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INTRODUCTION

An e-book is an electronic format of a regular book. The only difference is that a regular

book is printed on paper. The books are published in a large variety of electronic file

format (PDF files for example) and can therefore be acquired in formats appropriate for

most hardware devices.

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 This E-Resource booklet is a compilation of lesson plans. This e-book is also

integrated with the definitions of text, types of responses to text and types of text. It also

provides a definition of Text Organization, language Patterns and Comprehension.

Within most classrooms you will find textbooks that are used to enhance teaching.

However, other resources can be quite valuable within the classroom. Some of these

resources are magazines, newspapers and undoubtedly this e-resource booklet. It can be

used to capture the interest of the students more than printed text.

DEFINITON OF TEXT

There might be different definitions of the word text. According to the online

glossary, a text is a body of language; it could consist of a single word like 'Ladies' or

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'Gentlemen' on a toilet door right up to a complete book and can be either written or

spoken. Researchers and writers also shared their views of what a text is. Vacca &

Vacca (2000) aver that, “A text refers to printed material of any length. Whether a single

sentence, paragraph, passage or several paragraphs or pages, chapter or book, a text is

often discernable by its structure or organization”.

Another researcher, Allan &Miller (2007) refers to text as “any material that is

composed of words…. A textbook, fiction or non-fiction books, a magazine, a

newspaper, a primary source (a diary or a document), students’ writing, or on-line text.

TYPES OF RESPONSES TO TEXT

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 What you get from a text depends to a great extent on your reasons for reading it

in the first place. According to Brozo (1989), the rationale behind a reader’s response to

text is this: “It is through a personal connection that a text becomes meaningful and

memorable” (p. 141). In the process of literary interpretation, a text, whether literary or

informational, demands affective as well as intellectual responses from its readers. There

are two methods of responding to text. These were introduced by Louise Rosenblatt

(1978). These concepts or responses to text are efferent or text -based responses and

aesthetic or reader – based responses.

• Text-based or efferent responses refer to reading for information. It focuses on an

analysis of text and the simple retelling of things remembered. The reader’s

response is likely to involve feelings, personal associations, and insights that are

unique to the reader. Efferent responses are important when the reader has to

relate to how authors write in the different genres.

• Reader-based or aesthetic responses focuses on reading for pleasure and relating

personal feelings, ideas and emotions to what is read. It is stirred by the reader’s

interaction with the text.

Both responses are important in constructing meaning. Bleich (1978) suggests that

responses involve both the author and the reader taking active parts in the making of

meaning.

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 TYPES OF TEXTS

Walk into most classrooms, and you will find textbooks (Goodlad, 1984). A variety of

text is available that can be used to develop students literacy skills. Whenever the word

text is used, the assumption is made that we are talking about textbooks. Textbooks are

still the most prevalent curriculum material in any grade (Palmer & Stewart, 1997).

There are however a number of other text that can be used to enhance content-area

teaching. These are:

• Textbooks – A manual of instruction used for instructional purposes, especially in

schools and colleges. Traditionally textbooks are only published in printed

format. However, many publishers are allowing textbooks to be made available as

electronic books (or e-books).

• Information books – this contains factual information. Referred to as non fiction

books, they usually provide in-depth discussion about a topic. To understand

concepts, students need the sustained exposure to those concepts and vocabulary

that can be provided in a nonfiction book (Alvermann, 1994).

• Fiction books - allows readers to imagine places, times and events and relate them

to real life situations.

• Poetry and Picture books – using poetry and picture books in classrooms can

enhance instruction in content area.. Picture books, nonfiction and fiction,

provides rich details and data by combining words and visual images of people

and places. Picture books also increases interest in a new topic and provide

background knowledge.

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• On-line text - The World Wide Web or Internet is another source of text that may

capture the interest of more readers than printed text. Newspaper and magazines

and home pages are on-line text. These are related to every content area.

• Magazines – these are a good source of information. It usually contains current

information that supports and serves to bring textbooks information up to date. It

focuses on topic using photographs, graphics, and interviews, that helps students

gain additional information related to the central topic.

• Newspaper - Like magazines, newspapers contain current information. They are

useful to children because they cover a wide range of information and brings the

everyday world into the classroom.

• Primary Sources – these are first hand or original source of information. These

text support content area material because of their authentic nature. Photographs,

portraits, census records, town maps, legislative laws are primary sources that can

make content area learning more interesting.

• Student Text - Students’ notes, journals, records of observations, and interviews

are examples of writing to learn or writing while learning. Everything ranging

from first draft to finish article can help students recognize what and how they are

learning. Sharing ideas from tentative writings during learning allows students to

receive support and challenge from other students as well as from you.

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 TEXT ORGANIZATION

Before reading a text for details, a quick overview of the text by, pre-reading, skimming

and scanning the main ideas helps you to decide if you want to read the text. Text

organization refers to the different ways in which the ideas contained in a text are

organized. It includes the physical presentation of text and text structures. Physical

presentation includes visual textual cues such as heading, sub-heading, signal words and

location of main idea sentences. Text structures are less visual presentation of text that

involves organizational patterns of text to convey a purpose (e.g. Persuade, describe,

compare/contrast, etc.). It is important for children to have knowledge of text

organization as knowledge of these will help to improve their learning and their retention

(Vacca & Vacca, 2005). Understanding the functions of the different parts of the text

makes the reading process easier and more efficient. When they are familiar with

organizational patterns of a text, they are able to read information with specific questions

in mind. These questions will help them to understand the message the author wants to

convey. It is also a tool that supports comprehension of text.

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 LANGUAGE PATTERNS

Language patterns refer to the way language is used, set or utilized in order to make

readers visualized and understand what is happening in texts. Sometimes these are

expressions that have meanings different from the sum meaning of its individual words

and this is known as figurative language that cannot be taken literally by readers.

Language patterns are sentence structures, syntax and grammar. It influences and controls

how we respond to language and influences change. Some of these language patterns are

alliteration, assonance, metaphor, simile, personification, onomatopoeia and irony. These

are known as “figurative speech” which is a way of saying something other than the

literal meaning of the word.

Literacy is communication in all its forms, listening, speaking, reading and

writing. It is the ability to read and write at an adequate level of proficiency that will

make communication effective. Language patterns can aid in the development of literacy

in children as they will learn different text structures and patterns that will assist with

analyzing, interpretation and evaluation that will eventually leads to critical thinking

skills and literacy development. They will also learn how to identify and write various

text patterns which will assist them in writing language. An understanding of how

language functions helps children to use language more effectively. Literacy develops

when children are able to effectively transfer their knowledge to other areas and use these

patterns effectively. If they are not able to understand what they read then reading will

be affected as comprehension will be lacking. Therefore language patterns play a major

role in literacy development.

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 COMPREHENSION

Comprehension is a strategic process by which readers construct or assign meaning to a

text by using the clues in the text and their own prior knowledge (Cooper, 2002).

Effective comprehenders are able to identify words automatically (Adam, 1990; Perfetti-,

1985); however they do not have to identify every word or know the meaning of every

word in a text to understand it. The goal of comprehension is to enable children to

become independent readers and thinkers who can set their own purposes for reading

(Cramer, 2004). In order for successful reading to take place, Cramer (2004) highlighted

six factors-* that influences reading comprehension. These factors are:

1. the reader

2. the text

3. the quality of the instruction

4. the purpose of the instruction

5. independent practice

6. Interest.

In order for comprehension to be acquired all factors should be taken into consideration

when planning reading instructions. All these factors are interrelated in the acquisition of

comprehension. Understanding and interpreting what is read, readers have to decode and

make connections between what they already know and think about what they have read

to gain new meaning.

Teachers are very important in the comprehension process, so good quality

instruction is paramount in aiding this process. There are various strategies that aid in the

instructional process. These strategies provide a sequential development of essential

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comprehension skills. KWL, SQ3R, QTA, and Reciprocal Teaching are just some of the

strategies that can be used to develop and increase the comprehension ability of students.

Developing comprehension helps students in becoming strategic- readers and learners.

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 LESSON PLANS

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Lesson Plan 1

Textbook; Poetry; Information Book

Subject: Language Arts

Grade: 5

Topic: Homophones

Duration: 70 minutes

Objectives: At the end of the lesson students should be able to:

• Define homophones.

• Identify homophones in poem.

• Use homophones to create sentences.

• Complete homophone puzzle.

• Identify the differences between pairs of homophones.

• Complete activity from textbook.

Materials: Poem, Homophone Puzzle, dictionary, textbook, word cards, chart

Teaching Strategies: Discussion, questioning, shared reading, shared writing, grouping

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Procedure: Introduction

Students will be asked what they think a homophone is. The students will be encourages
to think of the word homophone as a compound word - two whole words put together to
form a new word. The students will be ask to separate the word. Homo - students will be
asked what they think the word the word "homo" means. Phone - students will be asked
what they think the word "phone" means. If students aren’t able to figure out what homo
and phone mean, then they will be told. Students will be told that they will be learning
several different homophones during this lesson.

Homo = same
Phone = sound
Homophones = words that sound the same,
but have different meanings and are spelled differently

Step 1:
Students will be placed in a circle and given word cards containing homophone
pairs. They will be required to find their partner that has a matching pair. Once children
find their partner or missing puzzle piece, they will get together and create two sentences
with their two homophone words Explanation will be given to students that homophones
are sometimes tricky words. They will be told that it is important that they should know
how homophones are spelled and most importantly, they should use context clues to help
figure out the meaning of the word.

Step 2:
The poem “To Be a Butterfly by Christine Thies” will be placed on chart and placed
on chalkboard. This will be read to the students and then they will read the poem as a
whole group. Students will be told that there are four homophones in the poem and
individual students will be ask to come up and circle each pairs of homophones.

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 To Be a Butterfly
By Christine Thies

Sometimes I wish that I could fly,

High in the sky like a butterfly.
Oh, how nice it would be
To soar above the big blue sea,
Saying "hi" to all that I can see
Like the dragonfly and buzzing bee;
To hear the wind as I flap my wings,
And listen as two lovebirds sing,
Flying here and there around the sky,
Oh, how I wish that I could fly

Step 3:
Students will be ask to name at least three examples of homophones that have not been
identified as yet.

Step 4:
Students will share his/her homophone words and sentences with the class. At this point,
be sure to clarify any confusion the children may have about homophones

Evaluation 1:
Passage from text will be given to students with homophones of words omitted. Students
will complete work by finding the correct pairs of homophones to complete passage give.

Evaluation2:

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 LESSON PLAN 2
On-line Text; Picture Book; Newspaper

Subject: Language Arts

Grade: 7

Topic: Animals

Duration: 70 minutes

Objectives: At the end of the lesson students should be able to:

• Create advertisement.
• Identify at least three needs of animals.
• Create scrap book with favourite animals.
• List three characteristics of animals.

Materials: Newspapers, Picture books, on-line text, passage,

Teaching Strategies: brainstorming, analyzing, shared reading, read aloud, grouping

Procedure: Introduction

Students will be shown picture books and ask to identify the animals that they see. They
will be ask to tell what they know about each animals. They will be ask to tell about any
animals they have as pets and share their experiences.

Step 1:
Students will then read a passage on animals by going to the computer. They will identify
at least three needs of animals and three characteristics which will be written on
chalkboard.

Step 2:

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Students and facilitators will examine newspapers. Eg: The Daily Gleaner, The
Children’s Own, The Youth Link to allow students to get an idea of how an
advertisement is written. Discussion will take place about the importance and reasons for
creating an advertisement.
Step 3:
Students will be required to find a picture of their favourite animal from picture book,
online or newspaper and then create an advertisement which will be send to the
newspaper.

Evaluation 1:
In groups of two students will create scrap book containing different types of animals.
They should write a brief description of each.

Evaluation 2:

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 LESSON PLAN 3

Fiction book; Magazine; Primary Sources

Subject: Language Arts

Grade: 7

Topic: Descriptive Writing

Duration: 70 minutes

Objectives: At the end of the lesson students should be able to:

• Give clear descriptive language to complete task.
• Look at picture and describe what they see.
• Use the five senses to write descriptive language.
• Provide personal feelings about places and things.
• Write own descriptive paragraph about objects.
• Identify descriptive words used by others.

Materials: fiction books, magazines, pictures, videos

Teaching Strategies: grouping, shared reading, shared writing, discussion

Procedure: Introduction
The students will be ask to close their eyes and visualize standing at the waters edge at
the beach. They will be ask to look at their feet, behind them, what is in the background,
what colours they see, hear, feel, taste. Afterwards they will be ask to open their eyes
and describe what they saw. They will write their responses on blank overhead and it
will be read back to the students.

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Step 1:
Discussion will take place so that students will understand that descriptive writing will
help them to make their readers see the same exact picture that they have in their heads
when they wrote the words. Facilitator will explain to the students how their five senses
can aid them during descriptive writing

Step2:
Students will be given magazines to identify all the words used to describe a particular
picture or article.

Step 3:
They will then be given five pieces of paper which they will write the five senses on.
Each will be given a candy and ask to write their description by looking at the candy.
They will then feel the candy and write their description on the appropriate piece of
paper. They will then smell the candy and write their description. They will then open
the candy and taste the candy and while eating write their description on the taste.
Finally they will write all that they heard using descriptive language.

Step 4:
In groups of threes, students will be give a bag with an object and ask to just use one
sense to describe it. They will write down describing (adjectives) and then read them to
the class after. Students will be warned that that have only three minutes. Students will
then try to think of one sentence for each sense that uses some of the adjectives and best
describes the object so that someone might be able to guess what it is. After a sentence
for each sense has been written, have students combine the sentences to form a paragraph
that is written on the board to serve as a visual of what descriptive writing should look
like.

Evaluation 1:

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Students will write about their favourite place using descriptive writing which will be
presented in the next class.

Evaluation2:

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 LESSON PLAN 4

Subject: Language Arts

Grade: 7
Date: September 18, 2009
Topic: Reading Comprehension

Objectives: At the end of the lesson students should be able to:

• Use language to entertain, inform and express personal feeling.
• Listen and concentrate on what is being said.
• See relationship between their experiences and those of others.
• Present ideas read and heard in a picture form.
• Identify at least three characters and give words that describe them.

Materials: Text- A Cow Called Boy

Charts, Markers

Teaching Strategies: Brainstorming, discussion, shared reading, mapping, predicting,

Journal writing, drawing.

Procedure: Activity 1
1. Facilitator will ask students to share their favourite stories about a pet that
they had or have. If students do not have a pet, they will be ask to give the
names of different types of animals that they like and why.
2. Students will then look at the title and the picture on the cover of the book and
say what they see and what they think the story is going to be about.
Facilitator and students will discuss the following;
• What does the title mean to you?
• Have you ever heard of a cow being called “Boy?”
• What do you think the story is likely to be about?

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 • Do you think this book will be different from others that you have read?
• Who do you think the main character will be?

Activity 2:
3. In groups/ pairs, students will the read the first three paragraphs. While
reading students will continue to make further predictions, stop at critical
points to identify and pronounce unfamiliar words and to allow facilitator to
ascertain if comprehension is taking place.
4. Students will be given charts to create a character map as they read. While
reading they will identify adjectives/words that describes each character
given. These will be written on each chart for each character.

Example:

MR.WATSO
JOSH BOY N

Activity 3:
5. After reading students will be ask questions based on what was read.
Questions: 1. Imagine that you are Josh. What would you do if you had a cow for a pet?
2. How do you think Josh felt when “Boy” was put up for sale?

6. Students will then be ask to think of themselves as a cartoonist. They should

capture (draw) the moment when Marcia leaps through the window as Boy
run at her.

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Evaluation 1: students should make entries in their journals sharing the events about
Josh’s strategy to get Boy back. This will be presented in the next class.

Evaluation 2:

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 LESSON PLAN 5
LANGUAGE PATTERNS

Subject: Language Arts

Grade: 5

Topic: Personification (Figurative Language)

Duration: 60 minutes

OBJECTIVES:

Students should be able to:

• Identify personification from text.

• Tell what personification is.

• Create their own examples of personification.

• Write simple sentences using personification.

• Understand the purpose of using personification to create vivid images.

Materials: Text- “The Three Little Pigs”, poem, sentence strip.

Teaching Strategies: grouping, discussion, shared writing

Procedure: Activity 1

1. Facilitator will read a poem to the class. Students will be ask to listen keenly to

the poem. Facilitator and students will discuss the following.

• What has human qualities?

• What does it do that is not normal?

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Students will be made to understand that this is called personification. They will be told

that this is a figurative language.

“The Wind”

The wind stood up and gave a shout.

He whistled on his fingers and

Kicked the withered leaves about

And thumped the branches with his hand

And said he’d kill and kill and kill

And so he will and so he will.

Activity 2:

2. The story The Three Little Pigs will be read to the students. While reading

students should write down what the pigs and wolves did that normal pigs and

wolves don’t do. Facilitator will establish that these are examples of

personification.

3. Students will then be placed in groups of twos and be given sentence strips

containing examples of personification. They will underline the object or animal

being personifies. They will circle what they are doing that makes it an example

of personification.

Activity 3:

4 Students will orally give examples of their own using personification.

Evaluation 1: They will be given a personification worksheet to complete.

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Example: Personification Worksheet

Name_________________________________

Directions: Underline the idea, object, animal being personified and circle what they're
doing that makes it an example of personification.

1. The sun danced across the sky on the hot summer day.

2. The big full moon guided me through the forest.

3. The mountain listened to the rumbles beneath its surface.

4. As the rain pounded to the ground, everyone ran for cover.

5. The old man sat at the edge of the sea as the waves crashed on the shore.

6. The old car groaned as it made its way down the long open road.

7. The wind whispered lonely sounds as it blew through the old creaky windows.

8. The leaves raced to the ground as the children ran across the playground.

9. The pencil moaned as the boy turned the handle on the pencil sharpener.

10. The chair stood straight like a soldier on guard by the door

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 LESSON PLAN 6
TEXT PATTERNS
Subject: Language Arts

Grade: 8

Topic: Compare and Contrast

Duration: 70 minutes

OBJECTIVES:

Students should be able to:

• Generate ideas for writing from discussion.

• Write organized paragraphs that compare and contrast items.

• Tell the difference and likeness between two objects.

• Create a compare and contrast chart.

• Read text and identify similarities and differences.

Materials: Text- “Reproduction” by Mary McLean- Hely, glass of water, ice

cubes, Charts, Markers

Teaching Strategies: discussion, grouping, shared writing,

Procedure: Activity 1

1. Facilitator will place a glass of water and a container with ice cubes in front of

class. Student will be ask to look at the objects and tell the differences and

similarities between both objects. These will be listed on the chalkboard under

separate headings. Facilitator and students will then have discussion and it will be

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 explained to them that they are brainstorming ideas for comparing and

contrasting.

2. Facilitator will explain to students that comparing and contrasting is a way that

text is organized in order for them to understand it better.

Activity 2:

3. Students will be placed in two groups. They will read an extract from the text,

Reproduction by Mary McLean-Hely titled- What is sexual and asexual

reproduction.

4. Each group will be given a chart and markers. One group will write all the

similarities between sexual and asexual reproduction, while the other group write

the differences.

5. Groups will present chart and discussion will take place. Opposite group will

critique while facilitator will intervene where necessary to make clarifications.

Activity 3:

6. After reading and completing the chart students will use the computer and the internet

to find pictures of animals that belongs to each set of reproductive activities. These

pictures will be printed to create a chart which will be place in classroom.

Evaluation 1:

Individually students will be ask to write an essay comparing their time spent in primary

school with their current school. They should talk about classrooms, teachers, students,

discipline, etc.

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References:

http://www.lessonplanspage.com/LA3LittlePigsPersonification56.htm

http://www.usingenglish.com/glossary/text.html

http://www.google.com.jm/search?hl=en&client=qsb-

win&rlz=1R3ADBR_enJM336JM337&defl=en&q=define:The+Textbooks&ei=SfcFS5X

rL4aVtgf-obm2Cg&sa=X&oi=glossary_definition&ct=title&ved=0CAkQkAE

http://www.lessonplanspage.com/LAHomophoneDefinitionAndIdentificationActivity12.
htm

http://teachers.net/lessons/posts/2990.html

http://www.ebook2u.com/

http://www.westga.edu/~scarter/Figurative_Language1.htm

Palmer, C. Everald. 1985. A Cow Called Boy. Macmillan Publishers Ltd.

University of the West Indies. 2009. Text Analysis of Discourse and the Acquisition of
Literacy Course Guide.

. Language Arts Course Guide .1998. Kingston, Jamaica: Ministry of Education and
Culture.

Hely- McLean, M. Life Science. Reproduction. Illinois: Pearson Education, Inc.

The Three Little Pigs

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