Lesson Plan

Lesson No.

Time

Method of delivery

activities

1

10 Minutes

· Narration

· Show case

· Use fictional classroom simple stories that are likely brief and easy to read in terms of sentence structure and flow.

· Teacher should start a story related to the comprehension students have to read.

Informing students on how to read the target comprehension.

· The teacher could bring audio-visual materials with motion pictures where a story goes on without voice or a narrator telling a story ((Denton 2007).

30 minutes

Divide students into groups and direct them to go through the comprehension steadily.

· Teacher should encourage every student to read. Each group can take a paragraph and read for the class (Denton 2007).

· If there are learners who can read better than others the teacher should use them to read and then tell the rest do the same.

· The teacher should engage effectively in a range of collaborative discussions with the students (corestandards.org)

· The teacher should engage in audio recording stories that demonstrate fluid reading at an understandable pace. Addition of visual displays is appropriate to emphasize certain facts or details (corestandards.org).

10 minutes

Ask how the students felt when reading in relation to the reading skill aimed at in the lesson.

· Let the students mention the difficulties and ease they encountered in reading.

· Acknowledge each of them and encourage them to be reading any material they come across even outside language lessons.

Lesson No.

Time

Method of delivery

activities

2

10 minutes

· The teacher should arrange learners who are extroverts and introverts together for learning to become easy.

· Explain importance of listening when people speak.

· Let learners tell each other the importance of letting others speak as others listen.

· Promise gifts for those who will settle down and speak only when asked to but listen the rest of the time.

30 minutes

· The teacher should read the passage by paragraph by paragraph repetitively.

· Put on a mass media audio story that will force students to listen.

· Students should listen to the whole passage then specialize in a specific paragraph.

· Students should listen to the recorded passage and share meanings.

10 minutes

· Ask students to point out which students were good listeners and then ask directed questions from the passage.

Acknowledgement based on attempt to give correct information in each paragraph.

Lesson No.

Time

Method of delivery

activities

3

10 minutes

· Start with common questions about themselves.

Who are you?

What is your age?

· Show the relation between lines of a passage and questions.

· Give summary of the story.

· Students should explain about themselves, their environment or others.

· Groups should respond to questions from other groups.

30 minutes

· Go through the passage with the whole class guiding them to underline suggestive areas.

· Let them speak out what they think can incite questions from the passage.

· Groups could handle a paragraph and say what they think is important or can lead to a question.

· They should have continuous practice within the lesson

· Discussion to agree or disagree with the suggested primary areas that bear questions.

10 minutes

· Students should point out the areas they identified as the teacher agrees or disagrees along other students.

· Teacher modeling and loud thinking followed by pointing out correct ideas.

· Award those who gave air and good responses and encourage those who failed to work hard in the next lesson.

Lesson No.

Time

Method of delivery

activities

10 minutes

Demonstration

· Teacher should start with giving students cards or distributing tree diagram charts which have vocabularies he /she has identified from the passage.

· Write on the board the vocabularies in the passage.

30 minutes

· Show cases begin with monosyllabic words like sue, per before moving to disyllabic such as oblige, trivial among others.

· discussion

· Teacher should call upon few students to do or sequence the cards in relation to the vocabularies.

Action words can guide in what the learner should do.

· Pick on students who can tell others what the vocabularies mean and let them discuss with the rest.

10 minutes

assessment

Asking questions

Close test

· Teacher should ask each group of learners to write the vocabularies they have learnt or liked within the lesson.

· Ask them to draw actions or objects that they know and are related to those actions/ objects after you keep away the cards.

The teacher should carry out an assessment of reading comprehension where students read a passage with words systematically deleted. Students must supply the missing word

(Denton 2007).