Darla Mae R.

Alejandro

BEED 3-1D

Lesson Plan Grade 5

I. Objectives

At the end of the lesson 80% of the student should be able to:

 Understand the main ideas and unexpected events in a story.

 Recall the details of the story and retell it.
 Identify language features that signal time and sequence events; use in
retelling.

II. Subject Matter

 English (Reading)

III. Pre-Reading
1. Motivation
The teacher will tell students these words are the key words in the
story they are going to read. Put the word hunt puzzle on a poster, the
board or the overhead projector. In pairs, have students see how many of
the hidden words they can find. Tell them that as well as across and down,
words can run upwards or diagonally. When they have had enough time to
prepare, put students into two teams. Have them take it in turns to circle
the target words in the word square, each team using a different coloured
pen to do so. The team which circles the most word is the winner.
Answer key:

surprised, shiver, hear, wear, cold, ill, nanny, shoulders

shawl, snow, doctor, dry, girl

corner
shelf

S U R P R I S E D
S H I V E R D R R
H H E A R S O E Y
A W E A R N C N G
W C O L D O T R I
L I L L F W O O R
A N A N N Y R C L
S H O U L D E R S

IV. During Reading

1. Ordering
The teacher will give the student a copy of the story titled “The Shawl” and
give students five minutes to read it. In pairs, get students to check and
correct the order of their sentences on worksheet that you will give. Have
pairs compare answers and, if there are any disagreements, use this as a
reason for making them read the story a second time. Get students to put
the line numbers from the story on the sentence strips to justify their order.
2. Comprehension questions.
The teacher will ask the following questions to check students have
understood the details of the story.
 What was the weather like?
 Was the doctor more comfortable than his nanny?
 Why didn’t the nanny come to see the doctor herself?
 Was the girl who came to the house a neighbour or friend?
  What was she wearing?
 Did the mother let anyone else wear that shawl?
 How do you know the girl was a ghost?
 Why is the story called The shawl?
3. Text analysis
The teacher will put the following time words and phrases on the board.
When finally as soon as long ago it wasn’t long before. Have students find
the words and phrases in the story and underline them, then copy them
onto a blank sheet of paper with their sequencing number like this.
1. long ago
2. it wasn’t long before
3. when
4. finally
5. as soon as
V. Post-Reading
1. Recall
The teacher will tell students to put the copy of the story in their bag. In
pairs, get students to retell the story from memory, using the five
sequencing words and phrases they have written down in order and
recalling as much detail as possible from the story. Then stop the pairs
and as a whole class go over the following list of verbs, eliciting their past
tenses or the past continuous, according to their use in the story. Check
students’ pronunciation:
 happen, finish, start, hurry (happened, finished, started, hurried);
 fall asleep, knock, wake up, go, open (fell asleep, knocked, woke
up, went,opened);
 fall, wear, shiver, say (was falling, was wearing, was shivering,
said);
 come to, lead, lie, see, know (came to, led, was lying, saw, knew);
 need, take out, look around, ask (needed, took out, looked around,
asked); die, point at (died, pointed at).
Now get the pairs to retell the story again, this time including all the sequencing words
and all the verbs. Monitor, prompt, and make notes of common errors.

VI. Evaluation
1. Deal with the most common errors orally and get the whole class to
correct them. Ask the students if they think the story is true. Find out which
students believe in ghosts. Get students to think about other ghost stories
they know.

VII. Assignment
1. Read a short story about ghost and write down the verb.
Darla Mae R. Alejandro

BEED 3-1D

Lesson plan for Grade 6

I. Objectives

I. Read and scan for details: facts and figures, quantities and examples.
II. Revise quantity vocabulary and used to.

II. SubjectMatter

 English (Reading)

III. Pre-Reading

1. Motivation

The techer will tell the class they’re going to read about a man called
Walter Hudson, who is very, very fat.

Why did he get so fat?

Why did he decide to lose weight?

Use the pictures and the discussion to pre-teach the vocabulary. Also
revise relevant vocabulary that students should already know (weight, to
lose/put on weight, etc.).

The teacher will ask if their is a fat in their family. And tell a brief story
about his/her relatives who is fat.
IV. During Reading

1. Reading comprehension

The teacher will give the student a copy of the story “The Big Man”. Give
students five minutes to read the story.Then get them to answer the pre-
questions.

Then ask the following questions orally to see if they have understood the
main ideas.

 Who is the man?

 Where does he live?

 What is he doing about his problem?

 Is he successful?

 How can a picture of him help fat children?

2. True/false
The teacher will ask students to read the text again and then do the exercise.
In pairs, get them to check their answers and justify their answers with line
references if there are any disagreements.
a. Walter has lost over 400 kilos in ten months.
b. His waist measurement is now 302 centimetres.
c. He used to eat a big breakfast but no lunch.
d. Walter used to spend almost the whole day in bed.
e. Walter began his diet ten months ago.
f. He only eats one meal a day now.
g. Walter is two metres tall. ?
h. He still watches TV most of the day.
i. There are a lot of adverts for food on TV.
 V. Post-Reading
1. The teacher will ask if you were Walter is it okay to you that you are fat ? Explain.

VI. Evaluation

1. Deal with the most common errors while monitoring. In plenary, get different
students to read out different sentences they have written as good examples of
used to.

VII. Assignment

1. Bring a example picture of fat and thin person or people. (Relatives,friends etc.)