprehension Lessons: Sample Lesson Plan 5 .......................................................................... 48 Comprehension Lessons: Sample Lesson Plan 6 .......................................................................... 52 Fluency Lessons: Sample Lesson Plan 1 ...................................................................................... 55 Fluency Lessons: Sample Lesson Plan 2 ...................................................................................... 58 Study Skills: Sample Lesson Plan 1.............................................................................................. 61 Study Skills: Sample Lesson Plan 2.............................................................................................. 64 Study Skills: Sample Lesson Plan 3.............................................................................................. 68 Study Skills: Sample Lesson Plan 4.............................................................................................. 72 Grammar Lessons: Sample Lesson Plan 1 .................................................................................... 76 Grammar Lessons: Sample Lesson Plan 2 .................................................................................... 80 Writing Lessons: Sample Lesson Plan 1 ....................................................................................... 84 Writing Lessons: Sample Lesson Plan 2 ....................................................................................... 88 Writing Lessons: Sample Lesson Plan 3 ....................................................................................... 92 Writing Lessons: Sample Lesson Plan 4 ....................................................................................... 97 Writing Lessons: Sample Lesson Plan 5 ..................................................................................... 100 Addressing Gender Issues in Lesson Plans ................................................................................. 105 A Sample Lesson Plan with Gender Issues Addressed ............................................................... 109
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Lesson Plan Booklet – Grade 2
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Introduction The following lessons were developed as one of the deliverables of the USAID/Ministry of Education Project for Improved Reading Outcomes. The plans were developed to provide teachers at Grades 1-3 with a model which they could utilize in lesson planning. The need for this document was in response to the observations by teachers and administrators that more support was needed in effectively delivering literacy instruction, using group rotations. These sample lesson plans reflect the format suggested by the Literacy 1-2-3 strategy, a critical component of the National Comprehensive Literacy Programme. In November 2013, ninety (90) Reading Coaches were employed to support literacy instruction in schools across the island. The 90 Reading Coaches who support select schools were given additional training in the development and monitoring of plans using the Literacy 1-2-3 Strategy. Subsequently, the Reading Coaches were required to develop Language Arts lessons using the Literacy 1-2-3 format. The lesson plans were reviewed by the Regional Literacy Coordinators, Project Reading Specialists/Advisors and the Core Curriculum Unit. The final product is therefore a combined effort of the Reading Coaches, the Regional Literacy Coordinators and the Project Reading Specialists/Advisors. The Revised Primary Curriculum was consulted while developing the lessons hence the Attainment Targets and Focus Questions in the lessons were informed by the curriculum. This set of lesson plans reflects the literacy skills to be developed at Grade 2. The sample lessons provide suggestions about some texts (teacher created texts, Literacy 1-2-3 texts as well as others) and activities that may be used to support the lessons. However, the teacher may make his/her own selection of texts and activities, ensuring that the content adequately supports the achievement of the lessons’ objectives. Remember that these lessons are a guide especially with regard to how to manage the grouping aspect of a lesson that reflects the Literacy 1-2-3 format.
Structure of the Literacy 1-2-3 Lesson The Literacy 1-2-3 programme suggests whole class and group sessions (which may be independent or teacher guided) during a one-hour Language Arts Window period. Time must be effectively utilized to facilitate the sequential development of the lesson. The plans should therefore provide opportunities for the teacher to transmit content, skills and/or strategies using explicit instruction and modelling. Time should also be allocated for students to use their new knowledge/skills, through guided and independent practice.
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Breakdown of Language Arts Window Period 1. The First Whole Class Session The teacher starts with a Whole Class session where she teaches explicitly and models the skills, strategies and content that students will need to help them perform the independent tasks that they will be required to do later in the small group sessions. This Whole Class session should not go beyond 20 minutes. 2. Group Sessions - Teacher Guided and Independent The teacher divides the class into groups (ability, interest, etc.) Depending on the size of the class, the teacher can have up to four small groups. The group sessions will last between 30 to 40 minutes. This session facilitates the extension and practice of knowledge/skills/strategies through teacher guided support and independent practice. The teacher will rotate in order to provide direct support to any two (2) groups within the period. This is referred to as the Teacher Guided Group. While the teacher is supporting a group, the other students will work at meaningful activities on their own. This is referred to as the Independent Group. Example of How Grouping Works Group 1 Teacher Guided (Rotation 1) 15 minutes Independent 15 minutes
Group 2
Group 3
Group 4 Independent 15 minutes
Independent 30 minutes
Independent 30 minutes
Teacher Guided (Rotation 2) 15 minutes
In the example above, the teacher has grouped her class in four, but has decided to provide additional support to Groups 1 and 4. She will therefore have Group 4 do independent activities for the first fifteen minutes while offering direct, focused support to Group 1 during that period. In the second fifteen minutes, Group 4 will receive the focused attention of the teacher, while Group 1 will be engaged in fifteen minutes of independent practice. During the 30-minute period, Groups 2 and 3 would have been engaged in independent activities, with oversight from the teacher. 3. The Final Whole Class Session The final session of the lesson should not go beyond 15 minutes. The time allocated for this session is dependent on the time spent on the first whole class and small group sessions. During this session all groups share, with the whole class, what they have learnt and/or products that they have developed in the small group setting. The teacher may also take the opportunity to reinforce/remind students about rules, tips or other pertinent information necessary to the understanding of the lesson. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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Some Considerations In planning the lessons, the teacher must give consideration to the following:
IMPORTANT POINTS Number of small groups Duration of the small group sessions Which group(s) will be Independent Which 2 groups will be Teacher Guided Selection of appropriate meaningful activities which will support the attainment of the objectives, especially as students transition between teacher guided and independent group sessions. f. Selection of suitable resources (written text, technology based etc.) that will enable students to learn and practise the skills/content /strategies being transmitted a. b. c. d. e.
It is hoped that these lessons will provide a better understanding of how to incorporate the Literacy 1-2-3 format in lesson planning and lesson execution.
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DECODING LESSONS: SAMPLE PLAN 1
Decoding Lessons: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying our Needs
Focus Question:
Why do I need education?
Topic:
Vowel Digraphs- Long E
Attainment Target: 1. Apply relevant decoding skills to the reading process. Objectives: By the end of the lesson students will: 1. Read words with the Long E sound 2. Spell words with the Long E sound 3. Use words with the Long E sound to complete cloze procedure 4. Create a cheer using words containing the Long E sound Skills: Reading, segmenting, blending, writing, listening, speaking Materials: Elkonin Box, Letter tiles/ cards, Jolly phonics/phonics sound cards, picture cards, activity sheets, Long E cheer (see lesson) Technology: Website - http://www.youtube.com/watch?v=s8D1JQSdTSM , multimedia projector, computer, Jolly Phonics related song Strategies: Phoneme Blending, Segmenting, Substitution Content: 1. Words are made of sounds. We use letters to represent sounds. Sounds may be represented by one or more letters. 2. The word seed has three sounds- /s/ /ee/ /d/. The sounds are written with the letters s-e-e-d. 3. The /ee/ sound is called the Long E sound and is represented by the letters ee. Extension of concept for Above Grade Level readers 4. The long E sound may also be represented by the letters, ea, e or ie as in meat, be and field.
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DECODING LESSONS: SAMPLE PLAN 1 Procedure:
Whole Class Activities [15 minutes] 1. Display picture of a seed; say the word “seed” and ask pupils to listen to the sounds in the word. 2. The teacher will stretch out the word seed to indicate the beginning and middle sound. 3. Students will be directed to place a pea grain in each cut out circle (counter) in each compartment of Elkonin box to represent each sound heard in the word seed. Teacher will demonstrate this to whole class. 4. Students will then be asked to slowly repeat the word seed while the teacher writes the letter(s) for each sound produced.
Elkonin Box
s
ee
d
Counter
Counter graing
Counter
5. Teacher will write the word “seed” on the board and read the word together with pupils. 6. Teacher and students will complete a sound analysis chart with the word “seed”. Example D1-1: Sound Analysis Chart The word is seed. It has 4 letters. It has 3 sounds because: ee makes one sound. 7. The teacher will repeat activities A and B using two other words: sleep and see. 8. Teacher will draw students’ attention to the difference between the number of sounds and letters. Teacher will then ask pupils to explain the difference. 9. Teacher and students will make generalization about the sound of ee together in a word. Students will then watch the YouTube Double E clip at http://www.youtube.com/watch?v=s8D1JQSdTSM or sing Jolly Phonics related song.
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DECODING LESSONS: SAMPLE PLAN 1
Group Activities [40 minutes] Group 1 - Below Grade Level A. Teacher Guided (20 minutes) 1. Using drawn Elkonin Boxes and letter tiles/cards, teacher will guide students to segment and blend words with vowel digraphs ‘ee’. a. The word ‘seed’ will be written on the board, teacher will then say – this word is ‘seed’ - if I remove the ending letter ‘d’, what is the new word? see b. Remove the beginning letter and have pupils tell the remaining sound ‘ee’. c. Teacher will now say, “Now let’s use what we have learned about the ‘ee’ sound to read some more words.” d. Help students to blend and read new words by replacing the beginning or ending letter tile with another letter tile. For example, change seed to seep, seep to peep, peep to peek, and peek to keep. Have students identify the sounds for all letter tiles in compartments as they create the new words. B. Independent (20 minutes) 1. Give students work sheets with pictures beside Elkonin boxes and cut outs/counters. 2. Instruct students to call and sound out the name of each item pictured, placing one counter in each box as had been previously demonstrated by the teacher. 3. Students will write the letter/letters representing that sound under each compartment of the Elkonin box. (Students may be given letter tiles as an alternative to writing) 4. Students will complete word analysis chart for each picture. Example D1-2: Word Analysis Charts
The word is: ___.
The word is: ___.
The word is: ___.
It has __ sounds.
It has __ sounds.
It has __ sounds.
It has___ letters.
It has___ letters.
It has___ letters.
Because: ee makes one sound
Because: ee makes one sound
Because: ee makes one sound
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DECODING LESSONS: SAMPLE PLAN 1
Group 2 - Above Grade Level A. Independent (20 minutes) 1. Students will be given a worksheet to manipulate letters in words to create new words by changing the ending or beginning sounds. 2. Students will complete a Find –A Word worksheet. Words should include the various letter combinations which produce the Long E sound. B. Teacher Guided (20 minutes) 1. Students will be given copies of the Long E Cheer. Long E Cheer Hooray for long ee the best sound around! Let’s holler long ee words all over town! There’s queen and bee and cheese and scream There’s clean and read and tea and dream There’s me and we and she and he There’s brief and chief and deep and sea Long e, long e, give a great cheer For the neatest sound you ever will hear! (Adapted from Scholastic Phonics Tales) 2. Teacher will ask students to listen to and underline the words with the long E sound as she reads the Long E cheer to them. Students will be asked to state the words they had underlined. 3. Teacher and students will scrutinize these words and comment on the letter/combinations used to represent the Long E sound in the words. 4. Using the discussion as a guide, the words will be categorized by placing them in a table under the headings (ee, ea, ie, e). 5. Students will be asked to give some other words which have the Long E sound. These will also be recorded. ee ea e ie see sea me thief bee read he chief 6. Students will be asked to create a new rhyme by replacing the underlined words in the Long E cheer with these new words. 7. Students will create a tune for the Long E cheer.
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DECODING LESSONS: SAMPLE PLAN 1 Group 3 - At Grade Level A. Independent (40 minutes) 1. Students will be asked to write seven sentences using words from the video shown or from memory. 2. Students will be given a worksheet to manipulate letters in words to create new words by changing the ending or beginning sounds.
Whole Class Activities [5 minutes] Students will: 1. Share results of the word analysis (Group 1) 2. Sing new Long E Cheer created (Group 2) 3. Share words created on worksheet (Group 3) Evaluation Worksheet: (At and Above Grade Level)
Make the Bird Happy Change the word feed to tweet in 10 steps by using the letter/cluster of letters given to change the first or last letter of the previous word. The first one is done for you.
k
sw
t
m
p
1. feed 2. weed 3. wee_ 4. _eek 5. mee_ 6. sleet 7. slee_ 8. _eep 9. swee_ 10. tweet
Answers: feed, weed, week, meek, meet, sleet, sleep, sweep, sweet, sweep, sweet, tweet
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DECODING LESSONS: SAMPLE PLAN 2
Decoding Lessons: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together as a Family
Focus Question:
How do family members relate to each other?
Topic:
Consonant Digraph ‘sh’
Attainment Targets: 1. Apply relevant decoding skills to the reading process
Objectives: At the end of the lesson students will be able to: 1. Use sound symbol relationship when encountering new words with ‘sh’ digraph 2. Read words with ‘sh’ sound at the beginning 3. Use words with the targeted sound in their writing. Skills: reading, writing, viewing, spelling, speaking, listening Materials: Crossword puzzle, poems, ‘sh’ words, tongue twister, worksheet, tape recorder, textHelp Shelly Strategies: Echo Reading, Choral Reading Content: A consonant digraph consists of two successive consonants which are combined to produce one sound. The letters ‘s’ and ‘h’ combine to produce the sound heard at the beginning of the words shop, she and shell.
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DECODING LESSONS: SAMPLE PLAN 2 Procedure:
Whole Class Activities [20 minutes] 1. Students listen to tongue twister on tape recorder, for example, ‘She Sells Sea Shells by the Sea Shore’ 2. Students repeat the tongue twister along with the tape recorder. 3. They say the sound they heard most often in the tongue twister. 4. Ask students to identify the two letters that produce the one targeted sound. Supply if they are unable to do so. Teacher writes the letters that produce the sound. 5. Ask students to give words from the tongue twister that have the targeted sound. 6. Students tell where in the words the sound is heard 7. Write the words on the chalkboard. 8. Have students call the words again. 9. Underline the digraph ‘sh’. 10. Have students repeat the sound of the digraph. 11. Ask students to give orally, objects in the classroom or elsewhere, whose names begin with the ‘sh’ sound. 12. Employ Echo Reading strategy to share the text “Help Shelly” or any other text that has several words with the targeted sound. (See Help Shelly at end of lesson). 13. Remind students that a word that begins with ‘sh’ says /sh/ at the beginning
Group Activities [30 minutes] Group 1 A. Teacher Guided (15 minutes) 1. Students select from the Magic Pot at least six words beginning with ‘sh’. 2. Teacher assists students, where necessary, to pronounce the words. 3. Teacher guides students in developing a tongue twister, nonsense verse, poem or song etc., using the selected words. B. Independent (15 minutes) 1. Students practise reading the text they have written, to at least two classmates. Group 2 Independent (30 minutes) 1. Students complete a word puzzle in which they will identify some ‘sh’ words. They will select any four of the words to compose sentences. 2. Students share their sentences with two of their classmates. 3. Students practise reading the words and sentences they created. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 2 Group 3 A. Independent (15 minutes) 1. Students are given a jingle with words having the targeted sound. Example D2-1: Jingle with targeted sound /sh/ Text Help Shelly Shane, please help Shelly to get her shoes. She left them on the shelf. I know Shelly is too short to reach the shelf. Should Shane help Shelly to get her shoes? 2. Students practise reading the jingle and pronouncing the words with the targeted sound. 3. Students underline the words having the targeted sound. B. Teacher Guided (15 minutes) 1. Teacher assists the group in writing another jingle using other ‘sh’ words. 2. Engage students in an echo and choral reading exercise of the jingle. Group 4 A. Independent (30 minutes) 1. Students, in pairs, practise pronouncing the list of words below. 2. Students, individually, complete the passage below using the words in the list. 3. Students share their work with at least two others for feedback. 4. Students practise reading the sentences. List of words
Passage
showed
___________ went to the __________ to buy sugar and
she
milk.
shopkeeper shook Shelly shh! shop shouted
The
____________
took
the
milk
from
off
the
_____________. She ____________ the girl the tin of milk. The girl _____________ her head. “That is not the one I want,” ____________
____________.
The shopkeeper
put her finger to her lips and said, “_____________.”
shelf
Whole Class Activities [10 minutes] 1. Students share their work orally. Evaluation: USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 3
Decoding Lessons: Sample Lesson Plan 3 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How do people get from place to place?
Topic:
Decoding
Sub-Topic:
Long Vowel digraph “oa”
Attainment Target: Apply relevant decoding skills to the reading process Objectives: By the end of the lesson students will be able to: 1. Read words with long vowel digraph ‘oa” 2. Give the long sound that oa represents 3. Use words with long oa digraph in sentences Skills: reading, writing, listening, speaking Materials: letter cards/tiles, puzzles, poem/jingle Strategies: Phoneme blending, Substitution Content: In most words that contain the “oa” digraph, the long sound of “o” is made and the “a” remains silent. Procedure:
Whole Class Activities [20 minutes] 1. Read the poem/jingle in which most words have the long “oa” sound. Invite students to listen to find out the sound that is most often repeated. 2. Ask students to repeat the sound. 3. Repeat the poem/ jingle and ask students to listen for the words that have the targeted sound. (Ensure that the poem does not include words that are “r” controlled” e.g “soar’ in which case the “oa” does not give a long sound). 4. Write the words with the targeted sound on the chalkboard. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 3 5. Invite students to call the words and to say the two letters which make the targeted sound. 6. Tell students that “oa” says the long sound of “o” in most words and that “a” remains silent. 7. Have students say the jingle/poem making sure to focus on correct pronunciation of words with the targeted sound. 8. Give practice in reading other words having the “oa’ digraph.
Group Activities [30 minutes] Group 1 (Below Grade level) A. Teacher Guided (15 minutes) 1. Engage students in an exercise of letter substitution to form new words and nonsense words with “oa” digraph, e.g., oat, oal, oad, oab. boat, soat, coat, goat 2. Help students create a nonsense rhyme with some of the words. Students practise reading the rhyme. B. Independent (15 minutes) 1. Working individually, students write 3 sentences with 3 teacher-selected words chosen from the teacher guided activity. 2. Students exchange their work with a classmate for feedback. 3. Students practise reading the sentences. Group 2 A. Independent (15 minutes) 1. Provide students with a set of letter cards/tiles. t
Example D3-1 o g a
2. Have students re-arrange the letters to form words having the long “oa” digraph,then say them and use them in sentences. 3. Students share their work with classmates. B. Teacher Guided (15 minutes) 1. Teacher asks students to share the work done in the Independent session and provide feedback. 2. Guide students in a practice exercise in letter substitution to form new words and nonsense words with the long “oa” sound. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 3 Example D3-2 oat
oal
coat
coal
goat
goal
boat
boal
moat
moal
soat
foal
3. Have students practise reading the words Group 3 Independent (30 minutes) 1. Provide a “Search –A-Word” puzzle. 2. Working in pairs, students find the words with the “oa” sound. 3. Students practise reading the words to each other. 4. Students make sentences with 3 of the words in the puzzle and read them to each other. Example D3-3
Search-A-Word Puzzle - Long Vowel Digraph “OA” M
U
J
B
D
C
O
U
C
U
G
O
A
G
L
O
A
X
X
A
O
C
O
O
K
A
K
T
L
K
K
A
A
A
O
T
C
O
A
L
T
F
O
V
I
T
O
A
D
O
P
S
L
N
Word List BOAT
LOAD GOAT
COAL
LOAF
SOAK
COAT
OAK
TOAD
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DECODING LESSONS: SAMPLE PLAN 3 Group 4 Independent (30 minutes) 1. Students work in pairs to complete a puzzle like the one below
Example D3-4 g
o
a
t
I am an animal I carry people on the water People use me to cook their food I look like a frog People wear me People like to _______________in the water
2. Students exchange their work with another pair to get feedback 3. Students make sentences using 3 of the ‘oa’ words 4. Students practice reading the sentences and words from the puzzle
Whole Class Activities [10 minutes] 1. Groups present their work 2. Remind students about the rule for pronouncing some words with the long “oa” digraph. Evaluation:
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DECODING LESSONS: SAMPLE PLAN 4
Decoding Lessons: Sample Lesson Plan 4 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How do people and goods move from one place to another?
Topic:
Adding ‘ing’ and ‘er’ to CVC words - Doubling Final Consonants
Attainment Target: Apply relevant decoding skills to the reading process. Objectives: By the end of the lesson students will be able to: 1. Read words with final consonant doubling 2. Construct and read sentences with words having the targeted inflections Skills: Listening, writing, speaking, observing Materials: Tape recording of the song, “I Feel Like Running, Skipping” Strategies: Segmenting, Blending Content: Before adding the endings ‘ing’ or ‘ er’ to words that have a consonant-vowelconsonant (CVC) pattern such as in ‘cut’ and ‘hot’; or a double consonant-vowel-consonant pattern such as ‘spot’or ‘flip’; we must first double the final letter. E.g. Cut – cutting; hot – hotter; nap – napping; hit – hitting, Spot – spotting; flip – flipping, flipper Previous Knowledge: Students were taught about one syllable, CVC and CCVC words in previous lessons.
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DECODING LESSONS: SAMPLE PLAN 4 Procedure:
Whole Class Activities [20 minutes] 1. Students listen to and then sing along with tape recorded song, “I Feel Like Running, Skipping, Praise the Lord” and do the relevant actions (running, skipping, clapping, etc.) 2. Teacher writes on the chalkboard targeted words that have the final consonant doubled. 3. Engage students in visually scrutinizing the words to note that the final letter of the base word is doubled before the inflection, “ing” or “er” is added. 4. Teacher segments the words into base words and additions (e.g., run/ning, hot/ter) 5. Teacher shares the rule for consonant doubling including a reminder about one-syllable words. 6. Teacher pronounces each segment of the word and then blends the parts to pronounce the whole word. Point out to students that the letter that is doubled is pronounced once. 7. Students spell and pronounce each word as teacher points to it. 8. Engage students in a “Working with Patterns” exercise, using other words Example D4-1: Dip, dipper, dipping Skip, skipper, skipping
Group Activities [30 minutes] Group 1 A. Teacher Guided (15 minutes) 1. Remind students about the rule for consonant doubling. 2. Provide some words with the inflections added, for example, swimming, clapping, slipping, grabbing, bigger, better, litter, and sitter. 3. Provide assistance to students in segmenting the words to show the base, the letter doubled and the inflection, e.g., big/g/er, slam/m/ing. 4. Have students blend the parts to pronounce the words. 5. Help students to develop and read sentences with the targeted words. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 4 B. Independent: 15 minutes 1. Students, working in pairs, complete each sentence below with the new word formed from the base word in brackets. Example D4-2 Example: She is bigger than her brother (big) a. He is __________in the sea (swim) b. The ___________ stole the man’s money (rob) c. The dog is __________on the step (sit) d. This apple tastes___________(bet) e. I like __________ on the sports field (run) f. The drink tastes ___________(bit)
2. Students exchange their work with another pair for feedback. 3. Students practise reading the sentences and spelling the words with the inflections added. Group 2 A. Independent (15 minutes) 1. Students work independently to complete the table below 2. Students choose 2 words, with the inflections added, to write sentences 3. Students share their work with a classmate for comments Example D4-3 Base word
Add letter
Word with ‘er” and “ing” added
Example: set 1. win 2. bit 3. bet 4. let 5. run 6. bet 7. rob 8. sit
t
setting, setter
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DECODING LESSONS: SAMPLE PLAN 4 B. Teacher Guided (15 minutes) 1. Invite a few group mates to share work done earlier and provide feedback. 2. Place students in 2 groups and assign a story frame to each group. 3. Go through the list of words students will use to complete the frame. 4. Guide students to use the most suitable words from the list to complete the assigned frame. 5. Have students read their story. Example D4-4 Frame 1 Words: winning, clapping, winner, sitting, swimming One day mother was___________ in the living room watching the sports news. Suddenly she started __________her hands. She saw her niece __________ in the pool. She was _______ the swimming race. “Oh!” she shouted, “I Know that she would be a ________one day.” Frame 2 Words: robber, grabbing, running, slipping, runner Mary is ______________ away from the ___________. He wants to steal her purse. He is a faster _________than Mary. “Oh, no!” she is ___________. “Look! The man is _________ her purse.” Group 3 A. Independent (30 minutes) 1. Provide the following table with list of words. 2. Students work in pairs to complete the table. 3. Students write 4 sentences using 4 selected words with the inflections added, from the table. 4. Students practise reading the base words as well as words with the inflected endings and the sentences. Example D4-5 Base word
Add letter
Word with “ing” and ”er” added
Example: Sit Example: Sit
t t
sitter sitting
Words that may be used in the table: wet bet bit sin run rob let rig USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 4
Whole Class Activities [10 minutes] 1. Each group shares its work 2. Students write in their log the lesson learned about consonant doubling. Evaluation:
INFLECTIONAL ENDINGS- ‘er’ and ‘ing’ Doubling final consonants
Source :http://www.aliaatkinson.com/flash/ALIA(1).jpg
Swim – Swimmer
Swimming
Alia Atkinson is a Jamaican swimmer. She won a 100m swimming race.
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DECODING LESSONS: SAMPLE PLAN 5
Decoding Lessons: Sample Lesson Plan 5 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
What is a family?
Topic:
Sight words
Attainment Targets: 1. Apply relevant decoding skills to the reading process 2. Use recognizable handwriting and appropriate spelling and vocabulary Objectives: By the end of the lesson students will be able to: 1. Spell sight words 2. Make sentences with targeted sight words. 3. Read targeted sight words Skills: Listening, speaking, reading, writing, viewing, picture discussion, Materials: Careful and Carefree - Literacy 1-2-3 reader, pictures, worksheets, word dominoes, ball Strategies: Visual Scrutiny, Memorization (See It, Read/Say It, Spell It) Content: Sight words are those recognized instantly from memory. Any word can become a sight word once we have memorized it and can read it quickly. Procedure:
Whole Class Activities [15 minutes] 1. Students will be shown pictures representing the words to be learnt.
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DECODING LESSONS: SAMPLE PLAN 5 2. Ask students to name each picture. As each name is given, place the appropriate word beside the picture. Point to and read each word twice. Invite students to read along. 3. Lead students in the visual scrutiny of the word. Have students note the features of the word e.g., length, individual letters, phonetic irregularities or similarities to other words. Say the word again. 4. Repeat the process with all the targeted words.
Group Activities [40 minutes] Group 1 A. Teacher Guided (20 minutes) 1. Distribute worksheets which have the targeted words written on them. Each word should have three lines underneath. ( See example below) Boy girl big little ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ 2. The teacher will call a word and have students find the word on the worksheet. On any of the lines beneath it, the students will re-write the word called. 3. Continue calling the targeted words in random order until they have all been written three times. 4. Students will read to the teacher, sentences from the text, which contain the targeted words. B. Independent ( 20 minutes) 1. On a worksheet given, students will match targeted words written in various ways e.g. Cat little Girl LITTLE big girl cat Boy BIG 2. Provide a targeted word and have students fill the blank with the correct letters to complete the targeted word. e. g. family f_m_ly fa_i _y _ amil_ 3. Students will select at least three of the targeted words to create sentences. Group 2 A. Independent (20 minutes) 1. Students will play a game of word domino. Domino pieces should include targeted words from this and from previous lessons. B. Teacher Guided (20 minutes) 2. Distribute worksheet on which the words in focus have been written at random. Each word should be recorded at least three times.
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DECODING LESSONS: SAMPLE PLAN 5 3. The teacher will call each word and have the students find the word, read it aloud, spell it and circle it. 4. Students will read to the teacher sentences from the text, Careful and Carefree, which contain the targeted words. Group 3 A. Independent (40 minutes) 1. Students will complete various activity sheets using the words in focus. Examples of activities include- Find A Word puzzles, Picture Clue crossword puzzles, unscrambling words and cloze sentences. Have students share their work with a classmate.
Whole Group Activities [10 minutes] 1. Arrange the class in a large circle. Call a targeted word from the lesson. Toss the ball to a student. Instruct the student receiving the ball to repeat the word and spell it before tossing the ball to another student. That student receiving the ball should spell a word from the lesson as dictated by the previous student. 2. Ask students selected at random to give one clue they will use to remember any word they had learnt. Evaluation:
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DECODING LESSONS: SAMPLE PLAN 6
Decoding Lessons: Sample Lesson Plan 6 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How can I spend my leisure time?
Topic:
Sight words/word recognition
Attainment Target: Apply the relevant decoding skills to the reading process Objectives: By the end of the lesson students will be able to: 1. Read basic and other sight words in context 2. Spell the targeted words correctly 3. Use sight words in sentences Skills: Identify sight words, read with fluency, read for meaning Materials: ‘The Yellow Balloon’, Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology, flash cards, letter tiles, word cards, crayons, glitter glue, sprinkles, strips for sentences Strategy: Phoneme Segmenting and Blending, Repetition, Memorization Content: Sight words are words that are recognized instantly. Procedure:
Whole Class Activities [10 minutes] 1. The lesson will begin with the teacher communicating the lesson’s objectives to the students. 2. The teacher will read aloud to the students a short selection from the story, “The Yellow Gas Balloon” from the Literacy 1-2-3 Anthology for Grade 2. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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DECODING LESSONS: SAMPLE PLAN 6 The selection should contain the targeted words. The students will be asked to use their pencils to point to each word as they follow in their books. 3. The teacher will write one of the targeted words on the board. 4. The teacher will demonstrate for the students how to use phoneme segmenting and blending to decode the words. For example: a. Using self-talk, the teacher will identify and give the sound of each letter of the targeted word. S/He will give the sound of each letter as he/she runs a finger under each letter. b. The teacher will repeat the procedure, inviting students to say the sounds with him / her. The teacher will increase the speed on each repetition. c. The teacher will ask students to call the word pronounced. 5. Repeat for all words which have a regular phonetic spelling.
For words with an irregular spelling: Call each word. Have students repeat and spell the word called. Students will clap their hands as each letter is called. Repeat the activity until all the words have been covered. For other words students could be asked to stomp the feet or snap their fingers.
6. The teacher will ask the students to say the word and write it.
Group Activities [40 minutes] Group 1- Mixed Ability A. Independent (20 minutes) 1. The teacher will divide the group into smaller groups of two or three before giving each person multiple copies of one or two targeted words. 2. Each student will be given the opportunity to flash his/ her card while the other group members will say the word. The flash card will be covered or placed face down on the centre of the tables. 3. All students will write the word from memory in their note book. 4. The student with the card will ask each child in his/ her group to spell the word. A card will be given to each student who correctly spells the word. 5. The student who gets the largest number of cards wins.
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DECODING LESSONS: SAMPLE PLAN 6
B. Teacher Guided (20 minutes) 1. The teacher will record all the target words on the board. 2. S/he will help students to create a poem, jingle or story using the target words. 3. Students will read the piece created. Group 2- Mixed Ability A. Teacher Guided (20 minutes) 1. Each student will be given a set of letter tiles. (N.B. Ensure that there are enough letters to accommodate those words which have multiple occurrence of a letter/letters.) Students will use their letter tiles to create the words called by the teacher. Students will write the correctly spelt word in their notebooks. 2. Students will read a short passage containing the target words to the teacher. B. Independent (20 minutes) 1. The students will use the words in their notebooks to write sentences. Group 3- Mixed Ability A. Independent (40 minutes) 1. Working in pairs, students will use all the day’s target words to create sentences on sentence strips. 2. Students will be instructed to write the targeted word as creatively as possible, for example, using letters cut out from magazines or newspapers, crayons, glitter glue etc. For example,
The boy
to the top of the pear tree. Whole Class Activities [10 minutes]
1. Each group will present their final piece to the entire group. Evaluation:
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COMPREHENSION LESSONS: SAMPLE PLAN 1
Comprehension Lessons: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration
1 hour
Unit Title:
Satisfying Our Needs
Focus Question:
How am I educated?
Topic:
Comprehension
Sub Topic:
Story Elements - Characters
Attainment Targets: 1. Read for meaning fluency and enjoyment 2. Respond critically and aesthetically to literature and other stimuli Objectives: By the end of the lesson students will be able to: 1. Identify characters in a story 2. Describe at least one character in a story 3. Express thoughts and feelings about a story character Skills: reading, writing, listening, viewing and speaking. Materials: Story, Aunt Bev and the New Van - Read with Me, Literacy 1-2-3 Grade 2 Primary Anthology. Strategies: Directed Listening Thinking Activity (DLTA) Content: A character is anyone or thing who plays a part in the story. Characters may be people, animals, plants or objects. Characters that are not people may sometimes behave like humans, doing things that humans do. Characters have different qualities or traits. Some words we may use to describe a character are kind, mean, helpful, selfish, happy, and sad. The actions of the characters give us a clue about their qualities or traits.
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COMPREHENSION LESSONS: SAMPLE PLAN 1 Procedure:
Whole Class Activities [10 minutes] 1. The teacher will instruct students to list the people they encounter as they listen to Pages 54 and 55 of the story Aunt Bev and the New Van. 2. The teacher will review the list the students suggested and have them state what the person(s) did in the story. 3. The teacher will define the term, ‘character’. 4. The teacher and students will review the list and allow students to make changes based on the definition of a character. Students will be asked to give a reason for (justify) any changes they suggest.
Group Activities [40 minutes] Group 1 (Mixed Ability- At and Below Grade Level) A. Teacher Guided (20 minutes) 1. The teacher will use self-talk to model for students the process of identifying the character traits of the persons suggested in the whole class activities above. The teacher will say, for example: Example C1-1 Self-talk Model One of the characters in the story was Father. What can I say about Father? I know that the book said that he can fix things. What word could I use to describe someone who is good at fixing things? Someone who is good at fixing things is skillful. I can say then that Father is skillful because he can fix things.
2. The teacher and students will read selected portions of the story and, using the table below, the teacher will guide students into identifying the traits of the other characters. Example C1-2: Identifying Traits of Characters Character (who) Father
Character Trait (quality) is skillful
Reason (why - from the book, or your experience) because he fixes things
Janet
is helpful
because she helps her father to fix his truck
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COMPREHENSION LESSONS: SAMPLE PLAN 1 B. Independent (20 minutes) 1. The students will draw a picture of 2 of their favourite characters and write two or three sentences stating what they liked most about those characters. The sentences should include words that describe the traits of the characters. Students share their work with a classmate. Group 2 (Mixed Ability- At and Below Grade Level) A. Independent (20 minutes) 1. The teacher will place students in pairs. Assign pages from the story to be read by each pair of students. Ask the students to identify and list the characters they encounter in reading the pages. B. Teacher Guided (20 minutes) 1. The teacher will review the students’ list of characters. 2. Using Table C1-2 on the previous page as guide, the teacher will share with the students, information about any of the character(s) s/he encountered during the reading. 3. The teacher will ask each pair of students to use Table C1-2 to guide them as they share something about one character they encountered during their reading. 4. The teacher will record the responses on a chart to be displayed in the class. Group 3 (Above Grade level) A. Independent (40 minutes) 1. Students will be asked to write a Character Report from a selected storybook in the Literacy corner or from their class readers. See, on the next page, a sample of the Book Report Form.
Whole Class Activities [10 minutes] 1. Students will share the products as follows a. Group 1- One or two students will share picture and sentences developed in the Independent activity session. Other pictures may be displayed in the classroom. b. Group 2- One or two students will report on chart/table produced during Teacher Guided session c. Group 3- Select one or two students to read their report. The other reports may be mounted in the classroom.
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COMPREHENSION LESSONS: SAMPLE PLAN 1 Example C1-3: My Character Report
My Name: ______________________________________
Date: ________________________________
Title of Book: ______________________________________________________________________________ Characters: _______________________________________________________________________________ The character( s) I like the best __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ I liked this / these character(s) because __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ The character(s) I liked the least __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ I did not like this/these character(s) because __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
A Picture of My Favourite Character
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COMPREHENSION LESSONS: SAMPLE PLAN 2
Comprehension Lessons: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Comprehension
Sub-topic:
Predicting Outcomes
Attainment Target: 1. Read for meaning, fluency and enjoyment Objectives: By the end of the lesson students will: 1. Predict what is going to happen in a story. 2. State what they can use to help them make predictions about a story (title, picture, story events, and personal experiences). 3. Confirm/ modify their predictions as the story is read to them. Skills: reading, writing, listening, predicting Materials: Literacy 1-2-3 Text: ‘Big and Strong’, story of ‘Cinderella’ and Snow White, pictures from the story of Cinderella, sentence strips Strategies: Read Aloud, Think Aloud, Content: When you make a prediction about a story you make a guess about something that will come later in the story. You can use clues such as pictures, words and sentences from the story, together with what you know from your experiences, to figure out what will happen next. You may change your prediction as you read on in the story. While you are making your predictions you should check to see if they are supported by the story.
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COMPREHENSION LESSONS: SAMPLE PLAN 2 Procedure:
Whole Group Activities [20 minutes] 1. Teacher tells students that they are going to practise their predicting skills. 2. Ask students to share their views about what they think is meant by making a prediction. 3. Engage students in a discussion based on their responses about making predictions. During the discussion introduce the tip to the students. 4. Using Think Aloud, model the tip to students, using the story, ‘Big and Strong.’ a. As you proceed, ask questions to elicit information that confirms or disproves predictions made. b. As you read, stop at pre-determined portions of the text to engage students in short discussions so that they can revisit their predictions, to confirm, modify or make further predictions.
5. Model the strategy again using the story, ‘Snow White’. a. Introduce students to the cover and the title of the book and ask them to make predictions. Use questions such as: What will the story be about? Why do you think so? What helped you to come to that decision? b. Ask students to supply textual and personal support for the decisions they make. 6. Share with students that they may change their predictions as they continue to read the story. They should check to see whether their predictions are supported by the story.
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COMPREHENSION LESSONS: SAMPLE PLAN 2
Group Activities [30 minutes] Group 1 A. Teacher Guided (15 minutes) 1. Provide the following facts and using questioning, guide students to give (2) two possible outcomes/conclusions and supporting evidences for the conclusions drawn. Facts Fact 1: Cinderella was unhappy.
Fact 2: The prince loved her.
Fact 3: Cinderella’s stepmother and step sisters hated her.
2. Guide students to complete the activity through the following questions: a. Why was Cinderella unhappy? b. What facts are given to support the idea that she was unhappy? c. Do you think the prince will help her? Why? Why not? d. What are the facts that help you to say what you say? e. How do you think the story will end? (Conclusion/outcome) B. Independent (15 minutes) 1. Students will use facts from a story, as provided by the teacher, to make predictions. (See table below) Example C2-1: Using facts to make predictions Story Title Facts 1. 2. 3.
Possible outcome/ Prediction
Supporting evidence
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COMPREHENSION LESSONS: SAMPLE PLAN 2 Group 2 A. Independent (15 minutes) 1. Ask students to complete the worksheet below or one similar to it. Example C2-2: Predicting Outcomes Worksheet Predicting Outcomes Worksheet 1. Using pictures from the ‘Cinderella’ story, students write a simple sentence about what they think is happening in each picture.
2. Write a sentence to say how you think this story will end.
B. Teacher Guided (15 minutes) 1. Teacher reads the Cinderella story to the group. While reading s/he stops at predetermined intervals to question students as to whether what they wrote is aligned to what was read to them and invite them to make adjustments where necessary 2. Encourage students to provide supporting evidence for adjustments made.
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COMPREHENSION LESSONS: SAMPLE PLAN 2 Group 3 A. Independent (30 minutes) Provide a worksheet with sentences/short scenarios. Ask students to complete the worksheet by providing the possible outcomes for each sentence/scenario presented. Example C2-3: Predicting Outcomes Worksheet Sample 2 Sentence 1: Mother gave John $100 for his lunch money and he lost it. What do you think will happen to John? Possible outcome/s: a. He will ask his friends for lunch b. He will report to his teacher who will give him lunch c. He will go home for lunch d. He will go without lunch Sentence 2: Mary returned late from school. Her mother is angry with her. Possible outcomes: a. Mother gave her a warning b. Mary is punished Sentence 3: Possible outcome/s:
Sentence 4: Possible outcome/s:
Whole Group Activities [10 minutes] 1. Each group shares what they have done. 2. Remind students that good readers use text titles, pictures, story events and personal experiences to make predictions about a text. Evaluation:
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COMPREHENSION LESSONS: SAMPLE PLAN 2 Story of Cinderella Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her one little bit. All her kind thoughts and loving touches were for her own daughters. Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every home comfort. But, for the poor unhappy girl, there was nothing at all - no new dresses, only her stepsisters’ hand-me-downs - no lovely dishes, nothing but scraps, - no rest and no comfort. She had to work hard all day. Only when evening came was she allowed to sit for a while by the fire, near the cinders. That’s why everybody called her Cinderella. Cinderella used to spend long hours all alone talking to the cat. The cat said, “Meow”, which really meant, “Cheer up! You have something neither of your stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in old rags, was a lovely girl while her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be. One day, beautiful new dresses arrived at the house. A ball was to be held at the palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if she could go too. She knew very well what the answer would be: “You? You're staying at home to wash the dishes, scrub the floors and turn down the beds for your stepsisters. They will come home tired and very sleepy.” Cinderella sighed, “Oh dear, I'm so unhappy!” and the cat murmured, “Meow.” Suddenly, something amazing happened. As Cinderella was sitting all alone, there was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the fairy. “I know you would love to go to the ball. And so you shall!” “How can I, dressed in rags?” Cinderella replied. “The servants will turn me away!” The fairy smiled. With a flick of her magic wand Cinderella found herself wearing the most beautiful dress she had ever seen. “Now for your coach,” said the fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh, of course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You, bring me seven mice, and, remember they must be alive!” Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the mice became six white horses, while the seventh mouse turned into a coachman in a smart uniform and carrying a whip. Cinderella could hardly believe her eyes.
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COMPREHENSION LESSONS: SAMPLE PLAN 2
“You shall go to the ball Cinderella. But remember! You must leave at midnight. That is when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I understand!” Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of her slippers, but not for a moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound, oh, what a disaster that would be! Out she fled and vanished into the night. The Prince, who was now madly in love with her, picked up the slipper and said to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will never be content until I find her!” So the ministers tried the slipper on the foot of every girl in the land until only Cinderella was left. “That awful untidy girl simply cannot have been at the ball,” snapped the stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't you see how ugly Cinderella is?” But, to everyone’s amazement, the shoe fit perfectly. Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in amazement, and the ministers said, “Come with us Cinderella! The Prince is waiting for you.” So Cinderella married the Prince and lived happily ever. As for the cat, he just said, “Meow!”
Image of Cinderella and Prince retrieved on October 7, 2014 from http://img4.wikia.nocookie.net/__cb20131229122626/disney/images/6/63/Cinderella_and_Prince_Charming.jpg
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COMPREHENSION LESSONS: SAMPLE PLAN 3
Comprehension Lessons: Sample Lesson Plan 3 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How do people and goods move from place to place?
Topic:
Comprehension
Sub-topic:
Making Inferences
Attainment Target: Read for meaning, fluency and enjoyment Objectives: By the end of the lesson students will be able to: 1. Answer questions at the inferential level 2. Provide supporting evidences to answers given Skills: analyzing, listening, reading, discussing.
Materials: Pictures depicting a story Strategies: Question Answer Relationship (QAR), Directed Reading Thinking Activity (DRTA) Content: An inference is a conclusion reached on the basis of evidence, meaning and reasoning. The answers to the questions are not clearly stated in the text, but by looking at information in different parts of the text and using your experience you can get an answer. The title and pictures in the story can also give you hints that will enable you to make inferences.
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COMPREHENSION LESSONS: SAMPLE PLAN 3 Procedure:
Whole Class Activities [20 minutes] 1. Tell students that a story has clues that tell them what the story will be about before they read it. These clues are the title as well as the pictures on the cover of the book and in the story itself. 2. Present the title and pictures on the cover of a select story. Ask students to say what they think the story will be about. 3. Ask students to explain how the title and pictures on the cover support their responses. 4. Do a Picture Walk of the story. 5. Give students the opportunity to change their predictions if necessary. 6. Guide students in providing evidence from the Picture Walk to support their responses. 7. Read the story or part of the story to students and stop at points to ask questions that will require them to engage in inferential thinking. 8. Model how to use cues in the story and their experiences to answer the inferential questions asked. Include questions such as, How do you think…? Why do you say so? Which word/s, picture/s sentence/s give you a clue…? 9. Engage students in practising how to search for answers to questions posed, for example, reading more than one sentence, identifying cue words, examining pictures. 10. Remind students that text titles, pictures, words and sentences in the story provide clues that will help us to answer questions.
Group Activities [30 minutes] Group 1 A. Teacher Guided (15 minutes) 1. Provide a short passage/story with questions set at the inferential level. 2. Engage the group in reading the passage/story along with you. 3. Guide students in searching for clues that will help them in answering the questions. 4. Have students read the clues from the story as well as share personal experiences that support their responses. B. Independent (15 minutes) 1. Provide a set of pictures. 2. Have students, working in pairs, use the pictures to help them complete a frame similar to the example provided on the next page. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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COMPREHENSION LESSONS: SAMPLE PLAN 3
Pictures Picture 1
Picture 2
Picture 3
3. Example C3-1 Sentences Clues I think the people in the There is a smile on their picture are (sad, happy) faces. They are hugging each other. I think they are at a I see someone dressed as a hotel/church waiter. I have been to a hotel before and the building looks like a hotel. I think they are having a I see the people eating, and picnic at the zoo/school playing games. People eat and play games at picnics. I see many animals in cages. Animals are sometimes kept in a zoo. My family had a picnic at Hope Zoo. This place looks like a zoo.
1. Students share their work with another pair of students. Group 2 A. Independent (15 minutes) 1. Provide students with copies of a short story and a worksheet. 2. Students work in pairs to answer a set of inferential questions about the story. Ask questions such as, Who do you think …? What do you think …? How do you know…? See sample below. Example C3-2: Sample Work Sheet on Inferential Questions Question Who do you think will win the race? What do you think will happen to Sue?
Answer Kevin will win the race. I think she will get to school on time today.
Clues/ Evidence The story says that he is a fast runner. I see her father in a new car.
B. Teacher Guided (15 minutes) 1. Have students share their responses to the questions posed in the independent activity session of the lesson, including supporting evidence. 2. Provide another short passage/story and a set of inferential questions. 3. Work with students to answer the questions and to search for supporting clues.
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COMPREHENSION LESSONS: SAMPLE PLAN 3 Example C3-3: Sample text with inferential questions The boy stood under the mango tree that was laden with ripe juicy fruits. Suddenly the dog started barking angrily and rushing towards the boy. The boy jumped over the fence. Questions: 1. Why do you think the boy was under the mango tree? 2. Why did the boy jump over the fence? 3. What do you think the dog would have done to the boy? 4. Do you think the dog knew the boy? Why do you say so?
Group 3 A. Independent (30 minutes) 1. Provide a set of pictures to depict a story. 2. Students will work in pairs to do the following: a. Write a story based on what they think is happening in the pictures. b. Give a title to the story. 3. Students will share their story with another pair of students.
Whole Class Activities [10 minutes] 1. Have students share their work 2. Remind students to use text titles, pictures, words and sentences in a text as well as their experiences to answer inferential questions. Evaluation:
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COMPREHENSION LESSONS: SAMPLE PLAN 4
Comprehension Lessons: Sample Lesson Plan 4 Grade:
Two
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Comprehension - Identifying Cause and Effect Relationship
Attainment Targets: 1. Read for meaning, fluency and enjoyment 2. Respond critically to literature and other stimuli. Objectives: By the end of the lesson students will be able to: 1. Identify cause and effect relationship in sentences or stories 2. Establish cause and effect relationship in sentences or stories 3. Write sentences using signal words to show cause and effect Skills: Comprehension- identifying a cause, identifying an effect Materials: “Big and Strong”, Read With Me, Literacy 1-2-3 Grade 2 Anthology, Graphic Organizer, worksheets, other stories depicting cause and effect. Technology: http://www.youtube.com/watch?v=bWK0PF_-fc8 Song which gives students an introduction to cause and effect. http://files.havefunteaching.com/worksheets/reading/cause-and-effect/cause-effect-worksheet2.pdf Worksheet with sentences on cause and effect Strategies: Think Aloud, Questioning, Graphic Organizers Content: A cause is the reason for an event or action and an effect is the result of an action or event. Some words which help us to understand the cause and its effect are if, and, so and because. Examples: If I eat my vegetables I will grow big and strong. My parents took me to the clinic because I was sick. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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COMPREHENSION LESSONS: SAMPLE PLAN 4 Procedure:
Whole Class Activities [10 minutes] 1. The teacher will direct pupils to listen as s/he reads pages 1-11 of the story, Big and Strong. 2. To introduce the idea of a cause and its effect, the teacher will ask students to give some of the reasons for the main character’s growth as suggested by the other characters in the story. 3. The teacher will then define the terms, cause and effect. 4. The teacher will have the students watch the YouTube video, “Cause and Effect” at http://www.youtube.com/watch?v=bWK0PF_-fc8 5. Using the examples presented in the video, the teacher will extend and strengthen the main points about a cause and its effect. 6. The teacher will ask students to suggest their own examples of causes and their effects. 7. The teacher will document these examples on the board, using different colours to highlight the cause and the effect in the statements given.
Group Activities [40 minutes] Group 1 A. Independent (20 minutes) 1. Students will be given a worksheet with short scenarios written at grade level. 2. Students will identify and write under the appropriate heading the cause and effect in each scenario or story. B. Teacher Guided (20 minutes) 1. The teacher will review the worksheet activity completed in the independent section and provide feedback. 2. The teacher and students will read another short story or passage where the cause and effect relationship is depicted, using signal words such as because, and or so. 3. The teacher will ask students to identify the cause and effect in the story. 4. S/he will also ask students to indicate which word linked the action (cause) to the effect (result). Students should be guided to identify the signal words used in the passage/ sentence. Discuss the usefulness of signal words to link cause and effect. 5. Using a Think Aloud to demonstrate, the teacher will provide additional practice with more examples, before allowing students to independently write two sentences, using signal words to show a cause and effect relationship.
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COMPREHENSION LESSONS: SAMPLE PLAN 4
Group 2 A. Teacher Guided (20 minutes) 1. Students will be given a short story or scenario(s) at the appropriate reading level. Students will read story. The teacher will pose specific questions to help students as s/he guides them through the process of identifying the cause and effect in each scenario or story. For example: a. Who/what was the story about? b. What action or event occurred?( effect) c. Why did that action occur? ( cause) d. What words helped you to identify the effect? 2. Students will write the identified cause or effect under appropriate heading of a graphic organizer or table. See Examples C4-2 and C4-3 on the next page. B. Independent (20 minutes) 1. Students will be asked to write a suitable cause or effect to complete the sentences given. Example C4-1 Write a suitable cause or effect to complete the following sentences. a. Ann bought some flowers because _________________________ . b. _______________________because he got a prize. c. If you eat your vegetables __________________________________ .
Group 3 A. Independent (40 minutes) 1. Students will be given a worksheet with short scenarios at grade level. Students will identify the cause and effect in each scenario presented. (N.B. Worksheets may be downloaded at http://files.havefunteaching.com/worksheets/reading/cause-andeffect/cause-effect-worksheet-2.pdf) 2. Students will write and illustrate four sentences demonstrating Cause and Effect.
Whole Class Activities [10 minutes] 1. Students will share the products of their independent work. Evaluation: USAID/Ministry of Education Partnership for Improved Reading Outcomes
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COMPREHENSION LESSONS: SAMPLE PLAN 4
Samples for Group 2 Example C4-2: Representing ‘Cause and Effect’ in tabular format Effect
Cause
The man fell
His shoelaces were untied
Example C4-3: Representing ‘Cause and Effect’ with a graphic organiser
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COMPREHENSION LESSONS: SAMPLE PLAN 5
Comprehension Lessons: Sample Lesson Plan 5 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Reading Comprehension - Finding Main Ideas
Attainment Targets: 1. Read for meaning, fluency and enjoyment. 2. Respond critically to literature and other stimuli. Objectives: By the end of the lesson students will be able to: 1. Identify the main idea of a passage 2. Locate supporting details. Skills: Reading, listening, speaking Materials: Short Passages (teacher-made or other texts) centred around the unit title, Chart, PowerPoint Presentation on Main Idea, multi-media projector. Strategies: Questioning, Choral Reading, Read Aloud, Think Aloud Previous Knowledge: Students already know the elements of a story. Content: Main idea is like the ‘heart’ or the ‘big point’ of the paragraph or story. It tells you what the text is about. The main idea may be the lesson learned or the moral. It is the most important part of the paragraph or story. Sometimes the reader can tell the main idea from the title. The supporting details are the things that describe the main idea and tell us more about it. The supporting details make the main idea stronger.
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COMPREHENSION LESSONS: SAMPLE PLAN 5 Procedure:
Whole Class Activities [20 minutes] 1. Teacher projects a Power Point presentation depicting a passage. She reads it along with the students. Example: I live in an extended family setting. Mom loves to travel. She tells me to behave in school. I always go to bed early at nights. Tomorrow I will play with my friends.
2. Teacher asks the students if they understood what the passage was mostly about. Teacher guides students to see that it was made up of different ideas that didn’t link together. The passage did not have a main idea. 3. Teacher emphasizes that every story or paragraph should have a main idea. Students will be engaged in a brainstorming session about what a main idea is. Teacher will record students’ responses on a chart/ chalkboard. She then shares what a main idea is. She shares another version of the passage projected earlier. Example: I live in an extended family setting. My grandmother, grandfather and an aunt live with us. I like to live in this kind of family setting
4. Teacher asks the question - What is this passage mostly about? Point out that the main thing the passage is telling is that “I live in an extended family setting”. She underlines the sentence. 5. Share that the other sentences tell more about the extended family and are called supporting sentences. 6. Make a Power Point presentation to show examples of main idea questions, key words and phrases for further vocabulary development and meaning making. ( See table below) The main idea questions can be asked in different ways: The main idea in the passage is … The passage is mainly about …. Key Words: mostly, main, theme, best title, best describes, sums up, topic
7. Explain that the main idea, in many cases, is the first sentence of a paragraph. 8. Teacher projects another short passage and models, using the Think Aloud strategy, how to find the main idea and supporting details of a text. She asks questions such as: I wonder what this passage is about? What is the writer trying to say? What lesson can I learn from this? 9. Record the main idea and share with students how the other sentences tell more about the main idea. 10. Take students through a chart/poster depicting the steps to finding main idea and supporting details. (See chart at the end of the lesson) USAID/Ministry of Education Partnership for Improved Reading Outcomes
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COMPREHENSION LESSONS: SAMPLE PLAN 5
Group Activities [30 minutes] Group 1: A. Teacher Guided (15 minutes) 1. Teacher gives students a short passage about “Family” and guides them to make a main idea poster for their class. They use the Main Idea Chart as a guide. The poster should highlight clues to help them understand how to find the main idea of the given passage. B. Independent (15 minutes) 1. Students write in their Learning Log, two things they learnt that will assist them in identifying main ideas 2. Students share their work with 2 classmates Group 2: A. Independent (15 minutes) 1. From a given passage, use self-questioning techniques to find and document the main idea. The questions that guide the process are: a. What is the passage mostly about? b. What could be another title for the passage? c. Which sentences tell more about the main idea? d. What are some important key words listed in the passage that help me find the main ideas? B. Teacher Guided (15 minutes) 1. Teacher uses the Main Idea Chart mentioned in the lesson to guide students in developing a simple brochure with tips for identifying Main Ideas. Group 3: A. Independent (30 minutes) 1. Given teacher prepared passages, the students (a) read and underline the sentence which depicts the main ideas (b) strike through the sentence that doesn’t support the main idea. The activity should be called “Strike the Odd One Out” 2. Students share their work with classmates for feedback.
Whole Class Activities [10 minutes] 1. Each group makes a presentation on the task(s) given. 2. Teacher reinforces what the main idea of a text is and the strategies to be used to find the main idea. Evaluation:
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COMPREHENSION LESSONS: SAMPLE PLAN 5 Main Idea Chart mentioned in the lesson
Source:https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcQvm_iR32AnkX21UiCr2AIH51Gys4JxX2fNpD6flEppHDejNCF
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COMPREHENSION LESSONS: SAMPLE PLAN 6
Comprehension Lessons: Sample Lesson Plan 6 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How can I spend my leisure time?
Topic:
Summarizing
Attainment Target: 1. Read for meaning, fluency and enjoyment. Objectives: By the end of the lesson students will be able to: 1. Select the best summary for a paragraph 2. Write a sentence to summarize a paragraph and/or short story that was read Skills: Reading, identifying main points, recording, writing, thinking Materials: Paragraphs or short stories, worksheet Strategies: Questioning, Summarizing Content: When summarizing, we use as few words as possible to tell the important points about an event or idea. When we write a summary we should ensure that we a. State the most important points, details or ideas (main ideas) b. Use as few words as possible c. Leave out information that we do not need Procedure:
Whole Class Activities [15 minutes] 1. Display and read aloud with students a long and a short account of an incident which happened. 2. Ask students to compare both versions, stating the similarities/differences between the two reports, for example, identification of who was involved, where the incident occurred, when it occurred, length of reports, etc. 3. Explain the concept of a summary and the steps in writing a summary. 4. Ask students which of the two reports represents an example of a summary and why. 5. Review the steps to be used in creating a summary. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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COMPREHENSION LESSONS: SAMPLE PLAN 6 6. Using a table to record observations, guide students to use the criteria given to identify the summarized report of the two examples. Questions to be used in the evaluation are : Was the most important information about the event stated? Was the account short? Did the report include information that we did not need to know? Did you use your own words to write your summary?
Group Activities [30 minutes] Group 1-(Mixed Ability) A. Teacher-Guided (15 minutes) 1. Give students a new paragraph and a checklist with the words - Who, What, Where, When, How, Why. 2. Read paragraph with students and help them to identify the answers to these questions. 3. Show students how to use the information to create a summary sentence using the sentence pattern, Who -What –Where/When – Why/How. B. Independent (15 minutes) 1. Give students paragraphs or short stories on a worksheet and ask them to use the pattern given to create their own summary sentences. Group 2- (Mixed Ability) A. Independent (15 minutes) 1. Provide students with worksheet. Ask students to match each paragraph with the most appropriate summary. B. Teacher-Guided (15 minutes) 1. Have students share their work done in the independent session and provide feedback. 2. Give students a new paragraph. 3. Write the questions Who?, What?, Where?, When?, How?, Why?, on the chalkboard. 4. Read paragraph with students and help them to identify the answers to these questions. Record the responses. 5. Show students how to use the information/responses to create a summary sentence using the sentence pattern, Who - What – Where/When – Why/How. 6. Support students as they use the steps/pattern. 7. Ask students to summarize two or three paragraphs using the steps/pattern taught.
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COMPREHENSION LESSONS: SAMPLE PLAN 6 Group 3- (Mixed Ability) A. Independent (30 minutes) 1. Give students worksheets with four short stories. 2. Ask students to read the passages and select an appropriate title. 3. Using the cloze passage format, have students write a summary for each story.
Whole Class Activities [15 minutes] 1. Have a presenter from each group share his/her summary. 2. Sing the song “summarize” to close.
Example C6-1: Song on “Summarize” Summarize To make content simpler And make big text smaller Summarize (clap, clap) Summarize (clap, clap) State the main ideas, Important points and details Summarize (clap, clap) Summarize (clap, clap) Use as few words as possible, Include only what we need, Summarize (clap, clap) Summarize (clap, clap)
Evaluation:
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FLUENCY LESSONS: SAMPLE PLAN 1
Fluency Lessons: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Reading Fluency
Attainment Target: Read for meaning, fluency and enjoyment. Objectives: By the end of the lesson students will be able to: 1. Chunk sentences into meaningful phrases 2. Read with expression 3. Read smoothly 4. Pay attention to punctuation marks while reading Skills: Reading, listening, speaking Materials: Teacher-made passages, sentence strips, tape recorder, story - ‘Another Family’ Strategies: Chunking, Echo Reading, Choral Reading, Repeated Reading Content: Fluency is the ability to read smoothly with proper speed, accuracy and expression. Chunking is a technique to encourage the student to read phrases that represent meaning rather than separate words. Chunking helps comprehension and fluency by grouping words into thought units rather than word-by-word. FLUENCY TIP Good readers pay attention to punctuation marks while reading. They read in phrases rather than word by word. Good readers also read with expression.
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FLUENCY LESSONS: SAMPLE PLAN 1 Previous Knowledge: Students already know that they should attend to punctuation marks while reading. Procedure:
Whole Class Activities [20 minutes]
1. 2. 3. 4. 5. 6.
Explain the focus of the lesson. Share that fluent reading aids comprehension. Engage students in the choral reading of a short passage. Tape-record the reading. Play the reading and ask students to comment on how the reading sounds. Draw lines (chunking) between each phrase and model reading the passage. Share that when we read we should pay attention to punctuation marks, read with expression and read smoothly. Share the fluency tip. 7. Have students comment on your reading. 8. Have students read along with you. 9. Have students read the passage again, using the chunked version. 10. Tape-record the reading. 11. Replay students’ first and second readings and have them compare both readings. 12. Provide practice in chunking and reading, using another short passage or sentences.
Group Activities [30 minutes] Group 1 A. Independent (15 minutes) 1. Give students a short script. 2. Have groups of 3 chunk the script into phrases. 3. Each group shares its work with 2 other groups. 4. Students practise reading the chunked script. B. Teacher Guided (15 minutes) 1. Teacher reviews the groups’ chunked script. 2. Discuss Fluency Checklist with students. 3. Ask each group to read its work. Remind them to pay attention to punctuation marks and to read smoothly 4. Engage students in assessing each group’s presentation, using the Fluency Checklist.
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FLUENCY LESSONS: SAMPLE PLAN 1 Fluency Checklist Yes
No
Did they chunk the passage correctly? Did they pay attention to Punctuation Marks while reading? Did they read with expression? Did they read smoothly?
Group 2 (Non Fluent Readers) A. Teacher Guided (15 minutes) 1. Have students practise breaking sentences into chunks. 2. Model reading the sentences. 3. Have the whole group read along with you. 4. Have small groups and individuals read the sentences. 5. Provide feedback using the Fluency Checklist. 6. Guide students in chunking other sentences. 7. Have pairs and small groups read the sentences to you. 8. Have students provide feedback to their classmates, using the Fluency Checklist. B. Independent (15 minutes) 1. Provide each student with a set of sentences. 2. Students chunk the assigned sentences. 3. Students practise reading these sentences to their elbow partner (person sitting beside them). 4. Students assess their partner’s reading, using the Fluency Checklist. Group 3 A. Independent (30 minutes) 1. Place students in groups of two or three. 2. Provide each group with a chunked section of the text, Another Family, as well as individual copies of the Fluency Checklist. 3. Instruct groups to a. practise reading their section to their group members. b. read their section of the story to at least two other groups, who will provide feedback using the Fluency Checklist.
Whole Class Activities [10 minutes] 1. Each group presents the activities given. 2. Students provide feedback on the presentation, using the Fluency Checklist. Evaluation: USAID/Ministry of Education Partnership for Improved Reading Outcomes
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FLUENCY LESSONS: SAMPLE PLAN 2
Fluency Lessons: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Satisfying Our Needs
Focus Question:
How can I spend my leisure time?
Topic:
Fluency
Attainment Target: Read for meaning, fluency and enjoyment. Objective: By the end of the lesson students will be able to: 1. Read grade level texts in phrases Skill: Reading in phrases Materials: Phrase strips with phrases from story, pocket chart, Literacy 1-2-3 reader - “Careful and Carefree”, flash cards, phrase cards, Passage for Reader’s Theatre Strategies: Echo Reading, Paired Reading, Readers’ Theatre Content: To understand what we read we must be able to call the words accurately and read at a speed that is not too fast or too slow. It is also important that we use the sound of our voice to help the listener to understand what we read (expression). By doing all of these things our reading becomes clear. When we read clearly and accurately we call it fluency.
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FLUENCY LESSONS: SAMPLE PLAN 2 Procedure:
Whole Class Activities [15 minutes] 1. 2. 3. 4. 5. 6.
Read a sentence, first, word by word, then in phrases to students. Ask students to tell which reading was easier to understand and why. Confirm correct answers and state reason(s). Give an explanation of fluency in reading (see content) to pupils. Display the sentence, cut into phrases, in a pocket chart. Model fluency by reading to and with pupils, sweeping fingers under each phrase (I do not play /with anything /that could be bad/ for me). 7. Display a phrase pyramid and have pupils read and predict what will come next in the pyramid; display the phrases in the following order: Example F2-1: Phrase Pyramid
OR a. I do not play b. I do not play with anything c. I do not play with anything that could be bad d. I do not play with anything that could be bad for me USAID/Ministry of Education Partnership for Improved Reading Outcomes
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FLUENCY LESSONS: SAMPLE PLAN 2 8. Read the completed sentence and direct pupils to listen for the pauses (I do not play/ with anything/ that could be bad/ for me.) 9. Students will practise by reading sentences in phrases as modelled by teacher. 10. The teacher and students will practise phrasing by echo reading the first or a few pages of the book, Careful and Carefree. (Students will follow in their little books)
Group Activities [40 minutes] Group 1- Below Grade Level A. Teacher-Guided Activity (20 minutes) 1. Teacher will guide students in echo reading phrases from the story while gently gliding the fingers under the words. 2. Students will then locate and read an identified phrase from their books, as directed by the teacher. B. Independent (20 minutes) 1. The teacher will give sentence strips from the story to students. The strips will have the phrases highlighted. 2. Students will practise reading in pairs. Group 2- At Grade Level A. Independent (20 minutes) 1. Students will echo read the text in pairs. 2. They will play a flash card game, with phrases from the text, provided by the teacher. 3. Students will arrange the phrases in correct sequence and read the sentences created.
B. Teacher Guided (20 minutes) 1. Students will read from text to the teacher. 2. The teacher will provide feedback as necessary. Group 3- Above Grade Level A. Independent (40 minutes) 1. The teacher will give students a passage suitable for Readers’ Theatre. 2. Students will practise reading with each other, using the Readers’ Theatre strategy.
Whole Class Activities [5 minutes] 1. Students from Group 3 will share the passage using the Readers’ Theatre strategy. Evaluation: USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 1
Study Skills: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Gathering Information
Attainment Targets: 1. Apply study skills and be able to search for information 2. Give and receive information Objectives: By the end of this lesson pupils will be able to: 1. Give a simple definition of a questionnaire 2. Develop a questionnaire using SJE 3. Use questions developed in class to conduct an interview Skills: Reading, writing, speaking, listening, thinking, interviewing Materials: “Just A Quick Look”, Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology, sample questionnaire, graphic organizer, Checklist for Construction of Questions Strategies: Read Aloud, Questioning, Content: A questionnaire is a list of questions that is used to get information for a given purpose. Some examples of questions that can be found in a questionnaire are:
What is your name? Where do you live? What is your date of birth? What is the name of your mother/father? What is your sex - male or female?
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STUDY SKILLS: SAMPLE PLAN 1 Procedure:
Whole Class Activities [15 minutes] 1. Read to students pages 18- 24 of the play, “Just A Quick Look” in the Literacy 1-2-3 Grade 2 Primary Anthology. Students will discuss the procedure that was followed when the children were lost. (The father went to the police to report the children as being missing. The police officer asked questions to compile his report). 2. Ask students to suggest the questions or information the Constable would have needed to help him/her to find the children. 3. The teacher will record the information on the chalkboard as the responses are given by the students. 4. Suggest to the students that the police officer could have given the father a questionnaire to complete. 5. Provide students with a definition and example of a questionnaire. 6. Turn students’ attention back to the scenario of the lost child. Using the responses given, assist students in formulating questions which could have been included in a missing person questionnaire, for example: i. What is the person’s name? ii. Is the person a boy or girl? iii. How old is s/he? iv. How tall is s/he? v. What was s/he wearing? vi. Where did you last see the person? vii. What time did you last see him/her? viii. What is the person’s address? 7. The teacher will explain to students that this questionnaire was specifically for lost children but that you may create and use questionnaires for other reasons e.g. health and employment information. 8. Discuss other items that could be included in a questionnaire e.g. weight, school, family members/ next of kin.
Group Activities [30 minutes] Group 1 A. Teacher Guided (15 minutes) 1. Using the Missing Persons Questionnaire the teacher will help students to create a play depicting the conversation between the police constable and the parents as they report the loss of the children.
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STUDY SKILLS: SAMPLE PLAN 1 B. Independent (15 minutes) 1. Students will practise the play for presentation to the class. Group 2 A. Independent (15 minutes) 1. Students will formulate questions to be used to generate personal information about a family member. B. Teacher Guided (15 minutes) 1. The teacher and students will review the questions created, ensuring that they were written in Standard Jamaican English. Students will make corrections as necessary. Group 3 A. Independent (30 minutes) 1. Students will be asked to use the graphic organizer below to guide them in writing questions for an interview with a friend. Example S1-1: Graphic Organizer for Writing Task Date of birth Type of family
Name
Family members
Address
My Friend Favorite food
2. Students will use a checklist to ensure that the questions were written in Standard Jamaican English.
Whole Class Activities [15 minutes] Students in a. Group 1 will present the play. b. Group 2 will share examples of the questions included in their questionnaire c. Group 3 will use the questionnaire created to interview a classmate. Evaluation: USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 2
Study Skills: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Study Skills - Conducting Interviews
Attainment Targets: 1. Give and receive information. 2. Apply study skills and be able to search for information. Objectives: By the end of the lesson students will be able to: 1. Develop questions to ask during an interview 2. Conduct interviews with classmates 3. Use the Questioning the Author (QTA) as an interviewing strategy Skills: listening, speaking, viewing Materials: Literacy 1-2-3 books - “Another Family” & “School Rules”, Author’s Chair, computer, multimedia projector, and internet - YouTube Strategies: Read Aloud, Questioning the Author (QTA), Think Aloud Content: An interview is a conversation between two or more people. Questions are asked by the interviewer to get information from the interviewee. QTA: The QTA strategy can be used to help you to get a better understanding of what you have read by asking questions about the text and the author. Some questions you might ask are: What is the author's message? Does the author explain this clearly? How does this help you to understand what the author said earlier?
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STUDY SKILLS: SAMPLE PLAN 2 Procedure:
Whole Class Activities [20 minutes] 1. Share objectives of the lesson with the students. 2. Engage students in a conversation about interviews, interviewer, and interviewee for vocabulary development purposes. 3. Have students talk about their experiences regarding interviews and share experiences seen/heard on television, radio or in real life. 4. Share question stem cards with students. Example S2-1: Question Stem Card Who? What? When? Where? How? What is?
5. Select a short passage that is interesting and can spur a good conversation. Decide appropriate stop points where you think the students need to obtain a greater understanding. 6. Use Think Aloud to demonstrate the QTA strategy. Example S2-2: Examples of questions to guide the Think Aloud process a) What is the writer trying to say? b) Who is the author talking about? c) Why is the author telling me that? d) Does this make sense to me? e) What else would I want the author to say?
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STUDY SKILLS: SAMPLE PLAN 2 Guided Practice: 7. Teacher guides students in practising the strategy, QTA, using the story “Another Family”. This will be done in the form of an interview where some students will ask the questions and others, who are authors of the story, provide the responses based on the information presented in the text.
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Two members of group pretend that they are the authors of the text, “School Rules”. They sit in the Authors’ Chair and are interviewed by 2 of their classmates. The interview is guided by selected questions prepared by the teacher. 2. Other group members will record the responses. Group 2 A. Independent (15 minutes) 1. Pairs of students write at least three questions they would like to ask the author, Suzanne Francis Brown, who wrote the Literacy 1-2-3 text “School Rules”. The questions can be based on the pictures displayed on the cover of the book or the text. B. Teacher Guided (15 minutes) 1. Invite students to share their questions with the group 2. Teacher engages students in evaluating the questions based on the criteria below. Did I: Ask the Who question? Ask the What question? Ask the When question? Ask the Where question? Ask the Why question? Begin my question with a capital letter? End my question with a question mark?
3. Guide students to revise their questions where necessary. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 2 Group 3: A. Teacher Guided (15 minutes) 1. Discuss with students, some of the things about which they would like to interview their classmates as it pertains to their favourite story. 2. Review the use of question stems in formulating questions 3. Provide students with the Question Stem Chart below to guide the questions they will formulate. B. Independent (15 minutes) 1. Students complete the Question Stem Chart below: Example S2-3: Question Stem Chart Title of story Example: What? What is the title of your favourite story?
Favourite characters Who?
Setting
Plot
Where?
What?
Ending/ Conclusion How?
Whole Class Activities [10 minutes] 1. Students share group activities 2. Provide opportunity to clarify/reinforce concepts taught earlier. Evaluation:
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STUDY SKILLS: SAMPLE PLAN 3
Study Skills: Sample Lesson Plan 3 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Study Skills
Sub Topic:
Categorization
Attainment Target: Apply study skills and be able to search for information Objectives: By the end of the lesson students will be able to: 1. Put information into categories 2. Write simple sentences, using select words from each category Skills: Categorizing, listing, writing, spelling Materials: word cards, picture-word cards, chart paper, pictures, letter cards, word cards, chart with list of jumbled family names, story- “Wendy’s Wonderful Week” Strategy: Sorting Content: When we categorize we put things that have similar qualities together.
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STUDY SKILLS: SAMPLE PLAN 3 Procedure:
Whole Class Activities [20 minutes] 1. Show the class pictures of different family members engaged in various activities, for example, at church, a wedding, a birthday party, cooking, praying, washing, shopping, etc. 2. Engage students in a short discussion about the activities being suggested in each picture. Elicit from students, sentences to represent these activities. 3. Have available, labels naming each activity. Place labels under each picture activity that is displayed. 4. Have students read aloud the label for each picture activity. 5. Tell students that we can group/categorize people, things, activities, etc. together, depending on how alike they are. 6. Introduce two categories under which the activities mentioned can be listed, for example, Family Celebrations, and Chores. (Teacher will have each category written on cartridge paper in bold print.) 7. Allow students to read aloud the name of each category as it is placed on the board. Explain to students that each family activity can be best placed under one of the categories named. 8. Guide students in categorizing the activities based on their similarities - using the two categories suggested - Family Celebrations, Chores. 9. Do another categorizing exercise with students.
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Give students word cards with the titles of relatives in the family. 2. Students categorize the titles into two groups – Male and Female. Examples of titles brother, sister, father, uncle, mother, grandma, aunt, cousin, grandpa, nephew, niece. Other words that may be categorized are: king, queen, princess, prince, hen cock, bull, heifer, Jenny, Jack, stallion and mare. Example S3-1: Categorizing words and titles as male or female Male
Female
3. Students write one sentence using three words from each category mentioned. 4. Students engage in peer editing - exchanging their work with a classmate to get feedback. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 3 Group 2 A. Teacher Guided (15 minutes) 1. Provide pictures and/or words of ‘happy’ as well as ‘sad’ family occasions (e. g. weddings, funerals, graduations, dinners, picnics, farewell trips, etc.). 2. Engage students in a discussion about what is happening in each activity and how they are similar or different. B. Independent (15 minutes) 1. Ask students to work in groups of three to sort the pictures into two categories- Sad Time, Happy Time. 2. Students select two pictures, one from each category and write a sentence about each. 3. Students engage in peer review - exchange their work with a classmate for feedback. Group 3 A. Independent (15 minutes) 1. Given the book, “Wendy’s Wonderful Week” students are to make a list of the activities Wendy did on any three days of the week. 2. Students complete a chart by placing Wendy’s activities into the following categories – Work, Play, Family Time. B. Teacher Guided (15 minutes) 1. Review work done by students in the Independent section of the lesson. 2. Provide a set of jumbled names of family members/relatives. Assist students to unscramble the names, for example, isrtes (sister), cnious (cousin). 3. Discuss with students the likely categories for these persons. 4. Guide students as they work in pairs to categorize the words in the table (see Example S3-1on previous page, for a table that could be used). 5. The working pairs choses two words from a category to create two sentences. 6. Guide students to provide feedback on their classmates’ work. Group 4 A. Independent (30 minutes) 1. Engage students in playing the “Word-O” game. Students select a word from a bag and say the word. Examples of words are - uncle, Christmas, washing, cooking, grandmother 2. Students categorize the selected word in the most suitable category (see Example S3-2 on the next page).
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STUDY SKILLS: SAMPLE PLAN 3 Example S3-2: Categorizing words – Word-O game Male
Female
Celebrations Chores
3. Each student selects 2 words, one from each category, and write 2 sentences. 4. Students share their work with another for comments.
Whole Class Activities [10 minutes] 1. Students in the various groups share activities that were done. Evaluation:
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STUDY SKILLS: SAMPLE PLAN 4
Study Skills: Sample Lesson Plan 4 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Study Skills – Pictographs
Attainment Target: 1. Apply study skills and be able to search for information Objectives: By the end of the lesson students will be able to: 1. Interpret simple pictographs 2. Construct simple pictographs. 3. Read information and use pictographs to represent the information. Skills: Tallying, speaking, listening, constructing pictographs Materials: Literacy 1-2-3 “Another Family,” Sample of pictographs, teacher created story Strategy: Read Aloud Content A pictograph is a type of graph that uses symbols and pictures to represent information. This type of graph has a “key” which explains what each symbol means and a title which says what the information is about. Procedure:
Whole Class Activities [20 minutes] 1. Inform students that a pictograph is a graph or chart that uses symbols/ pictures to show information. 2. Present an example of a pictograph (see Example S4-1) and guide students to interpret it. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 4 Example S4-1: Pictograph
3. Point out that a pictograph must have a key, title, label, and pictures. A title explains what the graph is about. The pictures stand for a given number of objects. The label tells the kind of data that is shown. The key tells how much each symbol represents.
4. Teacher and students view examples of various simple pictographs shown below. Example S4-2: Pictograph
Example S4-3: Pictograph Students’ Favourite Colours
5. Guide students to answer questions about each pictograph in Examples S4-2 and S4-3. Examples of questions: a. What is the title of this graph? b. How many animals does one symbol represent? c. How many elephants are in the zoo? d. How many students like blue? e. How many students like red? f. What did you do to find the answer? 6. Read aloud a short section of the text, “Another Family”. 7. Ask students to pretend that they saw the pretty birds in the nest. 8. Ask students to share the number of birds they saw. 9. Explain that they need a symbol/picture to represent the birds. 10. Teacher uses a symbol, for example, a rectangle to represent a bird to create the pictograph. represents one bird USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 4 11. Teacher and students create the pictograph to represent the number of birds students reported seeing. 12. Ask students to assess the pictograph to see whether the important elements - a title, label and key are included.
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Using questions written on the chalkboard, the group leader elicits information about the modes of transportation used by students to travel to school. See sample questions below. How many students travel by bike to school? 3 How many students walk to school? ___ How many students take the minibus to school?____ How many students ride bicycles to school?_____ How many students take a taxi to school? ______ 2. The group leader will document the responses. 3. Working individually, students should use the information to complete the pictograph below. Table1: Pictograph - Ways in Which My Classmates Travel to School bike walk minibus bicycle taxi Key:
= 1 student
4. Students exchange their work with classmates for comments. Group 2 A. Teacher Guided (15 minutes) 1. Teacher reads aloud a teacher-prepared passage on family celebrations. 2. Teacher presents questions to students to elicit pertinent information about the various forms of celebrations mentioned in the story. 3. Teacher questions students to find out how many of them participate in these celebratory activities. (See activities mentioned on the next page.) 4. Record students’ responses. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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STUDY SKILLS: SAMPLE PLAN 4
B. Independent (15 minutes) 1. Students construct a pictograph with the information, elicited at Step 3 on the previous page, using the template provided. 2. Students share their work with each other, for feedback. Number of Students Taking Part in Family Celebrations Christmas Family Reunion Birthday Fathers’ Day Mothers’ Day Key:
= 1 student
Example of Passage Family Celebrations Many families celebrate events together. These events include Christmas, Family Reunion, Birthdays, Fathers’ Day and Mothers’ Day. Family members get gifts at these celebrations and especially at Christmas. Group 3 A. Independent (15 minutes) 1. Students read a teacher prepared passage containing the name of various fruits. 2. A group leader questions his/her group mates to find out how many like the various fruits mentioned in the story. 3. Student leader records the data on chalkboard. B. Teacher Guided (15 minutes) 1. Teacher reviews the data collected by students in the independent session above. 2. Assist students to create a pictograph to represent the data. 3. Guide students to review the pictograph to note if the essential elements are included and if the data is represented accurately.
Whole Class Activities [10 minutes] 1. The groups share what they have done. 2. Teacher highlights main points about pictographs and clarifies any misconception that surfaced. Evaluation:
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GRAMMAR LESSONS: SAMPLE PLAN 1
Grammar Lessons: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Nouns
Sub-Topic:
Proper Nouns
Attainment Target: Know and use basic skills and the conventions of spoken and written language. Objectives: At the end of the lesson students should be able to: 1. Give a definition of a proper noun 2. Explain their understanding of proper nouns by giving two examples 3. Use proper nouns in sentences Skills: Reading, listening, speaking, writing Materials: “Big and Strong”- Literacy 1-2-3 reader, cartridge paper, markers, glue, rulers, scissors, newspaper clipping or story, pictures Technology: Proper noun song at http://alex.state.al.us/lesson_view.php?id=13232 Content: Everything you see has a name. These words are called nouns. Some things have special names. These are called Proper Nouns. A Proper Noun is the special name given to a person, place, thing or animal. A proper noun is always capitalized, for example, ‘Uncle John’ and ‘Mrs. Jones”.
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GRAMMAR LESSONS: SAMPLE PLAN 1 Procedure:
Whole Group Activities 10 minutes] 1. The students and teacher will read together pages 1-10 of the Literacy 1-2-3 reader, “Big and Strong”. The teacher will direct the students’ attention to the use of capital letters to begin the names and discuss the reason for this occurrence - these nouns are special, they name a specific person, place, animal or thing. They always begin with a capital letter no matter where they are placed in a sentence. 2. The students will be asked to sing the Proper Noun song (see words at the end of the lesson) and, based on the song, students will be asked to give a definition for Proper Nouns. 3. The students will then be asked to suggest a special name for a particular person, place, animal or thing encountered in the story - either in the written text or in the pictures. The responses will be written on the board. 4. Students will be asked to make oral sentences using the proper nouns listed on the chalkboard.
Group Activities [40 minutes] Group 1- Above Grade Level Independent (40 minutes) 1. Students will create a chart about proper nouns. The chart should have the following features: a heading; a definition; pictures showing one example of a person, place, animal or thing appropriately labelled with a proper noun name; four sentences using a proper noun from each category. Group 2- Below Grade level Teacher Guided (20 minutes) 1. Students will be encouraged to give the special names of their school, church,
supermarket/shop, street etc. and their responses will be written on the board. The teacher and students will discuss why these names, school, church, street name and community building begin with a capital letter. 2. Students will be asked to use proper nouns to complete sentences from the story Big and Strong. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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GRAMMAR LESSONS: SAMPLE PLAN 1
Example G1-1: Examples of sentences for completion 1. _____________ says if I play football every day, I will grow big and strong. 2. _____________ at the store says if I eat a lot of meat, I will grow big and strong. 3. _____________ says if I go to bed early, I will grow big and strong.
Independent (20 minutes) 1. Students will draw or cut and paste pictures to match the captions/label given, e.g., Fluffy the cat, Joe the farmer, My sister Ann etc. 2. Students will underline the proper noun in the label. Group 3- At Grade level A. Independent (20 minutes) 1. Students will be given pictures depicting various persons, objects or animals. Students will be asked to write a suitable proper noun for the pictures. 2. Share with a partner. B. Teacher Guided (20 minutes) 1. The teacher will review with students the definition of proper nouns. They will review the work done in the independent session to determine whether students used proper nouns and if capital letters were used for the names. 2. Students will do corrections where necessary then use the names given to write sentences.
Whole Class Activities [10 minutes] 1. Students will share the work completed in their independent sessions. 2. The teacher will then divide the class into three groups of mixed ability to play the Proper Noun Race’. a. Each group will be given the same copy of a newspaper clipping/ or story. The teacher will write the headings on the chalkboard (Animal, Person, Place, Thing). Each group will be asked to find and circle the proper nouns. The group with the most proper nouns will win the game. Evaluation:
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GRAMMAR LESSONS: SAMPLE PLAN 1
Proper Noun Song Proper Noun Song (to the tune of “Jingle Bells”) Proper noun, proper noun Special name we say. Oh, we need to capitalize This person, thing, or place. Proper noun, proper noun Special name we say. Oh, we need to capitalize This person, thing, or place. Lyrics by Andrea Cotner 2010 http://www.youtube.com/watch?v=527L4AfjyzE (Noun song audio) http://cotnerfirstgradewiki.wikispaces.com/file/view/Unit+2+Grammar+Songs.pdf
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GRAMMAR LESSONS: SAMPLE PLAN 2
Grammar Lessons: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying our Needs
Focus Question:
Why do I need education?
Topic:
Adjectives
Attainment Target: 1. Know and use basic skills and the conventions of spoken and written language Objectives: By the end of the lesson students will be able to: 1. Identify and use simple adjectives 2. Work cooperatively Skills: Reading, speaking, listening, scanning, skimming Materials: Literacy 1-2-3 Reader “School Rules”, blank word cards, letter tiles, song, worksheets, word wall Strategies: Think Aloud, Think-Pair-Share Content: 1. Adjectives An adjective is a word that gives more information about a noun. It describes a noun. For example, an adjective may give more information about size (large), colour (grey), emotion (happy) or texture (soft). 2. Think Aloud I can think through the steps to do a task by asking myself some questions or making some statements such as: So far, I know…, I wonder why…, Hmm, I think…, Could I …, This made me think of…, Let me think this through… 3. Think-Pair-Share When I share ideas about a solution to a problem with a classmate, we can discuss different ways to come up with the best solution. First I think for myself, and then I share with a partner who also shares with me. Next, each member in my group shares his/her idea. Finally we choose the best solution. 4. Concept Sort Ideas can be sorted into groups so we can see how they connect to each other. We can begin with headings, then place ideas in the correct group (closed sort) or place the ideas in groups then give each group a heading (open sort). USAID/Ministry of Education Partnership for Improved Reading Outcomes
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GRAMMAR LESSONS: SAMPLE PLAN 2 Procedure:
Whole Class Activities [15 minutes] Teacher will use a concept sort activity to guide students in identifying words which best describe a stated noun, using the following steps: 1. The teacher will place some examples of nouns and descriptors on the chalkboard, e.g., elephant, green, rock, funny, clown, rough, grass, big 2. The teacher, using the Think Aloud Strategy, will demonstrate for students, the process of matching a noun with a suitable descriptive word, as described in Example G2-1. Example G2-1: Think Aloud Strategy - Matching a noun with a suitable descriptive word a. My first word is ‘elephant’. Let me think this through to see what I know about elephants. b. I know elephants are animals, but what colour? c. Green is a colour word, but elephants are grey. So green is not a good word to describe an elephant. A better word would be ‘grey.’ d. However, I don’t see the word ‘grey’ on the chalk board. e. How else could I describe an elephant? I could describe an elephant according to its size. f.
Do I have a word on the board that describes size? Yes. I see one here. It is the word ‘big”. The word ‘big’ gives more information about the size. It is also a good word to describe the size of an elephant. Elephants are big.
g. The word on the chalkboard which describes an elephant is the word ‘big’. h. The teacher will repeat the process with other word pairs, linking each word with a descriptor. NOUN elephant rock clown grass
ADJECTIVES big rough funny green
i. Explain to students that these descriptive words are called adjectives. j. Reinforce the characteristics of adjectives in reference to the descriptors used above by calling each word and asking students to identify the concept to which it relates – e.g. colour, size, texture or emotion.
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GRAMMAR LESSONS: SAMPLE PLAN 2 3. Extend this activity by guiding students to identify additional words from the word wall that fit each heading (size, colour, texture, emotion). Size
Colour
Texture
Emotion
Ask students to: a. Look at the word wall and think of a word that would fit under the heading given. b. Share their word with someone nearby. 4. Ask some students to share their word with the class. 5. Provide feedback as needed. 6. Reinforce the concept of adjectives with the song below, sung to the tune of ‘Skip to My Lou’. Adjective Song Adjectives are describing words, Adjectives are describing words, Adjectives are describing words, They tell more about nouns. Big, fat, thin, tall; Rough, tough, smooth, hard; Funny, smart, green, red; They tell more about nouns.
Group Activities [30 minutes] Group 1 A. Teacher-Guided (15 minutes) 1. Review the song and discuss the meaning of adjectives. Using the cover of the book, “School Rules” guide students into brainstorming adjectives for the picture. 2. Each student will then write words on word cards for the class word bank. B. Independent (15 minutes) 1. Students will use letter tiles or cards to form adjectives highlighted from the Adjective Song. Use the adjectives in sentences. Group 2 A. Independent (15 minutes) Students will use letter tiles or cards to form adjectives highlighted from the Adjective Song. Use two adjectives to make sentences. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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GRAMMAR LESSONS: SAMPLE PLAN 2 B. Teacher Guided (15 minutes) 1. Review song and discuss meaning of adjectives. Using the cover of the book “School Rules” guide students into brainstorming adjectives for the picture. 2. Each student will then write words on word cards for the class word bank. Group 3 A. Independent (30 minutes) 1. Using the Think–Pair-Share strategy students will do a word sort of adjectives according to the attributes. Example G2-2: Word Sort of Adjectives Activity: Word Sort Sort the adjectives below. Write them under the correct heading. red, rough, fat, happy, thin, big, sad, green, smooth, prickly, angry, hot, blue, little, disappointed, large, soft, hard
Size
Texture
Emotion
Colour
2. Use five of the adjectives in sentences. Group 4 Independent (30 minutes) 1. Students will skim and scan the story, “School Rules” for examples of nouns and adjectives then sort them using the table in Example G2-3 below. Example G2-3: Word Sort of Nouns and Adjectives Activity: Sort the words into the categories shown below. Write them under the correct heading. NOUN
ADJECTIVE
2. Make sentences with suitable pairs of nouns and adjectives.
Whole Class Activities [15 minutes] 1. Groups will share the final products from the Teacher Guided or Independent sessions. Evaluation
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WRITING LESSONS: SAMPLE PLAN 1
Writing Lessons: Sample Lesson Plan 1 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Writing Language and Composing - The Writing Process
Sub-topic:
Pre-Writing
Attainment Target: 1. Write narratives to persuade for a range of transactional purposes. Objectives By the end of the lesson students will be able to: 1. Write in response to stimuli 2. Use simple sentences to express ideas 3. Complete a Graphic Organizer with the generated ideas Skills: Writing, speaking, listening Materials: Graphic Organizer, story stimuli Strategy: The Writing Process Content: Pre-writing Prewriting is the first step in the writing process. During this step the writer thinks about a topic and jots down the ideas that he will write about. A graphic organizer may be used to organize the writer’s thoughts before the actual writing begins. Procedure:
Whole Class Activities [20 minutes] 1. Show students a picture of a family doing an activity together. 2. Ask students questions to elicit the story the picture is conveying. Examples of questions: a. Who are in the picture? USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 1 b. What are they doing? c. How do they look? 3. Record students’ responses on chalkboard. 4. Model how to organize the students’ responses graphically.
Who are the persons in the picture? Mother, father, sons/brothers
What are they doing?
How does the family look?
Watching boy blow out candles on birthday cake
Happy, smiling, laughing
5. Do another example, with students’ input, of organizing ideas graphically.
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WRITING LESSONS: SAMPLE PLAN 1
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Give students a picture of a family setting, for example, a picture of a child and her siblings sitting together and watching their father engaged in a football match. 2. Ask students to provide responses to the following questions: a. Who are the persons in the picture? b. Do you think they are related to each other? Why do you think so? c. What are they doing? d. Where are they sitting? 3. Provide a template of a Graphic Organizer and have students use the information gathered to complete the Graphic Organizer, as modelled by the teacher in the whole class activity. 4. Have students share their work with classmates for comments, Group 2 A. Teacher Guided (15 minutes) 1. 2. 3. 4. 5.
Provide the group with pictures illustrating a family setting. Ask questions that will elicit a story about what is taking place in the picture. List students’ responses on chart. Provide some frames of a Graphic Organizer for students. Remind students about completing a Graphic Organizer to include responses to the questions posed - who, what, when, where. Make reference to the Whole Group activity.
B. Independent (15 minutes) 1. Students work in groups of 3 to complete the Graphic Organizer. 2. Students share their work with another group for feedback Group 3 A. Independent (15 minutes) 1. Provide pictures of different family settings. 2. Assign a picture, along with questions, to groups of 3. Examples of questions: a. Who are in the picture? b. What is the picture about? c. Where is the story taking place? 3. Students must record their responses in their books.
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WRITING LESSONS: SAMPLE PLAN 1 B. Teacher Guided (15 minutes) 1. Discuss with students the ideas generated from the activity above. 2. Remind students how to complete a Graphic Organizer using the information generated. Make reference to the Whole Group activity. 3. Provide a Graphic Organizer frame for students to complete in groups of 3. 4. Have students share their work. Help them to provide feedback on their classmates’ work. Group 4 A. Independent (30 minutes) 1. Provide pictures of 4 different family settings. 2. Assign a set of pictures to each group of 3. 3. Students work in pairs to answer questions about the set of pictures assigned and complete a Graphic Organizer, using the information gathered. Example of questions a. Who are in the pictures? b. How do the people look? c. What is the picture about? d. Where is the story taking place? 4. Groups share their work with another group to obtain feedback.
Whole Class Activities [10 minutes] 1. Students share their pre-writing ideas. Evaluation:
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WRITING LESSONS: SAMPLE PLAN 2
Writing Lessons: Sample Lesson Plan 2 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
Why do I need education?
Topic:
Writing
Attainment Targets 1. Give and receive information 2. Write narrative to persuade for a range of transactional purposes 3. Know and use basic skills and the conventions of spoken and written language Objectives By the end of the lesson students will be able to: 1. Use a concept map to generate ideas for writing 2. Use ideas from the pre-writing process to write sentences or a story 3. Re-read their writing and suggest changes they should make 4. Revise their writing based on feedback given by peers or the teacher Skills: Listening, writing- sentence construction, editing, reading Materials: “Johnny Crab-toe and the Magic Pen”, Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology or “School Rules”, Literacy 1-2-3 reader, blank outline of a semantic map, revision checklist, checklist for sentence construction Strategy: The Writing Process Content: The writing process involves five steps. The first three are 1. Prewriting. This is the planning step. During this step you should: a. Choose a subject. b. Gather details about the subject using a graphic organizer. c. Decide what you want to tell your audience. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 2 2. Drafting. This means writing a first draft. This is a time to get your ideas down. During this step you should: a. Write all of your ideas down on paper. b. Don't stop to check spelling or mechanics just yet, but do spell the best that you can. c. Circle words that you are unsure of so that you can find the correct spelling during the editing step. 3. Revising. This is a time to improve your writing. During this step you should: a. Read and review your first draft. b. Share your draft with another person to get ideas on how to improve your writing. c. Make changes to improve your writing piece. (Source- http://www.studyzone.org/testprep/ela4/j/writingprocessl.cfm) Procedure:
Whole Class Activities [15 minutes] 1. The teacher and students will view and discuss the cover, including title, and the pictures in the story presented. 2. The teacher will explain that we can use the ideas from another story to help us to create a story of our own. 3. The teacher will explain the first step in the writing process – Pre-Writing. 4. Using the title of the story selected as a template, the teacher will assist the students to create an appropriate title for the story/piece to be written. 5. The teacher will explain to students that people can use pictures and questions about the pictures to help to develop ideas for writing. 6. The teacher will select one picture from the story. 7. S/he will model, through “Think Aloud”, the process of using a Concept Map to generate words for the picture (s) shown. The teacher may use the 5W+ H questions. a. Who is in the picture? b. What are they doing? c. Where are they? d. When do you think this picture was taken? e. How do you think they feel? 8. The teacher will ask a few students to create oral sentences using three of the words generated in the brainstorming and mapping process.
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WRITING LESSONS: SAMPLE PLAN 2
Group Activities [30 minutes] Group 1- Below Grade Level A. Teacher Guided (15 minutes) 1. Assist students to create sentences using the words generated from the map. 2. In the process use a checklist to teach/revise the essential features of a sentence subject, object and action. As sentences are created, reinforce, as necessary, the use of any relevant grammatical structures previously taught e.g. proper nouns, verbs and adjectives. B. Independent (15 minutes) 1. Students will complete the drafting of sentences. 2. The students will read sentences created to a peer. The peer will be asked to use the Checklist for Sentence Construction to evaluate the writing piece and to make suggestions for improvement. Group 2- At Grade Level A. Independent (15 minutes) 1. Students will be asked to select another picture from the text and, with a new concept map, develop words using the 5W+ H questions. 2. Students will create sentences for both pictures, using the words generated from the maps. 3. Encourage students to spell the best way they can, but inform them that this is not so important at this stage. Remind them to simply circle words they suspect might be incorrectly spelt or which they are not sure about. B. Teacher Guided (15 minutes) 1. The teacher will distribute a Revision Checklist and explain the process of revising to students. 2. Students will be encouraged to share sentences created with a peer or the group. The teacher will support students as they use the Revision Checklist to evaluate their classmates’ sentences. Using the points on the Revision Checklist as a guide, they will give suggestions for improving their work where necessary. Group 3- Above Grade Level A. Independent (30 minutes) 1. Students will be asked to select another picture from the text and with a new concept map generate words using the 5W+ H questions. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 2 2. Students will then create a story using the words generated from the maps. Remind them to simply circle words they suspect might be incorrectly spelt or which they are not sure about. 3. Students will be encouraged to share their story with the person beside them. They will then use the points on the Revision Checklist as a guide to make suggestions for improving their work where necessary.
Whole Class Activities [15 minutes] 1. Students from each group will share: a. what they had learnt about the writing process b. their writing pieces. Evaluation: Example W2-1: Checklist for Sentence Construction Checklist for Sentence Construction
Yes
No
1. Do all my sentences have a subject? 2. Do all my sentences have an object? 3. Do all my sentences have verbs? 4. Do my sentences make sense? 5. Did I use capital letters for the beginning and for special names (proper nouns)? 6. Did I use describing words where possible?
Example W2-2: Checklist for Sentence Construction Revision Checklist
Yes
No
1. Were all the questions on the map answered? 2. Did I develop all the words/phrases on the map into sentences? 3. Do all my sentences have a subject, an object or verbs? 4. Could I add anything else to my piece (paragraph/ story)?
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WRITING LESSONS: SAMPLE PLAN 3
Writing Lessons: Sample Lesson Plan 3 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Satisfying Our Needs
Focus Question:
How can I spend my leisure time?
Topic:
Creating Advertisements/Posters
Sub topic:
The Writing Process - Revising, Editing, Publishing
Attainment Targets: 1. Give and receive information. 2. Write to narrate, persuade and for a range of transactional purposes. 3. Know and use the basic conventions of the spoken and written language. Objective By the end of the lesson, students will be able to: 1. Apply the last three steps in the writing process in the creation of an advertisement. Skills: Reading, listening, writing -revising, editing, publishing Materials: “The Yellow Gas Balloon”, Read With Me, Literacy 1-2-3 Grade 2 Primary Anthology, markers, pictures of leisure activities, sample of advertisement, individual advertisement templates, Editing Checklist Strategies: The Writing Process, Read Aloud Content: 1. The writing process involves five steps. These are: Pre-Writing, Drafting, Revising, Editing/Proofreading and Publishing. a. Revising. This is the third step in the writing process. This is done after you have decided on what you want to write and have completed a draft of your ideas. This is a time to improve your writing. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 3 During this step you should: Read and review your first draft. Share your draft with another person and get ideas on how to improve your writing. Make changes to improve your writing piece. b. Editing and Proofreading The fourth step is editing and proofreading. Remember to Make sure that your writing makes sense. Edit your spelling, capital letters, and punctuation. Write a neat, final copy of your work. Re-read and re-check for errors one last time. c. Publishing The fifth and last step is to publish your work. Illustrate your writing. Share your writing. Display your writing in the classroom. (Source- http://www.studyzone.org/testprep/ela4/j/writingprocessl.cfm) 2. An advertisement is something (such as a short film or a written notice) that is shown or presented to the public to help sell a product or to make an announcement. (Merriam Webster Dictionary) Procedure:
Whole Class Activities [15 minutes] 1. An extract (pg. 64 – 65) from the story, “The Yellow Gas Balloon”, will be read aloud to the students. 2. Students will talk about the leisure activities that they undertake, and the reasons for their choice of activities. 3. The teacher will present his/ her sample of an advertisement for his/her favourite leisure activity, e.g., a reading club. 4. Students and teacher will discuss the: a. concept of an advertisement as a piece of writing; b. critical features of the advertisement, that is, stating the name of the activity; telling the venue, location and time; illustrating with a picture and giving a reason for choosing the activity. c. steps in the writing process. 5. Teacher and student will review these points on a checklist. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 3
Group Activities [30 minutes] Group 1 (Mixed Ability/Interest Groups) A. Teacher Guided (15 minutes) 1. The teacher will explain the final 3 steps in the writing process and its value to the reader - attractive/appealing, conveys accurate information etc. 2. Using questioning, the teacher will invite students to critically review the sample advertisement presented. Some questions include Was the best picture chosen for the advertisement? Was the writing neat? Were the letters/words big enough to be read? Were words spelt correctly? Was the advertisement attractive? Did the advertisement give a strong reason for joining the club? 3. The teacher will explain to students that these questions can be used for editing their own work. B. Independent (15 minutes) Students will be asked to create an advertisement of a club for their favourite leisure activity, using the template and editing checklist provided as a guide. (See examples on the next page.) Group 2 (Mixed Ability/Interest Groups) A. Independent (15 minutes) Students will be asked to create an advertisement of a club for their favourite leisure activity, using the template provided as a guide. B. Teacher Guided (15 minutes) 1. The teacher will explain the final steps in the writing process and its value to the readerattractive/appealing, conveys accurate information etc. 2. Using the Editing Checklist, invite students to critically review the advertisement they created. 3. Allow students to give their evaluations and to suggest how they could improve their advertisements. Group 3 (Mixed Ability/Interest Groups) A. Independent (30 minutes) 1. Students will be given a copy of the Editing Checklist and a sample of an advertisement.
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WRITING LESSONS: SAMPLE PLAN 3 2. They will be asked to use the checklist to evaluate the sample given and to make suggestions to the group members on how to improve the advertisement, e.g. bigger letters, neater writing etc. 3. Students will be asked to re-create the advertisement given, incorporating the suggestions they made.
Whole Class Activities [15 minutes] 1. Complete final editing of advertisements using checklist and place on class notice board Evaluation: Example W3-1: Template for Advertisement
Activity Picture related to activity
Reason, for example,
It’s Fun
Date: _____________ Time: _____________ Place: ____________ Venue: ____________
See you there!
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WRITING LESSONS: SAMPLE PLAN 3
Example W3-2: Editing Checklist for My Advertisement
Editing Checklist for My Advertisement Did I YES
NO
include the activity? include the venue? include the location? include the time? choose the best picture ? use writing that was neat? use letters big enough to be read? use the correct spelling for words?
give a very good reason for joining the club?
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WRITING LESSONS: SAMPLE PLAN 4
Writing Lessons: Sample Lesson Plan 4 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Writing- Revising (Making My Writing Better)
Attainment Target: Write to narrate, persuade and for a range of transactional purposes. Objectives: By the end of the lesson students will be able to: 1. Re-read and revise their writing. 2. Elaborate on simple sentences using the Stick-Stay-Stretch strategy. Skills: Listening, reading, writing Previous Knowledge: Students wrote a paragraph in a previous lesson. Materials: Short passages, students’ completed drafts (paragraphs/completed pieces) from previous lesson Strategies: Guided Writing, Write Aloud, Think Aloud, Stick-Stay-Stretch Content: In the revision stage of the writing process the writer re-reads and makes changes to (a) the content, (b) the organization of the information, (c) the structure of the sentences and (d) choice of words to improve the piece. One way of revising is to say more about the simple sentences that we write. This can be done using the strategy “Stick-Stay-Stretch” STICK to a topic
STAY on task
S T R E T C H your details and imagination.
Good writers stretch out (provide more details to) the important events in a story to make them more interesting to their readers. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 4 Procedure:
Whole Class Activities [20 minutes] 1. 2. 3. 4. 5.
6. 7. 8.
Teacher gives an overview of the lesson’s objectives. Explain that revising gives the writer a chance to make his or her writing better. Have a discussion about what is involved in the revision stage of the writing process Write a simple sentence on the board. An example is: My father ran down the road to meet my mother. Ask students to read the sentence and engage them in a discussion that emphasizes that more details could be added to the sentence to make it more interesting and clear. (For example, we could add details such as a description of the father, how the father ran, a description of the mother or say why the father ran to meet mother). Model how to extend the original sentence. Introduce the “Stick-Stay-Stretch” strategy. Mount a writing piece (3-4 sentences) on the chalkboard. It may contain simple sentences about a family dinner, etc. Model, through Think Aloud, how to extend the ideas in the sentences. The questions below may be used to guide the thought processes Questions/responses to guide teacher’s thought processes: How can I make my sentences more interesting? They sound so simple. I want them to sound more exciting. Maybe I need to add more descriptive words and give more details about where we usually eat. I must use the words to paint a lovely picture of what I am seeing. What word/words could I use to describe my family? I could include what we eat – dinner/breakfast etc. I need to give more information about where we eat every day. I mentioned that the food is always nice. Maybe I need to use a more interesting word like: delicious/sumptuous. Sumptuous and delicious are similar in meaning.
9. Write the answers to the questions on blank coloured cards or strips and insert at appropriate points – thus extending (stretching) the sentences. Example W4-1: Before the Stick-Stay Stretch strategy was applied: My family and I eat together every day. The food is always nice. My favourite meal is chicken with rice. Mom is the best cook in the world. Example W4-2: After the Stick-Stay-Stretch Strategy was applied: My family and I eat dinner together around our big, round dining table, every day. The food is always delicious. My favourite meal is French Fried Chicken with steamed white rice. Mom is the greatest cook in the whole wide world. 10. Rewrite another set sentence using the Stick-Stay-Stretch strategy to show students how to extend sentences and make them more interesting. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 4
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Have each student improve the sentences they generated in a previous class, by using the Stick-Stay-Stretch Strategy. 2. Each student should share his/her work with a classmate for feedback. 3. Students should do further work on the paragraphs using feedback from their peers. Group 2 A. Teacher Guided (15 minutes) 1. Have volunteers share their drafts from the previous class with teacher and the group. 2. Teacher provides feedback 3. Work with the group to use the Stick-Stay-Stretch strategy to improve other sentences. B. Independent: (15 minutes) 1. Give students some sentences. Ask them to improve the sentences by adding details using the Stick-Stay-Stretch strategy. 2. Students share their improved piece with a classmate. Group 3 A. Independent (15 minutes) 1. Using the Stick-Stay-Stretch strategy, students revise sentences from their drafts that were developed in the previous lesson. 2. Students should share their revised sentences with a classmate for feedback B. Teacher Guided (15 minutes) 1. Volunteers share their revised sentences with the group. Teacher guides the group in a peer review session where students evaluate their classmates work using the questions stated below. Questions YES NO a. Are the sentences clearer/easier to understand? b. Are the sentences more interesting? What are some of the words that are added to make the sentences clearer and more interesting?______________________________________________________
Whole Class Activities [10 minutes] 1. Each group shares aspects of their work. Evaluation USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 5
Writing Lessons: Sample Lesson Plan 5 Grade:
Two
Subject:
Language Arts
Duration:
1 Hour
Unit Title:
Living Together As a Family
Focus Question:
How do family members relate to each other?
Topic:
Writing
Sub-Topic:
Expository Writing-Reports
Attainment Target: Write narrative to persuade for a range of transactional purposes. Specific Objectives: By the end of the lesson students will be able to: 1. Locate specific information in stories 2. Write in response to stimulus questions 3. Compose a simple report 4. Use a simple checklist to revise their report Skills: Reading, writing, gathering information, organizing information, evaluating written work Materials: Stories about family events, Report writing checklists, Learning Log. Strategy: Questioning Content: A report provides information that we collect about people, places and events. The information should be clear and accurate. Procedure:
Whole Class Activities [20 minutes] 1. Share the story of a family event. 2. Ask students to list responses to the questions in the table on the next page. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 5 Joe’s Birthday Party What? What was the event? e.g. birthday party
What? What were the gifts? Bicycle, books
Who? Who were there? Mother, father, Aunt Mary and Joe’s friends
Where? Where was the event? In mother’s living room
When? When was the event? June 22, 2013 at 6 o’clock
3. Inform students that they will be using the information gathered above to write a report. 4. Share steps/features of a report, for example, gathering information, sequencing and organizing the information, writing clearly and precisely and reporting in the past tense. 5. Model, through Think Aloud, how to use the information generated to write a report. Example: a. What event took place? The family had a birthday party for Joe. b. What were the gifts that Joe received? Joe got a bicycle and books for his birthday. c. Who were at the event? Mother, father, Aunt Mary and Joe’s friends celebrated with him. d. Where did the event take place? The birthday party took place in Mother’s living room. e. When did this event take place? It started at 6 o’clock on June 22, 2013. 6. Question self about the order in which to place the sentences. 7. Have students help to order the sentences to create the report. Sample Report on Joe’s Birthday Party The family had a birthday party for Joe. It was on June 22, 2013. Mother, Father, Aunt Mary and Joe’s friends celebrated with him. They had the birthday party in Mother’s living room. Joe got a bicycle and books for his birthday.
8. Provide the following checklist and guide students in using it to assess the generated report. Example W5-1: Report Checklist Report Checklist 1. Do I understand what I write?
Yes
No
2. Did I share what I want others to know?
Yes
No
3. Did I write in sentences?
Yes
No
4. Did I place my sentences in order?
Yes
No
5. Did I begin my sentences with capital letters?
Yes No
6. Did I end my sentences with full stops?
Yes
No
7. Did I write my sentences in the past tense?
Yes
No
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WRITING LESSONS: SAMPLE PLAN 5 9. Remind students about how to write a report (questions to ask, listing of responses, writing the report using the information from the list of responses, writing in sentences, sequencing the sentences, editing).
Group Activities [30 minutes] Group 1 A. Independent (30 minutes) 1. Have students read a passage about a family event, for example, Fathers’ Day, and list responses to the following questions in the table Fathers’ Day Celebration What was the event?
When was the event?
Who were there?
Where was the event?
2. Have students write sentences in response to the questions, using the list generated in the table. 3. Have students write a report using the sentences generated. 4. Each student shares his report with a classmate who will assess it using the Report Checklist. 5. Each student will improve his/her report based on classmate’s feedback. Group 2: a. Independent (30 minutes) 1. Provide story of family event, for example, Christmas Celebrations. 2. Have students list responses to the following questions. What event was taking place? Who were at the event? How were the people dressed? Where was the event taking place? What were the people eating? How did the people look? 3. Have students write sentences in response to the questions, using the list generated. 4. Have students write a report using the sentences generated. 5. Each student shares his report with a classmate who will assess it using the Report Checklist. 6. Each student will improve his/her report based on classmate’s feedback.
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WRITING LESSONS: SAMPLE PLAN 5 Group 3 A. Teacher Guided (15 minutes) 1. Ask students to name a family activity that they would like to report to a friend. 2. Place students in working groups based on the preferred activity they named. 3. Elicit from students aspects of the family activity that they would like to share. 4. Help students generate a table with questions - What, Who, When, Where, and responses to these questions. Example: Family Picnic What is the name of the event? A Family Picnic What were some of the activities that were taking place?
Dancing, games, swimming
Who were there?
Grandpa, mother, Sue
When was it held? Where was it held?
Boxing Day At the riverside
What was served?
Cake, drink, rice and curried goat
5. Tell students that they will use the information to write a report. 6. Remind them to use the Report Checklist to guide their writing. A. Independent (15 minutes) 1. Students work in groups of 3 to write the report. 2. Students exchange their work with another group that will provide feedback, using the checklist. Group 4 A. Independent (15 minutes) 1. Students read a short passage on a family event/activity/ celebration. 2. Provide the following statements on a chart and ask students to list the responses in their books. Name of the event, e.g., Mothers’ Day Date of the event Time of day People who were participating in the event/ activity/celebration Reason for the event Activities in which the people were engaged Mood of the people USAID/Ministry of Education Partnership for Improved Reading Outcomes
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WRITING LESSONS: SAMPLE PLAN 5
B. Teacher Guided (15 minutes) 1. Guide students to write sentences using the responses generated above: Example: It was Mothers’ Day. It was May 15, 2012. 2. Help the group to order the sentences and write the report. 3. Have the group assess the completed task using the Report Checklist.
Whole Class Activities [10 minutes] 1. Students share their work. 2. Students write in their Learning Log, one lesson learned about Report Writing. Evaluation:
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART A
Addressing Gender Issues in Lesson Plans Including Gender in Lesson Planning As boys and girls grow up they learn and adopt values, attitudes, ideas, expectations and beliefs which are common in the wider society. Personal experience and exposure via the family, community, media, school, books and travel can either modify their ideas and values or reinforce them. Schools and classrooms are among the main spaces where children are socialized and are therefore well placed to expand their horizons including their gender-related horizons. That is, schools and classrooms can expand boys’ and girls’ knowledge, attitudes and beliefs about their choices, abilities and roles in the family, community and world. What Can Teachers Do? Increase your understanding of gender issues in education and how the teaching-learning process and outcomes are impacted. To learn more, consult your school’s copy of the MOE-USAID published Guide: Closing the Gender Gap – A Guide for Improving the Literacy Performance of Boys and Girls at the Primary Level
1
Look at learning materials with a critical eye to identify how males and females are represented - Is there balance? Are there gaps and/or stereotypes, traditional or nontraditional representations?
1
Research has shown that primary level textbooks reflect gender bias and stereotyping in the following areas: - pictorial content; - word content; - central characters and number of times males/females speak; and roles carried out by males/females in the pictorial and word content of the text. It is therefore important to assess the extent to which books used in primary level classrooms portray these types of gender bias and take corrective measures where possible. Clichéd images associated with either sex should always be avoided. Teachers can deliberately select resources that present women and men in nontraditional roles; and they can seize opportunities to raise awareness of gender issues with the students. Source: Gender Mini-Guide for Teachers; Gender Socialization; Grace Christie & Prof. Barbara Bailey; USAID-MOE Expanding Educational Horizons Project; See: http://www.expanding-educationalhorizons.com/PDF/Gender/Gender_MiniGuide_-_Final_Edition.pdf
An output of the USAID/MOE Partnership for Improved Reading Outcomes; 2014
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART A Text books, readers and supplementary aids such as pictures or posters may not have a balanced representation of males and females and may portray males and females in stereotypical ways.
Critically analyze materials looking for such things as: Whether or not males and females are depicted and how often; Whether or not the images depict males and females in traditional roles only or mostly, or whether non-traditional roles are portrayed. (for example, what kind of occupations are males and females shown in?); Are males typically shown as the ‘bad guy’, the prankster, etc.? Then, be sure to include discussions about these in your lesson plan.
Where possible, choose materials that have a balanced and non-stereotypical representation of males and females. Keep an eye out for learning materials (books, pictures etc.) that show males and females in a balanced way. Where materials do not reflect such a balance and instead project stereotypes of either group, males or females, then do discuss the images with the students to raise their awareness of alternative depictions.
For example, look at the pictures given on the next page. A teacher who has only the first of the two sets of pictures for stimulating discussion can ask students questions that relate to whether men or women alone can do the job, and whether they have seen women firefighters or male nurses (in real life or on television). The teacher can then facilitate a short discussion that reinforces that men and women can do similar work, have more choices open to them now than before, and, can get children to talk about other non-traditional occupations that they have seen men and/or women do – for example, female bus and taxi drivers; male nurses etc. Fortunately, many images exist online, making it easier for teachers to access pictures that present men and women in non-traditional roles. The teacher could therefore introduce pictures to illustrate the main point of the discussion. From these discussions word lists and sentences can be written and read for literacy development. Through such an approach, children learn to read ‘the word and the world’ as the late Brazilian Educator, Paulo Freire wrote.
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART A EXAMPLE G1-1 FIREFIGHTERS
NURSES
Reflect gender considerations in lesson plans as much as applicable Some of the Literacy 123 stories are wonderful means of raising gender considerations as part of developing comprehension skills.
The story “Aunt Bev and the New Van” is one of the more obvious examples. This story introduces as a main idea, the fact that girls and boys, men and women can have similar interests and skills. USAID/Ministry of Education Partnership for Improved Reading Outcomes
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART A “Billy the Bully” is another of the stories that provides an opportunity for discussion and dispelling the stereotypical notion that only boys are/can be bullies, and allows for both the boys and girls to reflect on their behavior and the impact it can have on others.
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B
A Sample Lesson Plan with Gender Issues Addressed The following lesson plan is included in this handbook on Page 28. Here it is, with gender related amendments highlighted in bold typeface. Subject:
Language Arts
Grade:
Two
Duration:
1 Hour
Unit Title:
Satisfying Our Basic Needs
Focus Question:
How am I educated?
Topic:
Comprehension
Sub Topic:
Story Elements - Characters
Attainment Targets: 1. Read for meaning, fluency and enjoyment 2. Respond critically to literature and other stimuli 3. Respond in the affective domain to literature Objectives: At the end of the lesson students will be able to: 1. Identify characters in a story 2. Describe at least one character in a story 3. Express thoughts and feelings about a story character Skills:
Reading, writing, listening, viewing and speaking.
Material:
“Aunt Bev and the New Van” - Read with Me, Literacy 1-2-3 Grade 2 Primary Anthology
Strategy:
Direct Reading Listening Activity (DRLA)
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B Content: A character is anyone or thing who plays a part in a story. Characters may be people, animals, plants or objects. Characters that are not people may sometimes behave like humans, doing things that humans do. Characters have different qualities or traits. Some of these qualities or traits are not traditional ones. Some words we may use to describe a character are kind or mean, helpful or selfish, happy or sad, usual or unusual. The actions of the characters and the reactions of others to them, give us a clue about their qualities or traits. Procedure:
Whole Class Activities [10 minutes] 1. The teacher will read aloud or play the recording of the story Aunt Bev and the New Van stopping to ask the students to say the names of the people they hear mentioned as they listen. 2. The teacher will write and review the list of persons the children identify and ask students to state what the person(s) did in the story. 3. The teacher will introduce and define the term ‘character’. 4. The teacher will guide students in discussing the male and female characters and what they learned about them from the story. 5. The teacher will give a list of words describing qualities or traits of the female and male characters in the story (e.g. skillful, smart, doubtful, helpful) and ask students to add other words. Students will be asked to give a reason for (justify) any quality or trait they suggest. 6. The teacher will ask students to say whether they think the boys would allow Janet to play in the car with them after all and why or why not.
Group Activities [40 minutes] Group 1 (Mixed Ability- At and Below Grade Level) A. Teacher Guided (20 minutes) 1. The teacher will use self-talk to model for students the process of identifying the character traits of the persons suggested in the whole class activities above. The teacher will say for example Two of the characters in the story were Father and Aunt Bev. What can I say about Father? What can I say about Aunt Bev? How did the boys and men react to Aunt Bev at first? USAID/Ministry of Education Partnership for Improved Reading Outcomes
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B
Why did they react that way? I know that the book said that father and Aunt Bev can fix things. What word could I use to describe someone who is good at fixing things? Someone who is good at fixing things is skillful. I can say then that Father and Aunt Bev are skillful because they can fix things.
2. The teacher and students will read selected portions of the story and, using the table below, the teacher will guide students into identifying the traits of the other characters. Character (who)
Character Trait
Father
is skillful
Janet
is helpful
(quality) Reason ( why - from the book, or your experience) because he fixes things because she helps her father to fix his truck
B. Independent (20 minutes) 1. The students will draw a picture of their favourite characters and write two or three sentences stating what they liked most about a character in the story. Group 2 (Mixed Ability- At and Below Grade Level) A. Independent (20 minutes) 1. The teacher will place students in pairs. Assign sections of the story to be read by each pair of students. Ask the students to identify and record in their books, the names of the characters they encounter in the reading. 2. Each pair of students will read and complete the following sentences selecting words from the list created in the whole class discussion. Janet liked to help her mother and father. She was very ________________ . Aunt Bev was very ________________ , she could fix cars, vans and trucks. The men laughed when Aunt Bev said she could fix cars, vans and trucks. They were very _________________ .
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B B. Teacher Guided (20 minutes) 1. The teacher will have each pair of students read aloud their section of the story. 2. Teacher and students will discuss their list of characters and completed sentences. 3. Using the table above the teacher will review the lesson on identifying characters, traits and supporting reasons. 4. The teacher will ask each pair of students to share one occupation that both men and women can do. 5. The teacher will record the responses on a chart to be displayed in the class. Group 3 (Above Grade level) A. Independent (40 minutes) 1. Students will be asked to write a report on the story. See below for a sample of the Story Report Form.
Whole Class Activities [10 minutes] 1. Students will share the products as follows: a. Group 1 - One or two students will share picture and sentences developed in the Independent activity session. Other pictures may be displayed in the classroom. b. Group 2 - One or two students will report on chart/table produced during the Teacher Guided session. c. Group 3 - Select one or two students to read their report. The other reports may be mounted in the classroom. Evaluation:
My Name: ______________________________________
Date: ________________
Title of Book: _____________________________________________________________ Characters: _______________________________________________________________ The character(s) I like the best ________________________________________ I liked this / these character(s) because ___________________________________ The character(s) I liked the least ___________________________________________ I did not like this/these character(s) because ______________________________
A Picture of My Favourite Character
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ADDRESSING GENDER ISSUES IN LESSON PLANS – PART B Aunt Bev and the New Van By Diane Browne
Janet liked cars and trucks. She liked to help her mother in the house. But she liked to help her father when he was working on his truck. There was an old car at school. The boys liked to play in the old car. Janet wanted to play in the old car too. But the boys said that Janet must play with the girls. Janet said: "I help my father to fix his truck. I know about cars and trucks. When I grow up I am going to fix cars and trucks." The boys laughed at her. "Girls cannot fix cars and trucks," they said. Then one day Janet's Aunt Bev came to stay with them. Aunt Bev lived in England. 'What are you doing now, Bev?" said Janet's father. "Do you still work on a bus?" "No," said Aunt Bev. "I work with some people who fix cars, trucks and vans. I fix cars, trucks and vans every day." "Good," said Janet's father. "Then you can help me with my truck." "Yes," said Janet's mother. "That truck gives a lot of trouble." When Janet went to school next day she said: "My Aunt Bev is staying with us. She lives in England. She helps to fix cars and trucks." The boys laughed. "Is your Aunt Bev a man?" they said. "No," said Janet. "You know she is not." “Then she cannot fix cars and trucks," they said. Next day a big new van stopped at the school gate. The children went to the gate to look at the van. The man in the van took out some vegetables for the teacher. But when he tried to start the van he could not start it. He tried to start it again and again but it would not start. The man tried to fix it but he could not. A boy went to call Mr. John and Lenny from the gas station. Mr. John could fix trucks and cars very well. He tried but he could not get the van to start. Lenny was best at fixing vans. He tried next but he could not fix this van. It was a new kind of van. And the men from the gas station did not know how to fix this kind of van. Just then Janet's Aunt Bev stopped at the school to walk home with Janet. She saw the men and the van. "I think I can help you," she said. "I can fix that kind of van." The men laughed loudly. Mr. John said: "Women cannot fix vans." Lenny said: "If I can't fix this van, no one can fix it." Aunt Bev tried to start the van. It made a funny sound, but it did not start. "I know what that sound is," she said. "I can fix it." Aunt Bev started to work on the van. After a little time she tried to start it again. Janet was afraid that it would not start at all. But then the van made a new sound and started with a jump. The man from the van said to Aunt Bev: "Well you are one woman that can fix vans. Thank you." Janet and Aunt Bev laughed. The men from the gas station did not laugh. One of the boys said: "Janet, can your Aunt Bev look at our old car?" Aunt Bev looked at the car and said: "That car is too old. No one can fix it, but it is a good car to play in." USAID/Ministry of Education Partnership for Improved Reading Outcomes
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