Stories come in all shapes and sizes is the second unit of the 10th Grade Scenario if you are teaching academic lessons for the Ministry of Education.
The first lesson of the second unit is called “Tell Me Story” and it is about the different story tellers and what they do.
The lesson has been modified to fit my teaching needs and context. Feel free to use it, share it and contribute with ideas to make it better.
- 1 wHY i do this
- 2 Considerations
- 3 Assessment Strategies and Goals
- 4 PEDAGOGICAL mediation/didactic sequence
- 5 Written comprehension (40 Minutes)
- 6 Phonology (40 Minutes)
- 7 iNTEGRATED MINI PROJECT (10 Minutes)
- 8 Learner self-assessment
wHY i do this
The lesson planning for academic lesson is simply insane, if you check the model you will see that planning a lesson could take 25 pages or more.
I have been always open about what I do in terms of teaching so why don’t we go public? why are you afraid of?
Let’s go public. It is not the recipe for Coca-Cola
This lesson takes around 140 to 160 minute to teach since learners might struggle with some aspects and you have to take attendance every time you have a class and not just at the beginning of a week.
Students might not know the past tense of some verbs or might need some extra time to create sentence with words that have certain sounds.
Remember that you also need time for the mini project.
Assessment Strategies and Goals
R1. discriminates factual information from texts and simple reports on familiar topics
R1. understand specific factual text and simple reports on familiar topics (e.g., movie reviews, interviews, tweets, posts, etc.).
R 2. identifies minimal pair sounds: ɜ: / ɔ: using knowledge in phonics, syllabification and word parts.
R2. identify and manipulates English language sounds using knowledge in phonics, syllabification and word parts
PEDAGOGICAL mediation/didactic sequence
Pre-teaching (5 Minutes)
Routine: Checking attendance, checking in with Ls, T posts the Essential Question on the board, Can Do’s, and class agenda, etc.
Participating: Warm up (5 minutes)
Teacher writes the word storytellers in the whiteboard and ask learners to come up with some examples of storytellers such as writers, authors and so on
Engaging: Activation of prior knowledge (20 minutes)
The teacher writes on the board: What do the stories we share say about us? And then writes these questions.
- What’s your favorite show?
- What’s your favorite book?
- What is your favorite Youtube channel?
He or she asks students to think about it. Students share some thoughts with the class.
The teacher hands out a worksheet with activities that storytellers (poets, writers, directors, bloggers, etc.). Students write the name of the storyteller who does what the sentence says.
|They have their own youtube channel|
|They direct movies|
Introducing (20 Mins)
The teacher reminds students that this week they are talking about stories. In order to talk about stories, they will need the past simple to retell events .
Then students fill out a worksheet in which they have to complete the statements made with the simple past.
- Maria _________ a horror movie (watch)
- Luis __________ her youtube channel (create)
When students finish the exercise, they check their results with their peers.
Written comprehension (40 Minutes)
Learners show the poster of the movie the hunger games and the teacher asks the following question to determine how much students know about the topic.
- What is the hunger games about?
- Is the movie violent?
- Do you recommend the movie?
Reading for the first time
Learners skim the text ‘The Hunger Games Review’ and answer the question:
- Who are the main audience of this film?
- Who is the main character?
- What does the main character wants to achieve?
In pairs, learners discuss their answers. Then, they share their responses with the class.
Reading for the second time
Learners read the text for the second time and answer these true or false questions
|Statements||True or False|
|The critics like the movie|
|The critics think that the movie has a lot of violence|
|The audience for the movie are mainly teenagers|
In pairs, learners compare their answers, and then they share the results with the whole group.
Phonology (40 Minutes)
The students watch the video in order to reinforce the correct pronunciation of the sounds ɜ: and ɔ:
The teacher writes on the board a series of words that share the same target sounds.
Then she/he reads the words out loud to make students aware of the pronunciation of these words.
Teacher asks what the words with these sounds have in common
Students watch the video again and try to think about words with the similar spelling which might have the same pronunciation and pronounce them
Practice / Production
Students work in pairs and write down five sentences with at least one word with the sound ɜ: and five sentences with at least one word with the sound ɔ: Then, learners share the sentences written with all class
iNTEGRATED MINI PROJECT (10 Minutes)
Phase: Participating to negotiate: (5 or 10 minutes in week 1)
In pairs, learners choose a movie they have both watched and would like to write a summary about.
|I can||In Progress /Yes /No|
|Recognize sounds in words.|
|Produce sentences in an oral form with the sounds|
|Identify topic from texts and simple reports on familiar topics.|
|Distinguish provable statements from texts and simple reports on|