Lesson plan Reading for pleasure

LESSON: Module  5  Lesson 5 -6

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 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3 respect differing points of view;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information in the listening text and use some functional language correctly in speaking and email writing task with support

Most learners will be able to:

identify most specific information in the listening text and use a range of functional language correctly in speaking and email writing task with support

Some learners will be able to:

identify all specific information in the listening text and use a range of functional language correctly in speaking and email writing task with little support

 Physical structure of the human brain

Plan

Planned activities

Excel
Resources

 To complete a graphic organiser

• Explain the task and give Ss time to complete the graphic organiser referring to the extract in Ex. 7.

• Then ask Ss to use their notes and suitable conjunctions to write a summary of the extract.

Suggested Answer Key

Characters: the narrator, the curate (the narrator's brother and cousin)

Setting: an empty house in Halliford, England Main events: black smoke around house, men prisoners, Monday morning, tripod washed it away, narrator decided to leave, curate came with him, roads full of scared people, saw Martians at Kew, hid in shed, narrator sets off before dark, curate follows, saw a tripod chasing men, Martian picked them up and threw them into a metal container, froze in fear, ran for lives

The narrator and the curate are in an empty house in Halliford, England. There is black smoke around the house which makes the men prisoners. On Monday morning, a tripod washed it away and the narrator decided to leave. The curate came with him. The roads were full of scared people. They saw some Martians at Kew and they hid in a shed. Then the narrator set off again before dark. The curate followed him. They saw a tripod chasing some men. A Martian picked them up and threw them into a metal container. The narrator and the curate froze in fear and then they ran for their lives.

To present, identify and practise

find examples in the extract in Ex. 7.

•        Elicit answers from around the class and then elicit each type of figurative language used in the sentences 1-6.

Answer Key

Simile: like frightened animals, like a workman's basket

Metaphor: he was a child, frozen with fear Personification: the Black Smoke had crept around the house

1        simile (fought like lions)

2        metaphor (bomb site)

3        personification (flowers danced)

4        personification (wind howled)

5        simile (sly as a fox)

6        metaphor (heart of stone)

To read and consolidate information

• Ask Ss to read the novel The War of the Worlds at home. Direct them to www.projectgutenberg.com for an online version. In a future lesson after Ss have read the book, ask Ss to answer the questions to test their knowledge.

• Alternatively, have Ss guess the answers to the questions and then read the book and correct their guesses at a future time.

• If it is not feasible to read the book have Ss read a plot summary of the book on Wikipedia or a similar website and then complete the quiz.

Ask S’s to read out their quiz to the class and give the answers

Additional information

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

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

Cross-curricular links
Health and safety check
ICT links
Values links

provide more support for less able writers through suggested sentence starters

correct learners’ oral responses using a range of feedback techniques including delayed response wait-time

ICT links: email options

provide further challenge in the writing task for stronger writers by asking them to include particular target words in their email

take in learners extended email writing to assess at the end of the lesson

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