Reading Lesson Plan

Reading Lesson Plan

Grade-            9     

                                                

Duration-       45 Minutes    

               

Lesson-           Article based on different types of  food

Visual aids/other aids- White board , Text book, Markers, Picture Cards, Task Sheets

Approach/type of reading    Guided Reading

Objectives-  

•                          To learn vocabulary related to reading and books. 
•                          To practice deducing meaning from the text  text
•                          To check students’ understanding of what they have read and activate language
•                          To read for gist and to check prediction
•                          To develop speed reading skills with a reading race
•                          To develop reading for comprehension skills
•                   Encourage the personal involvement and motivate the students to read         establish a class library in the classroom.

Sub skills        Writing and speaking skills

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1.        Warm up Activity

Teacher ask students to form a circle and teacher passes a ball to students, then the student who received the ball should tell two sentences about favourite food he/she likes to eat. Teacher continues this for ten minutes. While doing so teacher writes the words on the white board what students express.

2.     Presentation 

Teacher groups the students into five or six, brainstorm and write down what comes into their mind when they hear the word “food”.  Students can say anything they like. After about 10 minutes, stop brainstorming, and share with others what they have written down. 

Teacher ask the students to keep a list of things in mind map (Annex 1) 

Teacher ask the students to discuss in groups and ask them to find out the meaning of the following words.

Nutrients         Healthy food               Junk food       

Instant food    Prevent                        Bad food habits

Non-communicable diseases               Thai/Chinese/Indian food /rice and curry

3.       Practice

• The Teacher monitors the student decoding and comprehension. (Annex 2). Each student will read slowly
• Teacher monitors reading (listening to individual student.
• Teacher supports individual students with vocabulary and reading strategies
• Teacher listen to students read and observe, prompt, coach and teach
• Teacher support with monitoring, decoding words, reading fluently and retelling
• Teacher introduces and practices reading comprehension strategies
• Teacher stops students periodically to “stop and check for understanding”
• Teacher observes: at this time the teacher can make notes in the paper about each reading   performance
• Moreover teacher allows students to discuss what they found the in the text with group member
• Teacher provides the students True false question to answer (Annex 3)
• Teacher groups the students and provides them with questions to answer and teacher   asks one group to forward the question to another group and get the answer. If the answer is wrong them another group answer. This process will be continued until all the questions are over. (Annex 4). 

4.       Production

Following the reading, the teacher will again check students' comprehension by talking about the article with the students.

• Teacher assesses the students’ understanding of what they have read by giving them a table to fill (Annex 5) and teacher asks the students to write answers in the Pupils book and work book 
• (Annex 6) Teacher discusses successful reading strategies observed
• Teacher reviews and discusses any challenges students experienced
• Teacher retells, relates and reflects on the book
• Teacher adds vocabulary words to their personal dictionary and provides opportunities to practice the words.
• Teacher provides the students with an article asked the students to answer the given question reading the text attentively. This will be the students’ homework assignment.

https://www.slideshare.net/inokaN/reading-180110402
Task Sheet for Reading Activity

 Task sheets

                             Task sheet (1)

                   Task sheet (2)

1) State whether the following are ‘true’ or ‘false’.

a) People around the world use different utensils for eating. …………….

b) Most western countries only use spoons for eating.  ………………….

  c) Most people in East Asian countries use chopsticks when eating. d) ‘Injera’ is the staple food in   Mexico. ………..

                  Task sheet (4)

1) Write what is meant by the following words/phrases highlighted in the text.

            a) them            b) this

2) Does the text say that cultural wise food are different? If so name such different cultural food.

3) Give synonym for the following

            1) Apart from that                   2) utensils

                       Task sheet  (5)

Country/Countries	Utensil(s) used for eating

                                Task sheet (6)

Read the text and answer the questions. The customs and styles followed in greeting someone vary from country to country. Tourists are often confused on how to greet people from different cultures when they travel around the world. Travellers necessarily need to be aware of the gestures used in some countries (especially in unfamiliar cultures) so as not to offend someone when meeting and greeting. Forms of greeting between men and women, men and men and women and women can be different in style. Sri Lanka, with its ethnic diversity, has different greeting styles. We say “Ayubowan” in Sinhala or “Wanakkam” in Tamil when greeting while Muslims say “Assalamu Alaikum” and Burghers shake hands. Traditionally, Sri Lankans do not hug or kiss when greeting a person. In other Asian countries like China, people nod their heads and smile, or shake hands when greeting somebody in a formal situation.

In Russia a very firm handshake while maintaining direct eye contact is the common greeting style. However, one needs to remove his/her gloves before shaking hands. In the USA and in Britain shaking hands is the common tradition.

A)

1. The greeting styles used are ................................................... (common, different, similar) from country to country.

2. The gestures used can be different depending on .............................. ..................... (gender, colour of the skin, size) of a person.

3. Sinhalese and Tamils follow................................................... (same, different, somewhat similar) gesture in greeting.

4. All the Sri Lankans follow ................................................... (same, different, rather different) gestures in greeting.

5. ................................................... (shaking hands, kissing, nodding) is the widespread greeting style all over the world at present.

6.  ............................................ (having direct eye contact, shaking hands, hugging) is common in Russia, USA Britain and China.

      B)       Give a suitable title to the passage.

                     ..........................................................................................................

   C)       Find other ways of greeting people in different culture and write five sentences.  
                     ..........................................................................................................
                     ..........................................................................................................
                     ..........................................................................................................
 .

                               Annex (6)

                   Read the following passage carefully and answer the questions that follow it.

    Students tend to lose their pencils, break them without thinking, and find all sorts of non-writing uses for them. The pencil in your hand is one of the most remarkable and useful tools in the world. A man named Friedrich Staedtler invented the modern “lead” pencil in about 1622 in Germany. He was the first person to mass produce them. Staedtler did not use lead, and there is no lead in your pencil. However, some pencils did use lead until the early twentieth century. Lead will make a mark, but it is toxic and not safe to use either in the hands or around the face and mouth where many pencils sometimes stray.

    Staedtler used black graphite, a soft form of carbon. Graphite is still used today. It is mixed with clay and wax and heated to high temperatures. The modern pencil is a superb piece of technology. The pencil is less messy than ink, can be easily erased, and makes clear, dark, smooth, and smudges free lines. The modern pencil can produce a continuous line twenty-two miles long. That’s a distance of 116,160 foot-long rulers laid end to end. Enjoy your pencil. For a few cents each, it is a remarkable bargain

                     a)  Mention three improper ways in which students make use of pencils

                    b)  Lead is rarely used to make pencils. Why so?

                    c)  Of what material are pencils made of?

                    d)  Why can we consider the modern pencil to be a superb piece of technology?

                    e)  The modern pencil can produce something fantastic. What is it?

                    f)  Find words in the passage that mean the following:-

     i)   Poisonous

     ii)  Removed something completely

  Click on the following video to more information about a reading activity.