| Unit 7. Reading for Pleasure | School: Nazarbayev Intellectual school of Physics and Mathematics, Kokshetau city
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| Grade 10 | Teachers’ names: Olga Plyushko, Rachel Underwood |
| Theme of the lesson: The Veldt |
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| Learning objectives(s) that this lesson is contributing to
| 10.1.2 use speaking and listening skills to provide sensitive feedback to peers 10.1.3 respect differing points of view 10.5.1 use formal and informal language registers in talk on a wide range of general and curricular topics 10.3.4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics 10.3.2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar topics 10.3.1 understand main points in extended texts on a range of unfamiliar general and curricular topics 10.3.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
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| Lesson objectives | All learners will be able to: |
| Most learners will be able to: Read a character role aloud and complete 6-7/8 main points/key details/context clue questions about the Veldt Read and specify 1 warning or lesson taught by The Veldt? Participate in a team game and identify 2-3 details & main points in the text |
| Some learners will be able to: Dramatically read a character role aloud and complete 8/8 main points/key details/context clue questions about the Veldt Read and specify 2-3 warnings or lessons taught by The Veldt? Lead a team game and identify all the key details & main points in the text |
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| Value links | Respect, Cooperation, Digital Learning/21st Century Skills
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| Cross curricular links | Science, technology & education
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| ICT skills | Smart board for presenting the PPT
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| Previous learning | Students should have read the first part of the story “The Veldt” as a part of their homework reading |
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| Intercultural awareness | High technologies of the World |
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| Kazakh culture | Kazakhstan’s tech experiences with VR etc. |
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| Pastoral care | To create a friendly atmosphere for collaborative work. |
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| Planned timings |
Planned activities |
Resources |
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| Lesson 1 |
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| Start 2 minutes (W) | Objectives & Lead-in Welcome students and ask them how they are doing. -Go over lesson objectives on slide 1 | Slide 1 (Lesson objectives) |
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| Middle 8 minutes (I/W)
| The Veldt: Quiz & Group Activity ***Students were to read the first part of the story “The Veldt” as a part of their homework reading. Part 1 Quiz Teacher shows slide 2 and gives students 2 minutes to review the questions & their text What is the Hadley’s house like? Why is the title of the story “The Veldt?” What is so special about the nursery? *** Students SHOULD NOT TALK AND GIVE EACH OTHER ANSWERS – this is silent preparation!
b) Teacher passes out the quiz papers. Students have exactly 3 minutes to complete the task for part 1 since the Quiz includes only 3, multiple choice questions! c) Students do peer checking & use slide 3 for answers |
Slide 2 (Revision questions)
Appendix 1 (Part 1 Quiz)
Slide 3 (Quiz answers) |
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| 5 minutes (I/P/W) | Prediction. Think-pair-share On slide 5 students read the questions. First, they think individually for 10-15 seconds, then discuss with a partner for 2 minutes, then share the ideas with the class.
What do you think will happen next? Do you think the parents will fix the nursery or really turn it off? Do you think the children’s social-emotional development will have been impacted by the time the nursery is fixed or turned off? How?
| Slide 4 (Prediction questions)
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| 15 minutes (G) | Role Reading Students are divided into groups of 5-6 students Every group member chooses a role to read dramatically (mother, father, sister, brother & psychologist) Teachers passes out the new copy of the second half of the Veldt to each kid and explains that it is a dialogue-driven story, so it is best to read it aloud, and dramatically.
Differentiation of Roles: Teacher shows students how the codes correspond with the character dialogue lines or narrator’s lines (Slide 6) - George has the most lines, so if the student has a flair for acting, they may be directed to choose him. Also, students who like to speak may choose the narrator or David, who also has some good monologues.
Students can act out/model how to read dramatically, then begin reading in roles. Teacher monitors the groups and listen.
| Slide 5 (Roles distribution)
The Veldt (part 2 of text with roles & clues added) Copies for every student |
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10 minutes (I/G)
3 minutes (W)
| Part 2 Quiz Once students finish reading, have them work as a group to discuss the questions from the open-book quiz and possible answers.
Differentiation * Quiz activity can be offered to students in the format of individual work as well. * Note that students have an option to either draw or write their answer for number 2, to cater to different learning styles.
Part 2 Quiz Peer-check Have the groups switch papers to peer check. Discuss as a class possible answers for questions #5 about the parents. Ask students what they think of this ending as well. | Appendix 1 (Part 2 Quiz)
Slide 8 (Part 2 Quiz answers) |
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| The End 2 minutes (W) | Reflection Sci-fi novels are often written as warnings to future generations. What are some of the lessons or warnings that we can take away from The Veldt? | Students’ own ideas |
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| Optional Activity/ Extension | Spin the Wheel Game– 1. Divide the class into 3 groups, mix up the groups from before 2. Show slide 13 with the wheel and click to spin it. -If the students get a + number, click on a question (start with 1 and work up in order). If they answer correctly, they win that amount of points from the wheel, so go back to the wheel and play for the next question with another group. If they answer incorrectly, go back to the question and another group gets a chance to steal the points by answering correctly. If all groups answer incorrectly, no points are to be awarded. -If the spin ends up on a negative number, that group immediately loses that amount of points and the turn passes to the next group.
***Note that in the corner of the question, is the page number and area with the answer if kids are confused by the correct answer ***This game can be offered like an alternative to Part 2 Quiz or an extra activity to revise the story.
| Big Wheel – The Veldt
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| Additional information |
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| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Learners ‘Assessment – how are you planning to check learn learning? | Cross-curricular links |
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| Students will be put into mixed-ability groups, and students needing extra support may be helped by the teacher.
***See in text notes about how to differentiate roles per student interest/talent. To challenge more highly motivated students Quiz activity can be offered to them in the format of individual work as well.
| Learners will be assessed through
| Technology & STEM |
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| Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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