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Lesson Plan 3

This lesson plan teaches reading comprehension through a passage about Mau Piailug, an ocean navigator. It includes vocabulary practice, reading the passage in sections, answering questions, and summarizing. The plan outlines activities in stages including engagement, building knowledge, transformation, and reflection. Strategies used include activating prior knowledge with questions, repetition of vocabulary, group discussion, and checking comprehension. The teacher reflects that using these strategies helped students participate and understand the reading material.

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303 views

Lesson Plan 3

This lesson plan teaches reading comprehension through a passage about Mau Piailug, an ocean navigator. It includes vocabulary practice, reading the passage in sections, answering questions, and summarizing. The plan outlines activities in stages including engagement, building knowledge, transformation, and reflection. Strategies used include activating prior knowledge with questions, repetition of vocabulary, group discussion, and checking comprehension. The teacher reflects that using these strategies helped students participate and understand the reading material.

Uploaded by

api-317480573
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan 3

Student name: Marwa


ID#: H00204430
Rashid
Level 4
No. of
Date:
students:
Tuesday,22\3
14
Learning Outcomes
Speaking
Ss will answer teachers questions orally.
Listening
Students will listen to their classmates
answers.
Reading
Students will read the passage and questions.
Writing
Students will write their answers in the
worksheet.

Lesson Title/Reference: Reading (Mau


piailug, ocean navigator)
Time:
HCT-Room518
10:00pm10:50pm
Target Language
How are you today?
Do you understand?
Do you want me to explain more?
Who is your favorite navigator ?
Why did you choose him/ her to be your
hero?
Do you know this navigator?
Who is he?
Where are he from?

Vocabulary:
Seafarers, confident, charts, pools, laid out, represent.
Phonological features:
Correct pronunciation.
charts- [chahrt],
Other: (e.g. affective domain)
Students work in pairs or group to ensure communication.
Increase students confidence to participate in group discussion.
Increase students imagination and creativity through the essay writing.
Rationale: (Why am I teaching this? Place in teaching sequence?)
This lesson practices reading for ILETS exam. It teaches them how follow the steps in
reading and how they can find the answers from the text.
Classroom management: (Anticipated concerns and plan of action)
Give more exercises on the reading.
Extra guidance to the students through monitoring and scaffolding.
Clarify and repeat the instructions more than once (in case students misunderstood).
Divide the groups according to their levels (high, low, learning styles).

Resources and Materials:


markers, worksheet, PPT, laptop.

PROCEDURE

Time/Stag
e

Teachers Activity
and language input

Engagemen
t

The teacher will

Student's Activity

ask the students

have to answer

general

the teachers

questions about

questions.

TSs/peers

The teacher will

the students

The students

excited and

have to watch

play a video.
then she will ask
them question
relate to the

motivated,

the video and

activates their

answer the

schema, and

teachers

introduces new
vocabulary.

questions.

video.
-

The teacher will


let the students
to predict the

The students
have to predict

tittle of the

the tittle from

reading though

the video.

watching the
video .

group
-

The teacher will


read the
vocabulary and

Pre-Activity
Teacher makes

navigator .
-

Why

The students

favorite

10 min

Interac
tion
Pattern

The students

the students will


repeat , after
that, the
teacher will give
each group
worksheet to
find the
meaning of the
word.

Building
Knowledge

The teacher will

have to do the
vocabulary
worksheet by
using dictionary.

The students

give the

have to skim the

students

reading and

reading sheet ,

know the idea of

the students will

the reading.

Ss

While-Activity
Teacher provides
support to the
students and
helps them
monitor their own
comprehension.

start to skim the


passage and

20 min

know the idea of


the reading.
-

The students

The teacher will

have to read the

let the students

first and second

to read the first

paragraph and

and second

discuss with their

paragraph and

friend and later

after that they

with the teacher.

T-Ss

will discuss with


their friend and
later with the
teacher.
-

The teacher will


let the students

The students
have to read the
third and fourth
paragraph and

Individu
al

to read the third

answers the

and fourth

question in

paragraph and

questions sheet.

after that the


will give the
students
worksheet to
answer the
-

Transformati
on

questions.
The teacher will

The students

discuss the

have to answer

questions with

the questions

the students.

from their

While-Activity
T-Ss

worksheet.

10 min

Presentation
& Reflection
10 min

T will let the


students to
summarize the
reading in short
paragraph.

Students will write


summary about the
reading in short
paragraph.

Teacher scaffolds
and monitors
students practice
and progress.

Post-Activity
Group

Students will try


to use their
knowledge to
observe and
evaluate within
the class.

Reflection:
In this lesson plan I did reading lesson about Mau piailug, ocean
navigator and I includes many activities in different stages. Also, I used
different strategies in this lesson so, in this reflection I will write about
three stages, activities, strategies and how I taught the lesson plan.
In the first stage, I asked the students general questions about favorite
navigator in thire country or in the world. Actually the students were
not active because they found problems to know the names so, I led
them to check them information on their Ipad. I did this to active their
schema and engaged them to active their background knowledge to
know the topic of our lesson. (Graves, Juel, Graves, & Dewitz, 2011)
After that, played a video and asked them some questions relate to the
video. This video helped them more to involve to the lesson and take
an idea about the topic. After that, I read the vocabulary and the
students repeated after me. I used repetition strategy to memorizing the
vocabulary develop their learning concept.

In the Building Knowledge and transformation stages, I gave the


students reading sheet and they started to skim the passage and get
the main idea of the reading. According to ( Richard,1993,p144) .It is
important for students to know that they dont have to read every word
to find information they need. Then , I led the students to read the
first and second paragraph and after that they will discuss with their
friend and later with the teacher. So, the students can collect information from
group discussions to get different points of view. Then, I led the students to read
the third and fourth paragraph and do the worksheet to answer the
questions. Finally, when they finished I discussed the questions with
the students. Also, checking students answers let them to stimulate
their knowledge and give them a sense of achievement.

In the last stage presentation and reflection, is went well because I


gave them more actives to check their comprehension of the lesson.
Also, the Students will try to use their knowledge to observe and
evaluate within the class. So, I led the students to summarize the
reading in short paragraph. I observed the student comprehension the
reading because they wrote a nicely summary.
To sum up, is important to recognize our lesson plan because it is
important in teaching and help the teacher to follow the right steps
and do not lose her time to remember what is the next activity. Also,
Using strategies in reading lesson can affect students in writing,
speaking and knowledge. So, the teacher can use strategies in
different ways because that help the students to participate and
interaction in reading class.

Bibliography
D, R. R. (1993). New Ways in Teaching Reading. Alexandria: Tesol.
Graves, Micheal F.; Juel, Connie; Graves, Bommie B.; Dewitz, Peter. (2011). Teaching Reading in the 21st
Century. United state of America: Pearsonal Education.

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