LESSON PLAN SE 1.

2 READING
Lesson focus:
Which language skill(s) will the students work on (speaking, listening, reading, writing)?

Reading, speaking

Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
Reading (predicting what a reading is about, reading for detail and inferring opinion),

Words of description (personality, physical traits, likes and dislikes)

Will you explicitly teach an aspect of culture in the lesson? If so, describe it:

Yes (inferred), comparing the beliefs of what makes a hero in the story of a Nigerian village
hero with their own beliefs.

Objective: Students Will Be Able To.

Make a prediction about the content of the reading, read, check the accuracy of their
predictions, understand the reading in more depth by understanding the descriptive
vocabulary used in it, and infer the writers opinion about a character being a hero
Discuss and compare their beliefs about heroes and their traits with the one in the reading
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)

Can read and understand main points and some important details of longer texts
Can plan for, use, and evaluate the effectiveness of several reading strategies to develop guessing skills
and to clarify or summarize information

When and how will I check my students progress toward the objective(s)?

I can hear and see Ss answering questions about the reading passage and filling in the grid
I can hear Ss talking about their ideas of who a hero is, including traits they believe heroes have, and
comparing their ideas to the ones in the reading

Required materials and/or resources:

SE1.2, Pg 40, Act. 2 and Pg 41, Act 2, writing materials

Personal Goals: What aspect of your teaching are you trying to improve? Which teacher
competency is this related to?

The teacher chooses topics and tasks that allow learners to develop skills in learning and
communicating about themselves and their community, and about their country and the world.
The teacher stages the lessons so that what the learner learns/practices in each step prepares for the
next ones.
The teacher plans activities in which learners use previously-studied language and skills and
incorporate new language and skills.

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Time

By the end of
the stage,
students will
be able to

10
min

Demonstrate
understanding
of some words
or phrases they
will meet in the
reading

Ss need to
understand some
words or phrases in
order to help them
read more
effectively and to
help them do the
reading activities

Predict what
the reading
passage is
about.

Effective readers
are able to predict
what a reading
passage will be
about. This will help
Ss understand the
text.

Read the text

and say whether
their prediction
was correct

Asking Ss to read
and find out if they
were correct is a
simple, motivating
task that gives them
an opportunity to
practice reading
quickly for the main
idea (or gist)

Read the text

and put
vocabulary in
the correct box

Ss need to
understand the text
in greater depth;
one of the ways to

10
min

10
min

Rationale

(Why do we want
our students to do
this?)

Interaction
P
a
tt
e
r
n
&
VAKT1
Ss-Ss, Ss-T,
T-Ss
VA

T-Ss, Ss-Ss
VA

T-Ss, Ss-Ss
VAT

VAKT = Visual, Auditory, Kinesthetic, Tactile

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Procedure

Materials

Word Splash (Pre-Reading)

T writes key words from the
reading text on page board, for
example: village, bushy
eyebrows, wrestling match,
cock-crow, (chickens) go to
roost, improvident, (play the)
flute, coward, take up arms,
defend, win someone a place
among. Ss discuss the words
they know and dont know in
pairs or groups. T assures Ss it
is okay if they are unsure of
words.
T monitors, noting unknown
vocabulary. After Ss have
discussed the vocabulary, T
brings class together,
addressing the unknown
vocabulary and checking
understanding.

Board
Chalk

Reading 1 - Predicting the story

T tells to Ss look at Pg 40. Act.
2 in their textbooks. T asks Ss
to read the book cover
description of the story and to
choose whether a, b, or c best
describes what they think they
will read in the reading
passage. Ss choose their
answer; Ss compare with a
partner.
T asks Ss to read the passage on
Pg 41, to see if their
prediction/guess was correct.
T gives Ss time to compare
their answers in pairs/groups.
T checks correct answer with
the entire class.

Textbook
SE1.2
Pg 40
Act 2

Reading 2 Deepen Understanding

T tells Ss to look at Pg. 41, Act.
2 in their textbooks. T explains
the activity and models it first,

Textbook
SE1.2
Pg 41
Act 2 and

Pg 41,
Text

in the grid

do that is to
understand the
vocabulary used.

10
min

Choose specific
lines from the
text that
support Ss
understanding
of whether the
writer believes
Okonkwo was a
hero

Ss need practice
identifying specific
parts of a text that
give them
information or an
impression.

Ss-Ss, T-Ss

10
min

Compare and
discuss their
own definitions
of what makes a
hero with those
in the text and
their classmates

Ss need an
opportunity to
explore and connect
with their own
beliefs and compare
them to those being
expressed in the
passage in order to
better understand
the text, and
themselves.

Ss-Ss, T-Ss

5 min

Check and
consolidate
their
understanding
of the text,
vocabulary, and

Ss need the chance

to clarify any
questions they may
still have at the end
of the class. It is
also useful to help

Ss-Ss, T-Ss

VA

VAT

VA

putting an appropriate
vocabulary item in each box
(e.g., bushy eyebrows,
improvident, playing the
flute), asking concept-checking
questions (CCQs)2 to check
understanding as necessary.
Ss read the text and working
alone, fill in the chart.
Ss check their ideas in groups of
three when they have finished.
T monitors.
T quickly checks with the whole
class to make sure Ss have the
correct answers and addresses
any problems.

Text

Reading 3 Inferring the Writers

Opinion
T asks Ss whether they think
the villagers considered
Okonkwo a hero. T does not
confirm or deny any answers at
this time. T asks Ss to
underline a specific line or lines
in the text that tell them if
villagers/the writer believe
Okonkwo was a hero.
Ss discuss in pairs/groups.
T elicits answers from 2 3 Ss
as a whole class activity and
confirms the lines that indicate
the villagers/writers opinion.

Textbook
SE1.2
Pg 41
Text

Speaking (Post-reading)
T asks Ss individually to think
about whether they agree or
disagree with the image of the
hero in the passage, and why.
T asks Ss individually to think
and make a list of important
qualities of a hero. Ss think
and write.
Ss compare beliefs about the
important qualities of heroes in
pairs/groups.
Whole class: T elicits from
ideas about what makes a hero
and why from 2-3 Ss/groups.

Paper
Pen/Pencil

Summary and synthesis

T reviews the days lesson,
concept checking vocabulary,
story comprehension, and
beliefs. T invites any questions
and responds to them .

CCQs: Questions that check that the Ss understand instructions, concepts, vocabulary, etc. See CCQ worksheet.
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concepts of the
days lesson.

students notice how

much they have
learned.

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