Lesson Plan

Lesson No.

Time

Method of delivery

Activities/Assessment

1

15 Minutes

Introduction

· Giving expectations to students in relation to what writing requires (hand writing and creativity skills).

· Fitting relevant scaffolds and artifacts of stories and calligraphic letters that the learners should write a story about in the classroom.

· Informing students another example of how a story can emerge from pictures.

· The teacher could bring word document process written and proper handwritten pieces (Denton 2007).

30 Minutes

Development

· Teacher should request students to write a story about the artifacts in the classroom (Kraayenoord, et al. 2007).

· Divide students into groups of varied abilities and direct them to develop magazines, reviews and compositions.

· The teacher could use empowerment strategy by valuing students’ opinion and showing that their stories are more important that what he/ she has given them earlier.

· Teacher should encourage individual students to write a short paragraph in creative and clear handwriting.

· Later, each group can develop a story together after the class has discussed orally how the story should start and end (Denton 2007).

· Since there are learners who can write better than others the teacher should use them to as directors of their groups 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).

15 minutes

Assessment

Ask how the students felt and what they learned when writing the assignments.

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

· Acknowledge each of them and encourage them to keep writing whenever they feel/ see pictorial images.

Lesson No.

Time

Method of delivery

Activities

2

15 minutes

Introduction

· The teacher should pair able learners who write and punctuate correctly with those who cannot (unable).

· Supply flashcards to students so that they familiarize with words.

· Let learners tell each other the importance of proper spelling and punctuation.

· Promise gifts for those who will settle down look at their cards and analyze passages .

30 minutes

Development

· The teacher should distribute passages and let students read repetitively as they look at punctuation and spelling of words.

· The teacher should supply each student with cue cards or verbal prompts of word/punctuation mark which he/ she aims for students to write later (Kraayenoord, et al. 2009).

· Collect the cards

· Students should keenly read the whole passage then be ready to write words which are available in that passage.

· Students should keenly go through the words which the teacher has distributed.

· Tell students to write the words as the teacher dictates then punctuate the sentences as expected.

15 minutes

Assessment

· Sharing the written words/sentences among students by cross-interchanging exercise books.

Acknowledgement based on attempt to write words and punctuate sentences correctly.

Lesson No.

Time

Method of delivery

Activities

3

15 Minutes

Introduction

· Start with a passage which the class read earlier on as a warm up.

· Ask which words they think are new.

· Supply foodstuff / gifts and tell them to identify them before taking the gift.

· Option for dyslexia the teacher demonstration of action-words which are vocabularies and allow independent activity (Brno 2006).

· Students should open the passages which the teacher has distributed.

· Students should identify he name of a gift as individual/ group before taking it.

· Groups should respond to questions from other groups.

30 minutes

Development

· Displaying wall charts of poems or sentences with joy, home, school, market environment in class with vocabularies.

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

· Groups could point out and discuss the meanings of those words. Give them enough time. Brno, D. (2006).

· They could check in the dictionary words they can hardly give meanings on their own.

· They should continuously practice in the lesson.

15 minutes

Assessment

· The teacher should sing a song, rhymes, and anecdotes or play an audio with a poem which has vocabulary of color, animal or transfer.

· Teacher should give verbal cues and prompts of words the learners should be aware of at their ages

· Learners should say which words they don’t understand meanings.

· The learners should write the words and try giving meanings.

· Award those who gave instant vocabularies and meanings of their grade level and encourage those who failed to work hard in the next lesson.

Lesson No.

Time

Method of delivery

Activities

20 minutes

Introduction

· Demonstration through background music or PE related drills.

· Use of popular culture among the children depending on disability. If a student is a slow learner the teacher can ask what they do in their church then lead the learner through those objects and actions within their church form which vocabulary could form as well as a story.

· Teacher should draw tree diagrams/allow students to write vocabularies they have identified from the locality for meaningful and authentic learning.

· Write on the board the vocabularies as students mention.

· Encourage them to think of personal happenings in relation to the words they have identified.

40 minutes

Building

· Show cases of stories with monosyllabic words like pore, loom before moving to disyllabic such as xenophobia, circumvent.

· Discussion and suggestions from the extra tasks the teacher has prepared early enough.

· Teacher should call upon few students sequence a story in relation to the vocabularies on the wall charts.

· Action words can guide in what the learner should do. Pick on students who can tell others what the vocabularies mean and how a story can form up from them.

· All students should then formulate the story.

15 minutes

Assessment

· Ask for word banks from students and have groups developing paragraphs on them.

· Some students would be good in drawing hence the teacher can ask for a picture story based on those vocabularies.

· Dramatized exercises would also be effective as students show the story in action .For example ogre stories.

· 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 writing by giving a list of vocabularies to students and letting them write a two-paragraph story. Later, the teacher should leave a creative story which each group should do.(Denton 2007).