Day
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Lesson Objectives & Details (WALTs) in Chronological Sequence
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Learning Activities
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Instructional Strategies
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Reflections – Comments
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1
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SESSION 1/HALF OF SESSION 2:
1.Use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions; questioning the text; restating main ideas and summarizing supporting details; and close reading.
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1.Setting the Stage : whole-class review of ‘Ginger for the Heart’ plot/characters on pgs.294-295 (Unit 4/Reading4).
2.Focusing Event : Keystone Level D/Unit 4/Reading 4/pgs. 296-297:
a) Whole-class, facilitator-guided analysis of ‘Ginger for the Heart’ story elements > pgs.296/297.
b) Students complete Literary Check/ ‘Before You Go On’ / Purpose for Reading quests. > pg. 297 > whole-class review.
3.Closure : facilitator introd. to concepts of denotation + connotation.
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1.Think,pair,share : in pairs, students discuss their answers to textbook exs. related to ‘Ginger for the Heart’ short story.
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2
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1.Analyze connotations of words with similar denotations.
2. Demonstrate understanding of figurative language, word relationships, and connotations in word meanings.
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1.Setting the Stage : Keystone Level D/Unit 4/Reading 4/pg. 297: whole-class discussion of ‘Word Skill’ denot/connot ex.> pg. 297.
2.Focusing Event : Supplementary Denotation/Connotation Worksheets;
a) In pairs, students work on sup. denot/connot. exs. 1-3 > whole-class review/discussion.
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1. Think,pair, share : in pairs, students discuss + complete conn. + denot. w/sheets.
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3
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1.Assume shared responsibility for collaborative work
2.Collaborate with peers to set rules for group presentations and discussions, set clear goals and deadlines, and define individual roles as needed.
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1.Setting the Stage : Keystone Level D/Unit 4/Reading 4/pg. 298: Students listen to audio recording (Reader’s Theater) .
2.Focusing Event : Keystone Level D/Unit 4/Reading 4/pg. 298 :
a) In pairs, students prepare dialogue between Chang and Yenna for acting out in next lesson.
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1. Think,pair, share : in pairs, students prepare dialogue for acting out.
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H/work : prepare dialogue for acting out (Keystone Level D /pg. 298) > Wed. 10 Feb. 2016.
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4
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1.Assume shared responsibility for collaborative work
2.Collaborate with peers to set rules for group presentations and discussions, set clear goals and deadlines, and define individual roles as needed.
3. Use reading strategies to improve comprehension and to achieve the purposes for reading: predicting and adjusting predictions; questioning the text; restating main ideas and summarizing supporting details; and close reading.
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1.Setting the Stage : In pairs, students act out dialogue – Keystone pg. 298
2.Focusing Event : Keystone Level D/Unit 4/Reading 4/pg. 298
a)Students complete comprehension questions 1-8/pg. 298 > whole-class review.
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1.Think,pair, share : in pairs, students act out dialogue between Yenna + the young man.
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H/work : Keystone Workbook compreh. exs. 1-5 > Tues. 16 Feb. 2016.
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5
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1.To practise and reinforce Toefl reading skills 1 – 10 via two Toefl reading review exercises.
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1.Focusing Event : Longman Preparation Course for the Toefl iBT:
a) Individually, students complete Skills 9 – 10 reading ex.(pgs. 105 - 106); > students check their answers using the answer key on pg. 648.
b) Individually, students complete Skills 1 –10 reading ex. (pgs. 108-110); > students check their answers using the answer key on pg. 648.
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1. Think, pair, share : in pairs, students discuss and check their answers to Toefl reading review exercises using the back-of-book answer key.
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