Teacher’s Name Subject Narrative Reading Day / Date Grade/ Class 12 / Foundation. Unit / Lesson Unit Two / Lesson 2 Lesson Title Great Expectations. Learning Resources Student’s Book Pages 22 / 23 Workbook - Supplementary Resources Student’s Book / markers /whiteboard/ Data show/YouTube/Online Websites Curriculum Standards 3.1Understand and respond to narratives, anecdotes, stories, plays and films: • understand gist; • follow dialogue; • discern speakers’ moods, relationships and intentions; • express opinions and connect to personal experiences 4.2 Interact in paired and group discussions and more formal discussion. 1.1 Draw on an active repertoire of approximately 3500 or more words for listening, speaking, reading and writing, extending and consolidating the active vocabulary words from Grades K–10. Students regularly use these words throughout the year across the four skills, using topics and lexical sets to group them in meaningful, memorable contexts.
Teaching & Learning Activities Starter Activity Time Think and Share: *Play a game to guess the name of the story. *Ask Ss. to watch a trailer about the story (Great Expectations), take notes, then discuss in groups. 1. Have you had an idea about this story before/ Have you read it before? 2. Who is the author? 3. Name some characters in the story. 4. What do you think the story is about? 8 m Main Activity Learning Objectives Teaching Strategies (Teacher’s Role) Learning Strategies (Students’ Role) Formative Assessment 1. Use prior knowledge and visual prompts to make predictions about the story. Staging of the lesson Pre- reading: Activity 1 :Make Predictions: * Teacher sets up tasks clearly. Check and ensure that all groups understand the procedures. A-Ask students to look at the title and the picture to elicit the following Staging of the lesson Pre- reading Activity 1 : Making predictions: **Ss. listen to the instructions well and ask if they have something unclear. A-Students look at the title and the cover page of the story/ picture on the Students are able to predict and justify their predictions 8 m
- Teacher carries out whole class feedback by checking and correcting meanings of the new words. -Elicit answers from students around the class. - Whole class feedback 4. Scan a text to identify how settings and characters are portrayed in a narrative by answering 6MC.questions. Stage: While - reading: Activity 4: scanning for specific information/ details: (group work) ( Jigsaw strategy) *Teacher gives clear instructions for the task and checks that students are clear about the procedures. A-Distribute the 6 MC. questions for the task among groups. -Allocate 10 m. for each group to read the assigned paragraph and answer the given question, then find a justification for their answers through providing evidence from the text. -Ask Ss. to regroup, discuss their answers, and then present their work to the class. Ex 3 P.B. Pages 23 (Jigsaw strategy) -Elicit answers. Stage: While - reading: Activity 4: scanning for specific information/ details (group work) ( Jigsaw strategy) *Students listen to the instructions and ask questions to clarify doubts. A- Students read the assigned paragraph and answer the given question, then find a justification for their answers or give evidence. Ex 3 P.B. Pages 22/23 P.B. -Ss. regroup, discuss their answers, and then present their work to the class. (Jigsaw strategy) . Whole class feedback * Students are able to justify their answers or provide a piece of evidence from the text depending on context clues. 10m
Homework Answer the question on the LMS. (Discussion Section). Differentiation Enrichment Activities Subject Integration Values & Family Literacy Higher achievers: G1. Use a search engine to find a summary of the story to complete the mind map about the story. G2. Imagine an ending that wraps up the plot. G3. Use zip grade app to answer 5 MC questions. G4. Summarize the text. G5. Draw a poster with one scene of the settings from paragraph .1 Middle achievers : G6. From which point of view is the story narrated? Give evidence. * The story contains a lot of direct speech. Give one example its effect on the reader. * How did the writer create suspense at the end of the start? - Compare between the movie and the extract mentioned in the book ICT / Art / Religious Studies. Q.: Who is the most famous extraordinary ORPHAN in History? Cooperation ( Blockade of & Residents cooperated together to keep the unity of the society .) Self-reflection