Reading for pleasure 7 grade

7.3A Reading for pleasure

Term 3 Unit 5

No38 school lyceum

Date: 10.01.2019-18.01.2019

Teacher’s name: Yermakhanova A.D.

Grade 7 А,Ә,Б,Г

Number present:

absent:

Theme of the lesson

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives(s) that this lesson is contributing to

7.C3 Respect differing points of view;

7.C6 Organize and present information clearly to others;

7.C8 Develop intercultural awareness through reading and discussion;

7.S6 Begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

7.L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics.

Lesson objectives

All learners will be able to:

Solve the rebus and guess the topic of the lesson;

Understand most specific information and detail while watching video;

Give an opinion at sentence level on classmates’ presentation;

Understand what fiction and non-fiction literature is.

Most learners will be able to:

Set lesson objectives with teacher;

Keep interaction going in longer exchanges while preparing a presentation in groups;

Become a speaker of the group to act as a teacher and explain the topic.

Some learners will be able to:

Ccritically analyse the difference between fiction and non-fiction literature;

Assist less able learners during class/group/pair discussions.

Language objective

Fiction and Non-fiction literature.

Value links

Lifelong learning, Collaboration, Respect to different opinions, Transparency in evaluation, Global Awareness

Cross curricular links

Kazakh, Russian and English Literature through discussing fiction and non-fiction books

Previous learning

Term 2 knowledge

Use of ICT

Projector or Smart board for showing a presentation

Laptops and internet during a group activity

Intercultural awareness

Accept diversity of other cultures’ literature

Kazakh culture

Discussion of Kazakh fiction and non-fiction books

Pastoral Care

Student centered teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Planned timings

Planned activities

Resources

Beginning

1-3 min

3-7 min

Middle

7-10 min

10-37 min:

2 min – group division

2 min – instructions

13 min – group work

6 min for each groups presentation

3 min – video and self-evaluation

End

37-40 min

Home task

Greetings: W

Teacher greets learners and congratulates the class on the beginning of the 3^rd term. Then, teacher hands out stickers and asks learners to write a compliment to a peer. Learners write wishes and nice words to each other, so learners collaborate and create a friendly atmosphere.

Lead-in: P, W

Learners look at the slide and in pairs try to solve the rebus in order to guess the topic of the lesson. Learners will solve the rebus and find out the theme of the lesson.

Then teacher asks learners what they are going to learn today. Learners will guess that they will read and discuss different books, learn about famous authors. Then teacher and learners set the lesson objectives together.

Fiction or Non-fiction? W

Teacher displays pictures of fiction and non-fiction books / journals of Kazakh, Russian and English literature. Learners should look at the pictures and analyse the difference between them. This activity is aimed at developing learners’ critical thinking skills since learners are expected to analyse the pictures and understand which books refer to fiction and non-fiction literature.

Learners should say that these are different books, but the role of teacher is to encourage them to understand what fiction and non-fiction literature is.

At this stage learners might not know the terms “fiction” and “non-fiction”.

Group project “You are the Teacher”, G, f

When learners have guessed the difference between the suggested books, divide the class into 2 groups.

Teacher hands out parts of puzzles to learners. Learners walk around the classroom and collect puzzle pieces. When the puzzles are ready, two groups are formed (Teacher should cut the pictures to make puzzles beforehand.)

Group A focuses on fiction literature and should make a presentation to explain it to their classmates.

Group B investigates non-fiction literature.

Differentiation

Group A (less able learners) are given key words with translation to use in their presentation

Group B (more able learners) are given key words with definitions.

Before learners start working in groups, teacher reminds that they should divide responsibilities in a group (speakers 1-3, art designer, writer, time keeper)

Teacher gives clear instruction and sets time: 5 minutes to study what fiction or non-fiction literature is, 5 minutes to create a poster, 3 minutes to prepare speech.

Before learners’ presentation, teacher introduces the assessment criteria:

A detailed explanation of fiction or non-fiction genre with examples of Kazakh, Russian and English literature

Grammatical Accuracy (Present Simple)

Clear poster

All learners contribute to group work

Fluency and right pronunciation

While one group is presenting, the other one is to comment and ask questions.

Then learners watch a video about fiction and non-fiction literature and reflect on own presentation.

Reflection P

Learners create a cinquain poem with the word “reading” or “book” or any word related to the topic of the lesson

If necessary, teacher explains to learners the structure of a cinquain and gives a sample

Learners need to bring a favourite book in Kazakh, Russian or English and be ready to describe it.

Stickers

PPP, slides 1-2

PPP, slide 3

PPP, slide 4

laptops, internet access, posters, markers

Pictures for puzzle group division

Appendix 1

PPP, slide 5

PPP, slide 6

https://www.youtube.com/watch?v=7RRPqkPnRl8

- Video about the differences between fiction and non-fiction literature

PPP, slides 7-8

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Differentiation will be implemented through presenting a differentiated support in group activity

.

For less able learners- the key words with translation related to fiction literature

For less able learners- the key words with definitions related to non-fiction literature

Assessment – how are you planning to check learners’ learning?

Assessment criteria will be presented to the learners before starting the group activity

Observe learners when presenting their group projects. Did the group dynamics work? Did each learner contribute to the presentation? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

Monitor learners to check they can pick up specific details when listening about the difference between fiction and non-fiction literature

Critical thinking

Analyzing the pictures to solve the rebus and guess the topic of the lesson

Searching for information, analyzing it and preparing own presentation about fiction and non-fiction literature

Analyzing the difference between fiction and non-fiction literature

Creating c cinquain poem with one word related to the topic of the lesson

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

The lesson went well as the learners managed guessing the topic of the lesson and were actively involved in class discussion and group activity. Most of learners contributed much to group work and acted as teachers. Moreover, learners explained features of fiction and non-fiction literature well.

Differentiation of the group work was appropriate since less able learners need extra support due to lack of vocabulary.

The group activity was effective as it was aimed at developing learners’ critical thinking and self-learning skills.

However, learners could not stick to timings and group work went longer than expected.

Next time, I will plan group work better taking into account learners’ skills (7 graders need more time while preparing a group presentation and they spend more time on making their posters nice)

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Group activity

2: Cinquain poem

What two things would have improved the lesson (consider both teaching and learning)?

1: Timing

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Most of my learners love group work and self-study. They liked being a teacher

Word

Translation

Fiction literature

Көркем әдебиет /

Художественная литература

Commercial fiction 

Коммерциялық әдебиет / Коммерческая литература

Genre

Жанр

Mystery

Құпия / Загадочный

Детективный роман

Romance

Роман

Science Fiction / Fantasy

Ғылыми қиял/фантастика (қияли)

Научная фантастика / фэнтези

Western

Батыстық фильмдер

Вестерн

Horror

Қорқынышты/ Ужасы

Young adult

12-16 жас оқырмандарға әдебиет/ Литература для читателей 12-16 лет

Character

Мінезі, сипаттамасы / Персонаж книги (человек, животное или существо)

Main character

Басты рөл/ Главный персонаж

Style

Стиль

Diction

Дикция/ Манера выражения мыслей

Audience

Оқырмандар, Аудитория / публика, в данном контексте: читатели

Word

Definition

Non-fiction literature

the branch of literature comprising works of narrative prose dealing with or offering opinions or conjectures upon facts and reality, including biography, history, and the essay

Genre

A kind or type of literary, musical, ir artistic work. Literary genres include fiction, nonfiction, drama, and poetry. 

Biography

a written account of another person's life:

Autobiography

a history of a person's life written or told by that person.

Encyclopedia

a book, set of books covering all branches of knowledge or all aspects of one subject

Guidebook

a book of directions, advice, and information, especially for travellers or tourists

Character

A person, an animal, or an imaginary creature that takes part in the action of a literary work

Main character

In literature, a major character is defined as a character that is central to the development and resolution of the story's conflict. Most of the action of the story happens around the major character or characters, and their activity advances the plot and helps determine the outcome of the text. 

Expository texts

is the author's reason for writing. It may be to persuade, to inform, to entertain, or to describe.

Persuasive texts

are written to influence the opinions or actions of an audience. (editorials, speeches, debates, reviews)

Style

a writer's style is made up of the features that make his or her expression of ideas distinctive. Writers may use various styles depending on their specific purpose.

Diction

is word choice, types of words a writer uses: difficult or simple, abstract or concrete, old-fashioned or modern.

Audience

These are the people who read what a writer writes. A writer should determine who they are writing for before beginning the writing process. EXAMPLE: adults, women, teens, early readers, etc.