stages of creating a reading lesson plan for senior primary leaners

1. Key Steps in Developing a
Reading Lesson Plan

2. 4. The Metacognitive view
• Metacognition- thinking about thinking
• In the context of reading, meta-cognition involves thinking
about the act of reading while one is reading.
• Before reading, readers may think about the purpose of
reading, the type of text, the content of the text etc.
• While they are reading, they think about things like features
of the text, main ideas, make predictions, confirm predictions,
make inferences etc.
• After reading, they might want to summarise, reflect or make
further predictions. Hence the three stages of reading: pre-
reading, while-reading, post-reading.

3. Key steps in Developing a Lesson Plan
1. Consult the scheme of work (syllabus) to
identify the basic competency to be
taught
2. Find the appropriate learning activity/
exercise/ practice (in the textbook such as
Platinum English) which will help learners
master the competency – or develop your
own activities.
3. Then develop your lesson plan (pre- while
and post reading activities)

4. Teaching and Assessment
Syllabus competency Learning activity Assessment activity

5. Reading Lesson Plan
Teaching Reading Skills

6. School : Ngweze P.School Date 15 /06/20…..
Subject : English Grade 5A
Theme : unit theme Time 09:30 – 10:10
Topic: Passage topic Duration 40
Skills: Main Skill: Reading,
Other Skills: Speaking
and Listening, writing
Period 4

7. • Basic Competencies:
• By the end of grade 6
• -extract specific details from a text
• - Read for complete understanding
• Lesson Objectives(Problem area- use measurable
action words ) :
• By the end of the lesson learners should be able to:
• - scan texts to find specific information
• - read between the lines
• -skim texts for general understanding
• -read critically and establish bias
• make inferences

8. • Expected Prior Knowledge – Learners have basic
skills in decoding, scanning and comprehension
• Anticipated problems – learners may still have
problems reading between the lines
• Teaching Techniques: Discussion , Question and
Answer
• Teaching Aids: Chart showing examples of
inferential statement or questions , Poster , video
clip.
• Classroom organization: Pairs, groups, individuals
and whole class

9. • Lesson stages:
• Pre –Reading
• -Show learners a video clip slaves being captured
and taken to the sea coast ( arouse interest of the
learners)
• -Discuss the video clip briefly (activate prior
knowledge and sensitize them to the content of the
passage)
• -tackle key vocabulary (vocabulary e.g. perspiration)
• -Ask learners to predict the content of the passage
• - Draw attention of the learners to the task/
questions to be answered and (problem area) TEACH
THEM HOW TO ANSWER THE TYPE OF
QUESTIONS/TASKS THEY ARE EXPECTED TO ANSWER!

10. • While Reading
• -Learners read silently for overall meaning
(skimming)
• -Learners read the text again to answer
questions (HOTS!!)
• - learners exchange exercise books and mark
their work
• TEACHER EXPLAINS HOW ANSWERS WERE
ARRIVED AT!!

11. • Post Reading
• Learners express their views about slave trade

12. Teacher’s Activities
-Teacher presents video clip
-Teachers asks learners to
describe what they saw
-teacher presents key
vocabulary on t board
-teacher asks learners to predict
content of text
- teacher presents reading
strategies under focus –
skimming, scanning,
inferencing using examples
from the question of the
passage
- Teachers asks lnrs to
Learners’ Activities
-Learners watch
- learners discuss the
video briefly
-learners explain new
vocabulary
- Learners list predictions
Learners listen or are
assisted to work out the
meaning of the reading
strategies
- Learners dramatise

13. • Homework ----------------------------------------------
• Self- Evaluation (problem area)( what went
well and what did not go well - step by Step
from pre-reading, while –reading to post
reading)

14. For the micro teaching
• Detailed Lesson plan
• Pre reading
a) Arousing interest in the lesson
b) Motivating learners to read
c) Demonstration of the expected reading skill

15. For the micro teaching - While &Post reading
a) Clear link between while reading and lesson
objectives
b) Inclusion of HOTS questions/ tasks
c) Effort to help learners
d) Time management (pre, while, post.)
e) Neat and organized use of teaching media
chalkboard, chart, worksheet
f) Language use / accuracy and fluency
g) Projection and assertiveness of voice
h) Appropriate Post reading activity

16. For the micro teaching – General impression
a) Confidence - a feeling of trust in one's
abilities
b) Enthusiasm – (intense and eager interest or
passion) Greek en+ theos – inspired or
possessed by a god
c) Dress code

17. Bloom Taxonomy (Revised)
Creating Compose, Construct, Create, Design, Develop, Integrate, Invent,
Organize, Perform, Plan, Propose
Evaluating Assess, Choose, Critic, Decide, Evaluate, Judge, Justify, Predict, Prove,
Rank, Rate, Select
Analysing Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,
Draw, Differentiate, Distinguish, Examine,
Applying Apply, Change, Choose, Compute, Dramatize, Interview, Prepare,
Produce, Role-play, Select, Show
Understanding
Demonstrate, Discuss, Explain, Identify, Illustrate, Interpret,
Paraphrase, Predict, Summarize, Tell
Remembering Define, Describe, Draw, Find, Identify, Label, List, Match, Name,
mention, state Sequence, when, where, what