LESSON: 6: Reading for Pleasure

LESSON: 6: Reading for Pleasure					School:
Date:					Teachername: Saltanat Abdazimkyzy
CLASS: 5					Number present:		absent:
Learning objectives(s) that this lesson is contributing to			5. R4 read with some support a limited range of short fiction and non-fiction texts
Lessonobjectives			All learners will be able to:
			· understand the main events in the story · brainstorm the pictures and share ideas on them
			Most learners will be able to:
			· read the story without support · understand the moral of the story
			Some learners will be able to:
			· understand most of the language in the story without any support
Languageobjectives			Use vocabulary from the story to describe a character
Valuelinks			Respect for self and others
Crosscurricularlinkslink			Literature
ICT skills			Projector or Smart board for presenting pictures
Previouslearning			Creativity
Plan
Plannedtimings	Planned activities						Resources
Beginning 0-5 Middle 5-20	Brain-storming: (W) · Teacher puts pictures of bear, chair and porridge so Students should guess what story is it? Discuss if they have read or seen it before. There is Russian version of this story. · Setting the aims of the lesson · Reading skills: Learners start reading the short story “Goldilocks and the Three Bears” (Part 1). (I, G) Differentiation: More motivated learners sit individually and read the story with no Teacher support. Less motivated learners make a circle and read the text with teacher together. Scaffolding: Learners have a vocabulary/pictionary of unknown words.						PPP (1 slide) PPP (2 slide) Appendix 1 Appendix 2
20-40	· Character card (I) Learners choose a character and write his/her name in the middle of a piece of paper. In the rest of the space write briefly about the following: The character looks… The character acts… The character says… The character feels… Peer assessment: Once Learners finished the task they swap their cards in order to assess each other.						Appendix 3
End 40-45	· Learners complete an evaluation of what they did during the lesson by circling one word in each statement: I can understand: all / most of / some of the story. I can talk about one character: a lot / a little.						Evaluation worksheet
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
· More support can be givenin the middle of lesson by providing less-able learners with story vocabulary in a word list so they can see pictures of them. · More-able learners can be encouraged to read the story without any support.				· Monitor learners as they read the story. Can they read and understand each event? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.		· Links to the L1: Do learners know this story in the L1?
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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

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