The document outlines lesson plans for teaching three poems and one text about robotics. It includes activities such as making predictions, identifying themes, paraphrasing, and discussing literary devices. The lessons are designed to engage students at different stages of reading through group work, note-taking, and vocabulary games.

1. Universidad de las Américas
Facultad de Educación
Teaching Reading
Methodology II
Keyla Castro
Rolando Contreras
Professor: Carla Chávez

2. Text 1: An Ecology of Houses, lower intermediate
Patchwork Lesson
Type of activity Sugestopedia; environmental sounds
1 Engage Material A Radio
Stage Pre-Reading
Type of activity Predictions
2 Activate Material Worksheet
Stage Pre-Reading
Type of activity Understand the text
3 Activate Material Text, notebook
Stage Pre-Reading
Type of activity Inferences
4 Study Material Text
Stage During-Reading
Type of activity Create a situation
5 Activate Material Text, notebook
Stage Post-Reading
Type of activity Take good notes; look for the main idea
6 Study Material Text
Stage During-Reading
Type of activity Concept Map
7 Engage Material Text
Stage Post-reading
Type of activity Vocabulary game
8 Study Material Scrabble gameboard,
Stage Post-reading
Development
1. Engage Suggestopedia: Listening audio-relaxing music to Foster the students´ imagination of a landscape they
would like to be.
2. Activate Students will develop a comparative chart about the advantages and disadvantages of living in the
countryside and city according their appreciations.
3. Activate Students have to identify if the statement is an advantage or disadvantages.
4. Study  From the text divided by paragraph, students will have to make inferences and complete a worksheet
of inferences statements.
5. Activate Students should work in group of 4 and create a specific situation about the text. Therefore, they
have to expose their “history” in front of the class.
6. Study  The learners have to read the text again, but this time, the text will be modified, that is to say, the
paragraph will be enumerated from number 1 up to 7.
The aim of this modification is to identify the main idea of the paragraph.
7. Engage Give to learners a paper with a situation from the text, then, they have to illustrate the situation.
8. StudyVocabulary game: The class will be divided into 2 teams to develop a vocabulary game called ‘Scrabble.
First, the teacher will give each group a list of concepts extracted from the text. Second, the Teacher will give
each group a Gameboard. The idea is that each group should find 2 synonyms for each concept.

3. Text 2: The Velociraptor- like Robot that could save your life
Answer the following questions
1. What animals were used as an inspiration to deliver Full’s investigation?
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2. What was the purpose of Leaping Lizard?
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‘Have a remarkable ability to stick a perfect landing after vaulting through the air’
3. According to this statement, which animal does it correspond?
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4. How did operate the first Robot built by Full and his team?
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5. What is the new Full’s team project? Based on the first project.
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6. What did full discover in old scientific papers?
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7. What was the main focus of the Mathematical theory´s Full?
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8. How could Full observe and prove his theory?
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9. What do think about these technological advances? Can you refer about another type of technological advance
which operate as rescue robots or machine?
+ +

4. Text 3: Home they brought her Warrior Dead
T -Write on the whiteboard the title of the poem and ask the students what comes into their
Title minds when they read the title.
-Show images about sadness by losing a close relative and ask them what would be a
normal reaction in that kind of situation.
P Paraphrase With a matching activity, students will have to choose the alternative that represents a
paraphrase.
C Connotation Show a brief introduction about sound devices and the literature figures. They have to
identify if there is literature figures in the text.
A Attitude With tone question, students have to identify what the author means with a extract of the
poem
S Shifts Find the main change tone in the poem identifying the keywords of the text.
T Title First of all, students watch two images about dead. They have to choose just one of them
which represent best the poem. Second, they have answered a question.
T Theme First, students have to identify the character of the poem and then explain the poet`s idea
about that subject.
Poem
Home they brought her warrior dead:
She nor swooned, nor uttered cry:
All her maidens, watching, said,
„She must weep or she will die.‟
Then they praised him, soft and low,
Called him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.
Stole a maiden from her place,
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.
Rose a nurse of ninety years,
Set his child upon her knee—
Like summer tempest came her tears—
„Sweet my child, I live for thee.‟
T. Title.
I. What ideas come into your mind when you read this title?
Possible answer: dead, pain, someone crying ……….
II. What would be the normal reaction when a close relative die?
Possible answer: I probably die, I wouldn`t like keeping living in this world, I would kill myself…….

5. P. Paraphrase.
I. Choose the correct paraphrasing sentence.
1. “Rose a nurse of ninety years,
Set his child upon her knee “
A) An old woman who put his child upon her knee.
B) The rose an old nurse put her child upon her knee because she commiserated.
2. “Home they brought her warrior dead:
She nor swooned, nor uttered cry: “
A) As the poem says, the dead body was brought at home and the wife didn`t faint and cry.
B) I think she didn`t faint and cry because she hadn`t resign yet.
3. “Like summer tempest came her tears”
A) She began crying disconsolately for watching the dead body of her husband.
B) Her tears came as a tempest summer
C. Connotation.
A. Attitude
1. What did the author want to say with “Like summer tempest came her tears”
Possible answer: the author wanted to say that tears came as the summer tempest, they flowed unceasingly. The
character let pain flow.
2. The author`s attitude toward the pain is……….
Possible answer: The attitude toward the pain is let it flow and don`t keep a feeling inside
3. “Sweet my child, I live for thee”, the attitude toward this statement is……
Possible answer: After have suffered and cried for someone`s dead, the life continues and all the memories will be
kept with love. The character will live for that loved person
4. What does the author mean “She must weep or she will die”.‟
Possible answer: It is not healthy hold the pain and not let it flow. Cry and let the feeling get out from our deep, it
will help you to recover your normal life and make you feel better day by day

6. S. Shifts.
Keywords: the main shift occurs at the phrase “Took the face-cloth from the face; “until the phrase” Like summer tempest came her
tears”
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.
Rose a nurse of ninety years,
Set his child upon her knee—
Like summer tempest came her tears—
„Sweet my child, I live for thee
Possible answers.
The main shift occurs at the phrase Took the …….. Until like summer ( ike summer tempest indicate a metaphor)
…..Which indicates the change of attitude of the woman ……..
T. Title
I. Which of these sentences represent best the poem?
A)
II. Why didn`t the woman cry and let her pain flow from the beginning?
Possible answer: because she was trying of assume the dead of her husband and she was shocked.
III. How is your appreciation about losing a close relative?
Possible answer: it`s important to let our feeling flow and never keep our pain. It is also important spend the
mourning and allow the time cures the pain and keep living as normal possible you can with the good memories of the
person.
T. Theme.
1. Identify the main character of the poem?
Possible answer: the woman (wife).
2. Write a sentence explaining the poet`s ideas about the main character.
Possible answer: the poet tried to show a reaction of someone when lose a close relative, in this case, her husband.
She was shocked in seeing the dead body of her husband and non reaction allowed flow at the beginning.

7. Text 4: To the Queen
T Title Class discussion about the poem
P Paraphrase Making inferences
C Connotation Students have to identify literary devices of the poem
A Attitude Comparative chart identifying attitudes change
S Shifts Find the main change tone in the poem identifying the keywords of the text.
T Title Compare first predictions with the new ones
T Theme Whole class activity. Feedback from group activity
T. Title
- The teacher will ask the students about how they can encourage people who lost some beloved, to go on. The
objective is generating a class discussion about it before focusing on the poem more detailed.
The teacher will ask the students to read the first verse of the poem and they have to refer about what the understood.
Example: I think we should be with the person and tell him/her to think about all the happy moments they spent
together and encourage him/her to focus on her child he/she has, that they need him/her …
1st Paragraph: O loyal to the royal in thyself,
And loyal to thy land, as this to thee--
Bear witness, that rememberable day,
When, pale as yet, and fever-worn, the Prince
Who scarce had plucked his flickering life again?
From halfway down the shadow of the grave,
Past with thee through thy people and their love,
And London rolled one tide of joy through all
Her trebled millions and loud leagues of man
And welcome! Witness, too, the silent cry,
The prayer of many a race and creed, and clime--
P. Paraphrase
The students should work in groups. The poem would be divides into 4 parts. Each group has to choose a part, read it
and underlie a specific line, phrase or word. Therefore, the groups have to inference about the line or phrase chosen.
Example:
4 And fierce or careless looseners of the faith,
And Softness breeding scorn of simple life,
Or Cowardice, the child of lust for gold,
Or Labour, with a groan and not a voice,
Or Art with poisonous honey stolen from France,
And that which knows, but careful for itself,
And that which knows not, ruling that which knows
To its own harm: the goal of this great world
Lies beyond sight: yet--if our slowly-grown
And crowned Republic's crowning common-sense,
That saved her many times, not fail--their fears
Are morning shadows huger than the shapes
That cast them, not those gloomier which forego

8. The darkness of that battle in the West,
Where all of high and holy dies away.
C. Connotation
- The teacher will make a review about literary devices and the students have o identify a metaphor, hyperbole,
alliteration and imagery.
The students could use the paragraphs from the Paragraph activity.
Example:
Part 1: O loyal to the royal in thyself, 1. A similate….
And loyal to thy land, as this to thee-- 1 2. A hyperbole…
Bear witness, that rememberable day,
When, pale as yet, and fever-worn, the Prince
Who scarce had plucked his flickering life again
From halfway down the shadow of the grave,
Past with thee through thy people and their love,
And London rolled one tide of joy through all
Her trebled millions, and loud leagues of man
And welcome! witness, too, the silent cry,
The prayer of many a race and creed, and clime--
Thunderless lightnings striking under sea
From sunset and sunrise of all thy realm,
And that true North, whereof we lately heard
A strain to shame us 'keep you to yourselves;
So loyal is too costly! Friends--your love
Is but a burthen: loose the bond, and go.‘
A. Attitude
-The students have to create a comparative chart, identifying when the attitudes change.
Example:
Happiness Sadness Fear Angry Hopeful
Bear witness, that Thunderless From sunset and sunrise of all
rememberable day, lightnings striking thy realm,
When, pale as yet, and under sea
fever-worn, the Prince
Who scarce had plucked
his flickering life again
From halfway down the
shadow of the grave,
The students can include more attitudes.
S. Shifts
Example:
Keyword: From thine and ours: for some are scared, who mark, or wisely or unwisely, signs of storm

9. T. Title
The teacher will ask the students what they learn about the poem, making a comparison with the activity about Title at
the beginning.
T. Theme
Whole class activity
Feedback from group activity. What has each group learned about using metaphor as a way of describing people and
making them come alive?
Children from each group to share work and comment on each other's work.