Lesson Plan of Intensive Reading Strategies English Grade IV

Lesson Plan of Intensive Reading Strategies

English Grade IV

Students’ Learning Outcomes

·         Apply critical thinking to interact with the text using intensive reading strategies (while reading) to:

Ø  Predict what follows in the text using context and prior knowledge.

Information for Teachers

·         There are six different reading classes:

1.       Skimming

2.       Scanning

3.       Close reading

4.       Intensive

5.       Extensive DEPT-Reading but current topic is intensive reading strategies.

·         Intensive reading shorter pieces, such as articles in a magazine or newspaper.

·         Intensive reading means over and detailed reading of the text to fully understand the meaning and substance of the text.

·         Intensive reading is used to impart or exercise exact reading approaches or abilities. The text is preserved as an end in itself. Extensive reading on the other hand, comprises reading of large amounts of material, right and confidently. It is pickled as resources to an end.

·         Intensive reading includes learners reading in fact with exact learning goals and responsibilities. It can be equated with extensive reading, which encompasses learners reading texts for pleasure and to grow general reading abilities. The learners read a short text and put events from it into sequential order.

·         Intensive reading activities include browsing a text for specific evidence to answer true or false announcements or substantial gaps in a summary, perusing a text to competition headings to paragraphs, and scanning mixed-up paragraphs and then reading them cautiously to put them into the correct order

·         Context is defined as the text in which a word or passage appears and which helps understand its meaning: the surroundings, circumstances, which clarify the meaning of an event.

·         Prior knowledge is the knowledge the learner previously has before they encounter new information. A learner's accepting of a text can be better-quality by activating their prior knowledge before dealing with the text, and emerging this practice is good learner training for them

·         Prior knowledge is what the students have gathered through experiences and observation.

·         While teaching the lesson, consult the textbook at all the steps where and when applicable.

Material / Resources

Chalks/markers, board, textbook

Worm up activity

·         Ask some questions about a topic that has not been taught formally in class. E.g. about sports or weather.

·         When students answer, ask them how they know it, experience it, someone told about it, read it, etc.

·         Tell them that this is called prior knowledge. We all have some background knowledge about a few things and it helps us in linking new learning with earlier learning.

                            

·         Ask them if it is going to rain. If they say no. ask how they know. When they say that it’s neither the season nor there are any clouds.

·         Explain predicting a text is similar. You can read some signs and guess what is going to happen next.

Development

Activity 1

·         A sample text worksheet is  below:

Sample Text to Predict the Next:

Once there was a shepherd boy who had to look after a flock of sheep. One day, he felt bored and decided to play a trick on the villagers. He shouted, “Help! Wolf! Wolf!”

The villagers heard his cries and rushed out of the village to help the shepherd boy. When they reached him, they asked “Where is the Wolf?”  The shepherd boy laughed loudly, “Ha, Ha, and Ha! I fooled all of you”. I was only playing a trick on you”.

A few days later, the shepherd boy played this trick again.

Again he cried, “Help! Help! Wolf! Wolf!” Again the villagers rushed up the hill to help him and again they found that boy had tricked them. They were very angry with him for being so naughty. Then, sometime later, a wolf went into the field. The wolf attacked one sheep, and then another and another.

The shepherd boy ran towards the village shouting, “Help! Help! Wolf! Help! Somebody!”

The villagers heard his cries but they laughed because they thought  it was another trick. The boy ran to the nearest villagers and said, “A wolf is attacking the sheep. I lied before, but this time it is true!”

Finally, the villagers went to look. It was true. They could see the wolf running away and many dead sheep lying on the grass.

We may not believe someone who often tells lies, even when he tells the truth. Tell the story only to the point where the villagers come the second time and everyone is angry.

·         Ask them to give their prior knowledge about the key points of the story (character, setting, place, weather etc.) depending on the text of the story.

Ø  What does a shepherd do?

Ø  How does a shepherd take care of his flock?

Ø  What kind of animal is a wolf?

Ø  Why are people afraid of a wolf?

Ø  If someone asks for help, how do we usually respond?

·         Divide the class into different groups. Write the text on the board for students.

·         Ask them to read the text (up to point specified) and relate the picture with the text.

·         Now ask the class to predict the text which follows it on the basis of their prior knowledge.

Activity 2

·         Write only half of the text on the board.

·         Ask one student to read aloud. Others follow the text. Give a chance to other students to read a few lines.

·         Ask the students to stop in between and ask them the following questions:

Ø  What has happened up till now?

Ø  What do you think is going to happen next?

Ø  How can you say this?

Ø  What is the clue in the story that tells you that this (prediction) is going to happen?

Ø  Ask the class to predict what comes next. Allow many different predictions from other students.

Ø  This will show the class that there are many signs, clues in a story that tell us what is going to happen next. This is called prediction. Briefly jot down these predictions on the board.

Ø  Ask the class to read the rest of the story.

Ø  Collectively see which prediction was the closest to the original text.

Sum up / Conclusion

·         Conclude the lesson by telling the class that they can predict the text by using the context and their prior knowledge.

·         Point out to them that we use the same strategy while watching a movie or a TV program.

Assessment

·         Assess the students on the basis of their responses during the prediction activity.

Follow up

·         Ask the class to choose one story from their book and change its ending.

·         Ask one student to read the story for the rest of the class, up to the point where he had not changed it.

·         Then he asks the class to guess what changes could be made.

·         Give a few more students a chance to see how different endings can be achieved but one can always predict with the help of the context.