 Basic  Intermediate  Advanced

Lesson Plan
Business/Materials Lesson Objectives

 The Town Mouse and The

Students will be able to analyze fables, find the moral of
Country Mouse and The Owl the story, and identify the message or theme of the
and The Grasshopper fable.
 white board
 dry erase markers

Warm-up and Objective Discussion

To begin this lesson, explain to the students that they are going to be learning about fables.
Fables originated long ago and were a form of oral storytelling. Show students pictures of the
characters from fables and ask students if they see them in real world.

I will tell the students about my own experience when I was a student, my feelings
and my happiness when my teacher was impressed by my reading and writing work.

Instruct and Model  R  W  L  S

I will write a list of verbs (present simple) on the board. I will practice pronunciation of the
verbs with my students. Then I will write past form of some these verbs and I will instruct
all my students to use one verbs in their sentences and they will use them individually to
build complete sentence like one provided on the board. Then, I will ask student about
his/her opinion about the sentence of his/her classmate.

(Peer correction will also be appreciated).

To help students understand what oral storytelling is all about, play the Telephone Game.
(Students sit in a circle. The teacher whispers one line into the ear of the student to her right.
Each student will turn and repeat the line to the next person by whispering it in their ear.
Once the last student hears the line, they say it out loud.)
Guided Practice  R  W  L  S
1. Give each student a copy of the fable "The Town Mouse and The Country Mouse." I will
read this fable aloud to the class. Once the teacher has finished reading the story, the
teacher will call on individual students and have they identify the elements of a fable found in
this story, referring to the anchor chart and handout.
2. I will give each student a copy of the second fable, "The Owl and The Grasshopper."
Students will read alone or in groups.
  Analyze the picture and read the assigned page of fable. (pre-writing activity)
 Allow students to think, predict what might happen in the fable. (pre-writing activity)

Independent Practice  R  W  L  S
Once students have finished reading, the students will share with their shoulder partner, the
elements of a fable found in this story. I can monitor the student discussions at this time by
walking around the room.)

Assessment  R  W  L  S
Through guided questions, close monitoring and informal observation; the teacher will be able
to assess student’s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

 
Business/Materials
Lesson Objectives

·      Students will
demonstrate their
knowledge of
contemporary situation in
Article ‘Uncertainty the greatest business challenge as coronavirus crisis the world
deepens'
·      Students will be able
  to identify parts of the
  article

  ·      Students will
demonstrate their reading
  skills

·      Students will
demonstrate their writing
skills

Warm-up and Objective Discussion

Ask students what they know about contemporary situation in the world
due to covid-19 and how it can influence world’s economics. Explain that
today they will read an article connects to this problem. Tell students
today they will write their own article 
 

   

Instruct and Model  

·      Write down name of the article on the board.

·      Together, using the dictionary, explain meaning of the words and

which parts of speech are they

     

Guided Practice    

·      Divide the article into 3 parts and make 3 groups (3 people in each).
Students should read their part of the article.

·      Students work individually (or with a partner who has the same part
of article if they need help)

Independent Practice

·      After reading all parts, make new 3 groups with A,B,C student in
each. Students should tell their parts in the group.

      Pre-Writing:

·      In groups, give students 5 minutes to write about a problem they

would like to cover in their own article if they were reporters

      Writing activity:

·      In groups of tree, students need to write an article (100 words) about
a problem they have chosen. They need to take an article about covid-19
as an example for their own article. Students can be divided into 3 roles –
a person who writes the beginning, a person who writes the main
information and a person who writes the end of the article.

Post-Writing Activities:

·       Students need to change their articles with other groups and

discuss these articles in their groups.

Assessment

Students need to make a cloze passage exercise, where their need to fill
in the blanks. Words that they need to fill are from the text and relate to
economics and marketing vocabulary. Students need to tell a teacher
about articles they got from other groups – topic, why is it a real problem
today and their opinion about this article. 

Homework: find the latest news about business situation in Europe and

tell the class an interesting information about it 

Business/Materials

The story of ‘The Donkey & the Load of Salt’

Some drawing of this story

Lesson Objectives

 Students should learn the style of the story.

 Students should learn the steps of writing.
 Students should learn the new vocabs.

Warm-up and Objective Discussion

Teacher should tell the students about his own experience when he was a student, his feelings and
his happiness when his teacher was impressed by his work.

Instruct and Model

The teacher will present the drawing of that story. He should read the story which is divided into
three days; when he comes to the end of the first day, he should stop and ask his students to expect
what are the elements of any story. After doing that, he shall continue to the second day and he
should also ask them to expect with his aid the other elements such as the form of the story, time
expressions, the tense or tenses used in the story and the capitalization grammars. Finally, after
reading the last paragraph of that story, the teacher should remind the students of the essential
elements of any paragraph or any piece of writing.

Guided Practice

The story ends with day three so, the teacher is expected the make some groups of the students
and ask them the following tasks:

 Read the whole story. {pre-writing activity}

 Write what might happen in day four.
 Give suggestions to the Donkey in order to avoid carrying out the heavy loud that he carried
in the story.
 Exchange their writings with the other groups before handling them to the teacher {post-
writing activity}.

Independent Practice

 Read the whole story.

 Write his/her opinions concerning the story.
 Write the lesson learned from that story.

Assessment

       Students are expected to write a paragraph about what happened in that story with expressing
their opinions about it.

Business/Materials

An article called 《Young chef》

Lesson Objectives

l  Read this article, learn some new words, and complete the reading comprehension.

l  Use new words to write a text.

Warm-up and Objective Discussion

Show a picture and ask students: which food in the photos do you like best? Which is healthy? Do
you know any recipes? Do you help in the kitchen? What do you do?

Instruct and Model

I will ask students to read this article by themselves first, and then read a part one by one. If there is
any problem, we stop to learn the words or sentence structure together.

Guided Practice

Complete reading comprehension in pairs.Then, the students need to write a paragraph.

Pre-writing:

Print out pictures from the Yong Chef story. Divide students into groups. Assign each group member
a task: each group discuss and create 2-3 sentences with new words.

Independent Practice

Writing:

Have students write a paragraph using new words. More than 35 words.

Assessment

Post-Writing Activities:

Have students present their paragraph to the class.

 
Business/Materials
Lesson Objectives

To increase language
comprehension and reading ability
The Hatchet by Gary Paulsen via the Intensive Reading Approach.
Include pre-writing, writing, and post
 
writing.
 
 
 
 

Warm-up and Objective Discussion

Warm-up:
1. Review previous material about writing, and
assess students. Ask students how adjectives
are used in the passage.

Give the students a list of adjectives you would

like them to know, as well as questions about
the text.

Discussion:

Tell students that they will be reading a

passage from the book and we will be
discussing the adjectives. Focus on how
adjectives are used to create the passage and
give it meaning.

         

Instruct and Model  q  R  q  W  q  L  q  S

Instruct and Model

Pre-writing: Students will be given a list

questions and adjectives they need to know.
Brainstorm ideas about the passage based on
adjectives.

Writing: Have students answer questions about

the passage and its meaning in 2-3
paragraphs.

Post-writing: Ask students to share papers with

each other and peer review each-others
papers.

         

Guided Practice  q  R  q  W  q  L  q  S

Students will view and do a pre-writing example

on the projector with the teacher. One
paragraph.

         

Independent Practice  q  R  q  W  q  L  q  S

The students will use the list of questions and

adjectives to create a rough draft, and will be
teacher and peer reviewed in post-writing.

         

Assessment  q  R  q  W  q  L  q  S

The final draft of the paper will be used as

assessment.

Lesson Plan
 

   

Business/Materials Lesson Objectives

Article ‘Uncertainty the greatest business challenge as coronavirus crisis ·      Students will
deepens' demonstrate their
knowledge of
 
contemporary situation in
  the world

  ·      Students will be able

to identify parts of the
 
article

·      Students will
demonstrate their reading
skills
 ·      Students will
demonstrate their writing
skills

Warm-up and Objective Discussion

Ask students what they know about contemporary situation in the world
due to covid-19 and how it can influence world’s economics. Explain that
today they will read an article connects to this problem. Tell students
today they will write their own article 

   

Instruct and Model  

·      Write down name of the article on the board.

·      Together, using the dictionary, explain meaning of the words and

which parts of speech are they

   

Guided Practice  

·      Divide the article into 3 parts and make 3 groups (3 people in each).
Students should read their part of the article.

·      Students work individually (or with a partner who has the same part
of article if they need help)

   

Independent Practice  
·      After reading all parts, make new 3 groups with A,B,C student in
each. Students should tell their parts in the group.

      Pre-Writing:

·      In groups, give students 5 minutes to write about a problem they

would like to cover in their own article if they were reporters. 

After that, tell students to make Mind Web on their topic for making the
process of writing easier. Check 

      Writing activity:

·      In groups of tree, students need to write an article (100 words) about
a problem they have chosen. They need to take an article about covid-19
as an example for their own article. Students can be divided into 3 roles –
a person who writes the beginning, a person who writes the main
information and a person who writes the end of the article.

Post-Writing Activities:

·       Students need to change their articles with other groups and discuss
these articles in their groups.

   

Assessment  

Students need to make a cloze passage exercise, where their need to fill
in the blanks. Words that they need to fill are from the text and relate to
economics and marketing vocabulary. Students need to tell a teacher
about articles they got from other groups – topic, why is it a real problem
today and their opinion about this article. 

Homework: find the latest news about business situation in Europe and

tell the class an interesting information about it 

Lesson Plan 

   

Business/Materials  Lesson Objectives 

The students will need their By the end of the first

cameras, worksheets and pens.  lesson, the students will be
 able to identify the parts of
their camera and fill out a
worksheet comparing basic
types of cameras. 

Warm-up and Objective Discussion 

The students will introduce themselves and say why

they joined the course and where they want to get by
the end of the course. They will be encouraged to
introduce their cameras too. We will brainstorm on
comparing them – bigger/smaller, taller/shorter,
narrower/wider? 

         

Instruct and Model   ☑  R     W  ☑  L    ☑  S 

I will present the different camera parts on a real

camera and to check student understanding, they will
work on the camera parts writing worksheet based
on what they see and hear in the presentation
and in brainstorming. I will also present examples
of comparisons and superlatives using –er than, and
–est and explain the difference shortly.  

         

Guided Practice   ☑  R   ☑  W  ☑  L   ☑  S 

The students will be able to test their understanding

of different parts of a camera in English by
completing the worksheet and completing
questions in writing.  They will also work with a
partner to check their understanding, first in the
worksheet and then on their own cameras.   

         
Independent Practice     R   ☑  W ☑  L    ☑  S 

First, the students will compare different sizes of

cameras and sensors, making notes, then they will
shoot the same composition using 2 types of
cameras and compare the difference in the image
produced for themselves. Then they will compare the
results of their individual work – comparisons - and
samples from 2 different cameras they produced in
writing with their classmates in pairs and small
groups using English like “So, the size of camera is
not the size of sensor... - “the bigger camera can
have a smaller sensor than the smaller camera” 

Assessment     R    W  ☑  L    ☑  S 

I plan to assess the students during quieter periods

of the class when they’re doing pair work and
individual work. I have a better chance to assess
their language use in this setting and from
experience, they’re also more open to feedback in a
less low-pressure environment than the whole
group. 

Lesson Plan

   

Business/Materials Lesson Objectives

  I want my learners
to read 150 pages a
A stack of newspapers.
week from the
Worksheets with Cloze passage exercises. novel.

I would choose a novel that they would all agree on. I want them to
understand the
 
chapters.
 
Be up to date with
  the current affairs
 as we will have
class discussions.

Complete the given

worksheets.

Warm-up and Objective Discussion

 I will take about fifteen minutes of the class to write a summary

on the previous chapter they read and to predict what will
happen next. By this, I am trying to connect their prior
knowledge and enhance their skills to decipher what will come
next. They will be given some time to read alone in their reading
zone.

Before teaching them, I can ask them if they have am article,

give them to read it and rather than the author, how would they
change the people perspective.

Pre-Writing

 Like I would first start with The reason behind the

lie……………..  In this case, the learner would give multiple
suggestions. They will also have a picture in which they will
have to identify the acts of the picture or what is happening in
the picture. In this way, I look forward to helping them in verbs.
The newspaper paraphrased articles would be based on what
they understand and rubrics would include grammar, creative
thinking and attempt basis.

         

Instruct and Model  q  R  q  W  q  L  q  S

I will ask to write 10 difficult words on a sheet for each learner

and discuss the meaning of each word collectively in a class.
For the one who have difficulty I will explain the whole chapter in
easy words. For the class we would identify adjectives and
verbs in a passage. 

 I will tell them how I could change the persons character and
then ask them to character sketch their idea of the character.

         

Guided Practice  q  R  q  W  q  L  q  S

I would give them exercises of adjectives and verbs while they

would have to do it along with me on the board. I would give
them feedback if it is wrong. Then on daily basis one individual
would have a read aloud activity in class and one person would
read a short article in class.

Writing

 The learners would have to write five sentences on the picture

they see and write the possibilities of the ending of the story
other than what was the actual story. They would have to be
creative enough to think of such points. They will have
approximately fifteen minutes to compile their ideas. Then I will
give them feedback as suggestions if the story sounds too harsh
but I would still help them figure out the possible ideas in a
much realistic way. 

         

Independent Practice  q  R  q  W  q  L  q  S

I would ask them to paraphrase or summarize an article from

the newspaper or from a new website with respective highlights.

 
         

Assessment  q  R  q  W  q  L  q  S

I would give them a formative assessment by giving them cloze

passage exercises such as fill in the blanks, true/false and the
give them a passage from the novel, they would has a
summarize it. Their understanding would be counted. A rubric
would be given on how I would assess them.

Basic  Absolute beginners

Grade 2
 
 Lesson Plan
 

 
 
Lesson
Business/Materials
Objectives

To listen to and
read a story
Pupil’s Book pages 22–23
To review
Activity Book pages 18–19 numbers 10–
100
²Tracks 25–27
To review
 
comparatives

Warm-up and Objective Discussion

·       Welcome pupils and get them settled at their desks. Elicit what
day it is, write the day on the

board and read it with the class.

·       Ask them what type of stories they enjoy listening to. Find out
the names of their favorite stories.

 
         

Instruct and Model  q  R  q  W  q  L  q  S

• Write the words lion and mouse on the board and read them with
the class. Ask What are the differences between the two animals?
(The lion is big and the mouse is small.) Elicit other differences
between the two animals and put them on the board under the
correct heading. Allow pupils to use Arabic if they can’t think of the
words in English.

• Tell the class they are going to listen to a story. Get them to look at
pages 22 and 23 of the Pupil’s Book. Give them some time to look at
the pictures and guess what is happening.

• Read the title of the story with the class. Play ²Track 25 and
encourage pupils to point and follow the pictures.

Ask pupils if they enjoyed the story. Get them to tell you their
favourite parts. Find out if any pupils have heard this story or a
similar one. Ask what they learnt from the story – that if you are kind
to someone, they will be kind to you. Use this opportunity to talk
about the importance of helping others and friendship.

• Play ²Track 25 again. This time, pause at pictures 3–5, 10–12 and
14 and ask pupils to read what the lion and the mouse say, for
example in picture 3, the lion says You are smaller than me and I’m
going to eat you.

·       Pre-Writing: brainstorming

Divide students into groups of three. Print out the picture of the lion
and the mouse. Get the pupils to color it. After coloring, each student
should do a task.

1. Write the title of the story on the top of the picture (less confident
student).

2. Make a sentence describing the lion. eg. The lion is strong.

3. Make a sentence describing the mouse. eg. the mouse is small.

·       Writing activity:

Have students submit a “book report.” About their opinion: Did you
like the story? Why or why not?

·       Post-Writing Activities:

Have students present their book report to the class, using the
picture the colored previously.

         

Guided Practice  q  R  q  W  q  L  q  S

1 Listen. Which numbers do you hear?

Cross the numbers. 4 mins

• You may want to start this activity by reviewing numbers again (see
Lesson 6). Tell pupils to open their Activity Book on page 18 and look
at the numbers in the grid in the first activity. Read the rubric and
make sure pupils understand what they have to do.

• Play ²Track 26.

2 Read and write the numbers.

• Read the rubric for the next activity and ask pupils to read each
number and then write the figures for that number. Show them the
example done for them in number 1. If necessary, demonstrate what
they have to do on the board.

Let pupils work by themselves and then check their answers with
their partner.

• Note: Encourage pupils to look back at the first activity as this will
help them read words they are not sure about.

         

Independent Practice  q  R  q  W  q  L  q  S

Write 6 numbers. Ask your partner

to say them. 4 mins

• For the last activity on page 18, get pupils to write six numbers of
their own and then dictate them to their partner for their partner to
repeat. Pupils can check and mark each other’s answers.

Monitor and support as necessary

         

Assessment  q  R  q  W  q  L  q  S

Look at ‘The Lion and the Mouse’ story.

3 mins

• Say Open your Activity Books on page 19. Encourage pupils to look
back at ‘The Lion and the Mouse’ story again. Tell pupils to look at
the two pictures from the story on page 19. Ask what numbers in the
story the pictures are from. Elicit 11 and 14. Ask what the pictures
say and invite confident pupils to read out the answer.

Complete the sentences.

• Now ask pupils to look at the activity below. Explain that pupils
should use the words from the story to complete each sentence.

• Once complete, ask volunteers to read out their completed

sentences. Do a class check.

Close your books. Who said it? Write

‘Lion’ or ‘Mouse’. 3 mins

• Now ask pupils to close their Pupil’s Book. Say You are smaller
than me and get the pupils to repeat.  continue for each sentence.

• Ask pupils to think about ‘The Lion and the Mouse’ story and to
complete the activity. Do a class check

Lesson Plan
 

 
 
Lesson
Business/Materials
Objectives

1.   Practice
reading.

2.   Introduce
  techniques of
  extensive and
intensive reading.
Robinson Crusoe, Daniel Defoe
3.   Introduce
Level: Intermediate pre-, during and
  post-writing
activities.
Other materials:
4.   Organize
·      Pre-teach vocabulary necessary for understanding the writing activities
reading text. and strategies
·      A phonetic chart to drill pronunciation (outline thoughts
and block
 
paragraphs)

Warm-up and Objective Discussion

Warm-up: to introduce the topic; setting the scene

Show the students some pictures of ships, pirates, ocean, islands,

etc. Try and elicit from the students which countries the pictures
refer to. Ask students if any of them have been traveling by sea.
Encourage students to relate their personal experiences where
relevant.

Outline thoughts: Ask students to place the main idea of the

picture in the center of the page and writes related words around
it. These words will later become the main subsections
or subtopics in the writing assignment. 

Pre-Writing: Ask students to write one sentence to describe what

they see in the picture and read their work to the class. Repeat the
same exercise when students share their personal experiences.

         

Instruct and Model  x  R  x  W  q  L  q  S

Extensive reading: Read aloud through the book chapter.

Ask students what they have understood. Get answers to

questions. If necessary read part of the text again to focus on
difficult questions.

Block paragraphs: Ask students to write the topic of each

subsection. Under each subsection, ask them to write as many
ideas as he or she can.

         

Guided Practice  x  R  x  W  q  L  q  S

Ask students to come up to the whiteboard and write down the

headings/titles they have chosen. Students may then choose what
they think is the best heading/ title.

Ask students also to write 1 sentence about each character (a

short description of 1 or 2 characters). If they have difficulties with
the task do it yourself.

Students then re-read the chapter, this time reading for more detail
and attempting to answer some questions, which are placed on
the whiteboard.

         

Independent Practice  x  R  x  W  q  L  q  S

Extensive reading: Ask students to read through the new chapter

(giving them a time limit). The students are then to assign an
appropriate heading/title for their part of reading.
Intensive reading: Students then re-read the chapter, this time
reading for more detail and attempting to answer some questions
placed on the whiteboard.

Writing activity: Have students write a “chapter report.” Such report

may include:

·         Description of 1 or 2 characters: write 1 sentence about

each character

·         Summary of the chapter: write 1 paragraph

         

Assessment  x  R  x  W  x  L  x  S

Class discussion and Post-Writing Activities: Have students

present their chapter report to the class. Start a discussion about
the book.  It will help identify understanding.  It is important to
make sure all students are able to demonstrate mastery here. 

 
Business/Materials
Lesson Objectives

·         To introduce the

book and its
background to the
students

·         Explaining of
political nuances and
Book by George Orwell – Animal Farm satire/criticism in the
book
 
·         Make them
familiar with more
advanced English
words and phrases
such as freedom,
liberty, rights, labour
unions etc.

 
Warm-up and Objective Discussion

·         Students will be asked about what

they knew about the writer, if any

1.      Do you know Orwell?

2.      Do you know any English Writers?

·         Will be asked about USSR and its

political regime

1.      What is communism?

2.      Totalitarianism or dictatorship?

3.      Anyone from your family was

member of any political party/communist
party in the past?

·         Writers from the time of USSR

and their righting, especially focused on
issues concerning labors, and workers

1.      What kinds of books Chekov,

Gorky wrote?

2.      What were their main themes in

their books?

·         Significance of different animals in

the books such as horses, pigs etc.

   
   
Instruct and Model  

A.    Pre-writing activity

I would ask students to do a research

about George Orwell on Internet and ask
them to write about him. I would also ask
them to find more about his books and
stories.

B.     Writing activity

I will provide them some clear

instructions such as length of the essay
(maximum 300 words), need to include
his major works. I would also ask
students to find out people who
influenced his writing and to think about
significance of his work in today’s
society. I would clearly tell them the due
date for submission of their writing.

C.     Post-writing activity

All the students present their writings in

the class. They will be given 5-7 minutes
to present and other students can
provide feedback or missing information.

Writing Technique and Strategies

·         Students should first think about

the outline of the essay.

·         There should be Starting

Paragraph, 3 to 4 body paragraphs and
concluding paragraph/conclusion.

·         Students should engage

techniques such as mind mapping, mind
web, keeping the audience in mind etc.

·         Students should try to answer 6

WH Questions such as What, Why,
Who, When, How, to Whom etc. It helps
to synthesize ideas naturally.

·          

D.    Reading activity

Suggest students to read first few pages

(5-6 pages) and try to understand the
theme first
Make group of 2/3 students and ask
them to discuss and supervise them

 
     
Guided Practice

Divide them into groups such as pig

animals, horse animals etc. and help
them to narrate their story

 
     
Independent Practice

Tell them to think why animals protested

and engaged in violent activities

Extend the theme to think about when

people resort to protest

Allow them to talk about freedoms,

liberty and rights

 
     
Assessment

Based on their overall activities,

assessment will be conducted to identify
if they can express ideas about the
abstract topics such as liberty, freedom
etc.

Their ability to narrate the story in Past

tense

There would be a quiz and fill the gaps

exercises.

Lesson Plan
 

   

Business/Materials Lesson Objectives

Students will be able to talk

  about personal experience
they had in the past by using
Dialogues
simple past verbs.
Pictures
Students will be able to
Paper colors share their own point of view
from the reading “The Dog
Markers
and the Shadow” by
  practicing short conversation
between classmates.
 
 

Warm-up and Objective Discussion

Word Grab with Songs

Before start it is necessary to explain our students

about the activity. Show the students a list of sentences
and give one to each student. They need to compare
the sentences with another student and find out what
they have in common. Once, the student guess that we
are going to talk about verbs in simple past we can start
playing the song.

 
Choose a song that the students have or have not
heard before. Choose 10-15 pieces of vocabulary from
the song and write them on separate pieces of paper.
With lower level groups you may want to pronounce the
words with the students first. Stick each word to the
board with putty (blue tack). Put the students into 2
teams each one in a line before the board. Play the
song. When the 2 students at the front of their line hear
a word in the song that is on the board they must race
each other to grab that word from the board (this can
get quite violent!). They then go to the back of the line
and it's up to the next pair. The team with the most
words wins.
I will look a song about animals and habits. To review
vocabulary.

         

Instruct and Model  q  R  q  W  q  L  q  S

I am going to write a list of verbs (simple present) on

the whiteboard. I will practice pronunciation of the verbs
with the children. Then I will write the simple past form
of some the them. I will assign a verb to each student
and they are going to use it in a complete sentence.
They are going to pass to the whiteboard and write it.
After I will ask to another student about his/her opinion
about the sentence of his/her classmate.

         

Guided Practice  q  R  q  W  q  L  q  S

I will write my own personal experiences in a short

paragraph. I will give to each student a copy and they
are going to reading individual at the end of the reading
they are going to answer specific question from the
reading and will share their opinion or a personal
experience they had recently.

         

Independent Practice  q  R  q  W  q  L  q  S

 

I will give them pictures and paper colors to draw the

scenario from the reading. They are going to use their
imagination and abilities to draw what they are reading.
They are going to paste their draws on the classroom
and each of them are going to have 1-2 minutes to
share to the class their point of view or the message
from the reading.

         

Assessment  q  R  q  W  q  L  q  S

At the end. I will give a them a piece of paper and the

phrase Beware lest you lose the substance by grasping
at the shadow. They are going to write the message
from the reading and what they undersntad the author
with this phrase at the end of the reading. They are
going to have 10 minutes to write it and then they are
going to pass the piece of paper to another classmate
and the classmate is going to reading in front of the
class.

The Wolf and the Shadow

Pre-Writing

 
Children: I will ask my students to think about the topic the wolf and the shadow, first. I will give them
2-3 minutes to think about it. Then, they need to share their opinion or ideas from the topic.

Writing

I will use several pictures related to the topic. They will use them to create, organize and write a
short paragraph about the wolf and the shadow. In a piece of paper color, they are going to write the
paragraph and will draw some images from the story.

Post-Writing

They are going to pass to the whiteboard and paste it. They are going to share their opinions and
ideas with the rest of the students. The audience will give some feedbacks and check if the
sentences or the paragraph has the message clear or complete it.

 
Business/Materials Lesson Objectives

 
 
Student will be able
Class set of the Elements of a Story to identify four
Class set of the story The Frog Prince, video projector elements of a fiction
story.
 
 
 
 

Warm-up and Objective Discussion

Explain that an element is an essential part of something and

every fiction story has the same key elements: characters,
setting ,problem, and solution

 
         

Instruct and Model  q  R  q  W  q  L  q  S

Have students think about a familiar story ,like “Hansel and

Gretel. Display the Elements of  a story: Circle Chart using a
document camera. In the section labeled characters, write Who?
and explain that the characters are the people or animals the
story is about.

Repeat with problem and solution  

         

Guided Practice  q  R  q  W  q  L  q  S

Show a short ,wordless video like Pixar, Boundin

Display a blank copy of the circle chart, and with students,

complete each section of the chart

         

Independent Practice  q  R  q  W  q  L  q  S

Hand out a copy of the story “The Frog Prince “ and a blank 
Elements of a Story: Circle chart to each  student.

Provide a partially completed worksheet for students during

independent practice.

Allow students to draw pictures in each section rather than

writing

 
 

         

Assessment  q  R  q  W  q  L  q  S

·         Cut out the cards in the Elements of a Story: Sort It Out!
activity and hand out one card to each student.

·         Hang the elements of a story signs that are included with
the activity and hang each sign in one corner of the room.

·         Instruct students to read their card and go stand in the

corner with the element that matches the card they are holding.

·         Collect the cards, mix them up, and pass them out again
to repeat the activity.

Level: elemental. Child's Age: 9 ~ 12

Business / Materials: Lion and Mouse Fairy Tale. Lion and Mouse Pictures. White Board Signs.
Printed Exercises: Myth Elements. Key vocabulary: How do characters respond to challenges?
Lesson objectives
Students will be able to:
Ask and answer questions about Aesop's fable "The Lion and the Mouse". Identify the elements of
the myth and describe the characters, settings, and events, as well as find the meaning of the story.
Re-tell the story using the selected elements.
This lesson is the first to help children understand narrative writing and how to write their own
stories.
Warm-up and thematic discussion:Display pictures of lion and mouse. Ask them to describe the two
animals, which is bigger, which is stronger, which is faster, what they think of them, etc. Then ask
them what the lion can do to help the mouse and what the mouse can do to help a lion. Write new
concepts in the board and ask students to share their thoughts. Which one do they like more and
why? Here introduce new words: paw, hunting, frightened, prey, roar. Explain to students that they
will learn today about myths. Myths originated a long time ago and were a form of oral storytelling.
To help students understand oral storytelling, play the phone game and discuss how the story has
changed? Why did the story change?;

 Lesson Plan
 

   

Business/Materials Lesson Objectives

   

- The book “The Little Mermaid” by Han -I want my students to write a

script based on the story
Christian Anderson
“Little Mermaid” by Hans
-List of vocabulary from the story Christian Anderson using the
Past Perfect tense verb form
 
 at least 10 times in the script.

-The students will be

assessed when they perform
their script in front of the
class and are peer graded by
the rest of the class based on
the vocabulary provided and
  on grammar.

-Student are between the

ages of 20-50 years of age

-English proficiency is a
Level 3

-Class time is 1 hour

Warm-up and Objective Discussion

5 minutes

Remember yesterday that we read the book “The Little

Mermaid” by Hans Christian Anderson.

“What do you remember about it?”  “Did you like it?”  “If
you could, would you change any aspects of the
story?”

“You are going to write a script in small groups of your

own version of how “The Little Mermaid” story should
go.”

“You will perform the final draft of your script in front

the class.”

“I would also like for you to use the Past Perfect form
of verb at least 10 times as you write your scripts.”

“Your peers will grade your performance based on

vocabulary that you use and on your grammar.”

         

Instruct and Model  q  R  q  W  q  L  q  S

10 minutes

Pre writing activity: Write the sentence on the

whiteboard “Once upon a time there was a Mermaid
who lived under the Sea…..” They must add to the
story however they imagine the story will transpire. 
This helps the students predict what will happen in the
story.  They may use the following vocabulary as they
write their sentences: Mermaid, Sea, Oysters,
Princess, Prince, ship, Royal, Fireworks, Sailors,
storm, palace, witch

“ Now remember to use the past perfect tense verb

form at least 10 times when writing your script”. (ie.
Had been, had had, had done, had said, had taken
etc…..)

“Let’s brainstorm some ideas of how this story might

be changed”

“Raise your hand if you have ideas and I will put them
on the board so we can discuss them as a class.”

Create a mind map on the board as they present their

ideas.

         

Guided Practice  q  R  q  W  q  L  q  S

30 minutes

Writing project: Divide the students into groups of 3 or

4.  They must create a script based on the Little
Mermaid story.  The students can change the story if
they want to.  They can use their Pre-writing
assignment ideas to change different aspects of the
story.  The final story may not be like the original story
at all if they don’t want it to be.

As a group they must create an outline to better

organize their ideas for the script they will write

         
Independent Practice  q  R  q  W  q  L  q  S

15 minutes

Post writing activities

The student will write a script of a play that will be

performed the next day, using the outline.

         

Assessment  q  R  q  W  q  L  q  S

The rest of the class will assess the performance of the

group based on the use of the vocabulary that was
used and on grammar

Business/Materials

Chapter 9 of Cinderella, a book of the film,

- The book is adapted by Elizabeth Rudnick

Lesson Objectives

By the end of the lesson, students will demonstrate their understanding of the reading by
summarizing the main events happen in the story and synthesizing lessons that they learn from it.
Then students are able to write a summary of the story.  

Warm- up: Teacher shows a teaser of the film Cinderella. Students work in group of 4 and name all
the characters mentioned in the video.

Then teacher invites some students to present in front of the whole class.

Teacher leads to new lesson: A reading of chapter 9- Cinderella

Objective Discussion:

Ask some simple questions such as would anyone like to read the story? In your childhood, did you
often read fairy tales?

Explain that today the students will read about 4 specific things when reading a story: the setting,
characters, events happen in the story, lessons from the story

Check students’ understanding by asking them to name 3 specific things.

- Instruct:

Pre-writing activity
Teacher divides class into 5 groups.

Get students to work in a group of 4 members, list 20 new words they find in the reading. Each
group is in charge of different paragraph.

Students present

Teacher explains vocabulary

Teacher shows vocabulary on the slide

Model:

Teacher reads the first paragraph, summarizes the main points.

Teacher presents a sample

Grammar: The past tense

T asks Ss what tense is used when talking about the past

T delivers a handout

T has Ss work in group and underline all verbs in past tense in the handout

T corrects

T shows forms, structure and usage of the past tense.

Guided practice

Writing activity

Teacher gives students handouts. ( The handout is about the outline of the story with missing parts)

Students read individually

Brainstorming

Students work in pairs to fill in the missing information of the outline. Which pair finishes the most
quickly gets a gift from the teacher.

Teacher shows the answer

Independent practice

Post writing

Students work in groups to share their ideas about their favorite character, the lessons that they
learn from the reading

Students work individually to write a summary of the reading. Students are required to collect
supportive ideas for their answers and apply the past tense in their writing
Students work in groups and share their work

Teacher calls some students to present

Teacher gives feedback

Assessment

Teacher calls randomly some students for marking their writing.

Lesson Objectives

Today you will learn how to write a small essay, what is a sentence, what is an essay, what is a
paraphrase, what is grammar and punctuation marks, what is a punctuation mark, and how to use
them, and to give meaning to writing.

Warm-up and Objective Discussion

We will play a fun video, with the story on a 7-minute video, and Now we will read a story  then we
identified the characters of this story, we will talk about the characters of the story, what is their role
in the story, what is their intentions, what causes the drama on the  story.

You will be writing you our own story, you will, pick a subject

 I will explain the importance of this class, how is key to learning, and to build a strong language
foundation.

Quick explanation on punctuation marks and good grammar.

Instruct and Model

I have sent to your  group contact a link with the Little Red Riding Hood tale pdf open it, we will read
and analyzed the text, all students must read and write a sentence describing what is happening in
the scene,

Pre-writing Write a sentence identifying the meaning of the story, 1 student dictates the other writes.
Writing activity, in one sentence describe the characters how many are what is their role.

Post-Writing Activities make a report on the book, at least 100 words bring pictures, and present the
book report at class.

Pick up something you want to write about, any topic create a 250 words story, with at least 2
characters, you have to organize the writing and adapt it for an audience

Use correct grammar, use the punctuation marks correctly.

Q A questions and answers,  example, why little red was on the forest, was she lost?, etc,  

you are going to write a 250-word story or essay about any concurrent situation you want to write or
tell about, practice some  writing, count the times you use a punctuation mark, write down where and
why you use that particular mark?

Independent Practice

Groups of 3practice the characters, read text, get pen and paper, and write at least 5 paragraphs on
a sheet of paper, one student dictates the other writes, read it and later will explain the situation on
your paragraphs on the front board. 

Gather in groups of 3 each one will write a story of 250 words, once is written you will read it to your
peers. And chose the best witting to read out on front board, double check grammar. 

The group of 3 will explain to each other what are the 14 punctuation marks in English language. As
homework write on your notebook the 14 punctuation marks of grammar.

Assessment

Practice reading for the text, practice your ABC  for a small word quiz, read each character for role-
play, Little red Riding Hood Grimm Brothers, read the and write the good intentions and the bad
intentions of the characters in this tale.Pre-writing Write a sentence identifying the meaning of the
story, 1 student dictates the other writes.
Writing activity, in one sentence describe the characters how many are what is their role.

Post-Writing Activities make a report on the book, at least 100 words bring pictures, and present the
book

Guided Practice

Reading and writing assessment, read little red riding hood, in writing summarize the story, with a
minimum of 250 words for a writing and reading assessment.

Q/A read when and where to use the punctuation marks of grammar.

NOTE: Be sure to save all of your work from each assignment in this course in a secure
location so that you can refer back to them in the future. You are being asked to edit your
lesson plan for this peer-review assignment, AND you will be asked to alter it again in the next peer
review to add ideas learned in the next module.

Objective: The students will have a basic understanding of the outline of the story, the author and
the concept of 'distopia'.

Warm up: I will show them a photograph of George Orwell and explain who he was and when he
wrote the novel. I will also show them a photograph and a trailer from the film "Nineteen Eighty Four"
so that they get an idea of what that society might have looked like. I will ask them to provide
adjectives to describe that scene. We will brainstorm the adjectives. Later we will check if we
guessed some of the adjectives and which ones we guessed.

Objective discussion: Have you ever thought about what could happen if we were constantly being
watched? What if you had your day planned out for you by the government, including what you ate
and what you watched on TV? I want you to think about how it might feel to live in a society like that.
We'll be starting to read this book today, concentrating on Winston Smith and how he goes about his
day.

Time: 10 minutes

Instruct and model:

As I read the first page  I ask them to  write down words or phrases that describe how Winston Smith
feels.  We identify adjectives that are used and revise comparatives, superlatives and antonyms-
synonyms. When we're done, we write a paragraph  that explains the scene as if it were Winston
narrating it.

Time: 20 minutes

Guided Practice:
I read a paragraph and explain it: "The Ministry of Love was the really frightening one.

There were no windows in it at all. Winston had never been

inside the Ministry of Love, nor within half a kilometre of it.

It was a place impossible to enter except on official business,

and then only by penetrating through a maze of barbed wire

entanglements, steel doors, and hidden machine-gun

nests. Even the streets leading up to its outer barriers were

roamed by gorilla-faced guards in black uniforms, armed

with jointed truncheons."

We discuss what we find strange about this paragraph (the obvious  contradiction between the name
of the ministry and the adjectives used to describe it). They write a new paragraph in groups
changing the adjectives for their antonyms. This is the paragraph: Outside, even through the shut
window-pane, the world

looked cold. Down in the street little eddies of wind were

whirling dust and torn paper into spirals, and though the

sun was shining and the sky a harsh blue, there seemed

to be no colour in anything, except the posters that were

plastered everywhere.

Time: 15 minutes

Independent Practice:

 I give them quotes from the first chapter and ask them to choose one and explain it in their own
words. The quotes are: War is peace. Freedom is slavery. Ignorance is strength. 

Big Brother Is Watching You

Time: 15 minutes

Assessment: Homework: Write 5-8 sentences explaining what you have read about and how you
think you would feel living in that world.

Lesson Plan

   
Business/Materials Lesson Objectives

   

Hawaii Travel posters – beach, lava flow, rain forest, To learn vocabulary that
snowy mountains, sunset, night sky w stars. Also describes geographic
activities – fishing, snorkeling, surfing, kayaking, zip features; to practice factual
lining, hiking. reading for both literacy and
fluency, and to practice
 
writing using the geographic
Word bank and other terms learned.

SAMPLE WORD WEB FOR HAWAII PARAGRAPH  

   

Warm-up and Objective Discussion

Family vacations are an American tradition, but it can

be hard to find someplace that everyone enjoys. Who
has gone on a family vacation before? Was this an
issue for your family? How so?

When creating this lesson, I used a guidebook from a

family vacation we took years ago. Our four children
all have very different tastes – one is very fair and
doesn’t like the beach, for example, but loves
stargazing. Another would spend all day in the ocean
and would never choose to go on a hike.  The Big
Island of Hawaii had something for everyone on our
family vacation.

In today’s lesson, we are going to learn some

vocabulary words to describe different types of terrain.
We are going to practice reading factual passages
from a travel guidebook in order to improve fluency. By
the end of the lesson, you will be able to read and
decode a guide book passage on your own. Does this
sound like something you might someday need to be
able to do?

You will also write a short guidebook entry for the

place of your choice.

Ok, do you have any questions before we begin?

         

Instruct and Model  q  R  q  W  q  L  q  S

We’ll begin with a passage about Hawaii:  “The Big

island has it all. Nowhere else in the world will you find
the diversity available here. Pristine rain forests, lava
deserts, world-class beaches, snow-covered
mountains and active volcano, some of the best
stargazing in the world, dazzling sunsets, and just
about every activity you can think of. There is fishing,
hiking, ziplining, surfing, paddle-boarding, scuba-
diving, snorkeling and mountain-biking. The island is
huge – about the size of Connecticut. Navigating
through this maze of opportunity can be daunting.”

DO YOU NOTICE ANYTHING SPECIAL ABOUT THE

ITALICIZED SENTENCE? IT INCLUDES A NUMBER
OF WORDS – SKIING, HIKING, SNORKELING,
THAT LOOK ALIKE. ARE THEY VERBS? THEY
LOOK SORT OF LIKE IT, DON’T THEY? BUT IN
THIS CASE, THEY ARE NOT ACTION WORDS.
THEY ARE WHAT IS CALLED A GERUND, WHICH
IS WHEN AN ACTION BECOMES AN ACTIVITY (OR
NOUN, OR SUBJECT).

LOOK AT THE WORD WEB ON THE BOARD. DO

YOU SEE HOW IT SHOWS YOU THE UNDERLYING
STRUCTURE OF THIS PASSAGE? WE ARE GOING
TO PRACTICE USING THIS TECHNIQUE TO
ORGANIZE OUR THOUGHTS FOR THIS LESSON.

         

Guided Practice  q  R  q  W  q  L  q  S

Now let’s turn our attention to the posters here. Can

anyone tell me what this  (point to poster) shows? Use
the word bank if it helps…And this one? (and so on…)
As you can see, we have places (which are nouns) 
and actions (which are verbs).

Are there any pictures here that you have questions

about, or any words you’d like me to explain?

Now let’s think about the short travel paragraph that

you will write. This will be up to 6 sentences, double
spaced, and a draft will be due at our period. We’ll
take a few minutes at the beginning of class for
questions, peer review and revisions, and then a final
draft will be due next week.

Does Hawaii have anything in common with a place

you would like to describe in a short travel paragraph?
Is it like where you are from, or a place you have
visited?  How is it different? Think about what the
place looks like, what you like to do there, perhaps
even what you like to eat there. Think about the
weather, and the terrain. These are all things you
could talk about in your paragraph.

I’D LIKE YOU TO IMAGINE YOU ARE WRITING THIS

PARAGRAPH FOR A FAVORITE NEIGHBOR AT
HOME. THINK ABOUT WHAT THAT SPECIFIC
PERSON WOULD WANT TO KNOW, AND IT WILL
HELP YOU DECIDE WHAT TO INCLUDE AND
DELETE.

 
BEFORE YOU START WRITING, HOWEVER, LETS
TAKE A MOMENT AND WALK THROUGH HOW
OUR AUTHOR MIGHT HAVE CONSTRUCTED HIS
WORD WEB.

         

Independent Practice  q  R  q  W  q  L  q  S

You all have printed copies of the reading in front of

you. Read it quietly to yourself. Then, Please underline
the words that refer to geographic features in red.
Please underline the words that refer to activities in
blue. Then pair up with another student and compare
the words that you underlined. What part of speech
are the red words (nouns)? What part of speech are
the blue ones (verbs)?  Now each of you take turns
reading the passage out loud to your partner.

Next, brainstorm with your partner about places you’d

like to write about in your paragraph. Talk about the
elements we discussed, and the elements included in
the Hawaii passage. CREATE A WORD WEB, WHICH
YOU WILL USE TO complete your rough draft at
home tonight.

         

Assessment  q  R  q  W  q  L  q  S

READING: A slightly different passage about Hawaii is

given, with blanks for the students to fill in words from
the word bank. (This is a Cloze exercise).

WRITING: A 6-sentence paragraph describing a travel

destination. USE A WORD WEB ORGANIZER AND
ATTACH IT TO YOUR ESSAY. BE SURE BE TO
INCLUDE AT LEAST ONE GERUND IN YOUR
PARAGRAPH.

students level: basic

Business/Materials
The Man and the Wood
(Aesop’s Fables)
Lesson Objectives

-Students will be able to retell the story using their own language.

-Students will be able to write a book report including the following:

 1. Describe two characters: the tree and the man.

 2. Summary of the story using their own language.

 3. Opinion: like or not like the story

 4. Alternate ending: create a different ending

-Students can re-write the story from different perspective and recognize the concept of voice.
 5. Recognize the past tense
Warm-up and Objective Discussion

1.      Show students some pictures: a strong man, an axe without handle, an axe and a branch, a
man cutting trees.

2.      Ask students what they can refer from these pictures.

3.      Ask students if they have read Aesop’s Fables; explain to them about the word fable.

4.      Tell students they are going to retell the story at the end of the class.

5.      Tell students they are going to write a book report.

6.      Tell students they will be asked to re-write the story from different point of view.

7.      Highlight the past tense verbs and ask students to notice them.
(5 minutes)
Instruct and Model: Read and listening

Reading with half the words(5 minutes)

Separate students into two groups: A & B. Ask Group A to cover the left half of the paper and Group
B to cover the right half of the paper. Then write down some questions, such as: 1. What did the
man do after he got the wood branch? 2. Why did the trees feel that they were foolish? Then let
them read the story, and ask students to write down the answer. They can discuss with group
members. And then, let Group A and Group exchange their answers. Let them unfold the paper to
read the whole story and compare the answers themselves.

3. Why are some words highlighted.

Guided Practice: write, listen, and speak

1.      Reading Outline(5 minutes)

Help students outline the story using the pictures and key words.

2.      Demonstrate how to write a book report.(10 minutes)

-What is the character of the man? Cunning? Great! And? Cruel? Ok.

-Do you like the story? Why or Why not? I want you to write down your answer using the sentence: I
like the story, because xxx or I don’t like the story, because xxx.

-Summary the story. Tell students to use the pattern below.

 What did the man do?

  What did the tree do?

  How did the tree feel?

3.      Brain storm a different ending(10 minutes)

To help students conduct brain storm, ask students to ask themselves some “what if…”questions,
such as “what if the man did not use the axe to cut trees?” “what if the tree did not give the man
wood branch?” …

4.      Teach students how to re-write the story and illustrate the concept of voice.(10 minutes)

Demonstrate to students how to use different voices when speak to different person or in different
situation.

Tell students to re-write the story using the first character: half of the students pretend to be the tree,
half of the students pretend to be the man. Tell them the voice of the tree and the man are different
by asking them what voice or feelings the tree and the man will have.

5.      Explain to students why some verbs are heighted? Tell students how to use past tense.

Independent Practice: read and speak

-Group students and let them retell the story to group members with the reference of the outline,
picture, and keywords, walk around the class to observe and offer help if necessary.(10 minutes)

 
-(Home work)Ask students to read a story and write a book report, tell them they will be assessed
tomorrow using the same criteria as practiced today.

-let students make some sentences using past tense.

 Assessment: listen and speak

-Let students retell the story, appoint several students to assess them using the rubric principle: one
assess the fluency, one assess the vocabulary, one assess tense…

-Group the students, then let one read their book report, and others give their opinion, encouraging
them to use warm encourage language.

-Check if students using correct tense. Underline and give correct suggestions.
 Lesson Plan
 

   

Business/Materials Lesson Objectives

Students will be able to talk

  about personal experience
they had in the past by
Dialogues
using simple past verbs.
Pictures
Students will be able to share
Paper colors their own point of view from
the reading “The Dog and the
Markers
Shadow” by practicing short
  conversation between
classmates.
 
 

Warm-up and Objective Discussion

 
Word Grab with Songs

Before start it is necessary to explain our students

about the activity. Show the students a list of
sentences and give one to each student. They need
to compare the sentences with another student and
find out what they have in common. Once, the
student guess that we are going to talk about verbs
in simple past we can start playing the song.

 
Choose a song that the students have or have not
heard before. Choose 10-15 pieces of vocabulary
from the song and write them on separate pieces of
paper. With lower level groups you may want to
pronounce the words with the students first. Stick
each word to the board with putty (blue tack). Put the
students into 2 teams each one in a line before the
board. Play the song. When the 2 students at the
front of their line hear a word in the song that is on
the board they must race each other to grab that
word from the board (this can get quite violent!).
They then go to the back of the line and it's up to the
next pair. The team with the most words wins.
I will look a song about animals and habits. To
review vocabulary.

         

Instruct and Model  q  R  q  W  q  L  q  S

I am going to write a list of verbs (simple present)

on the whiteboard. I will practice pronunciation of
the verbs with the children. Then I will write the
simple past form of some the them. I will assign a
verb to each student and they are going to use it in a
complete sentence. They are going to pass to the
whiteboard and write it. After I will ask to another
student about his/her opinion about the sentence of
his/her classmate.

         

Guided Practice  q  R  q  W  q  L  q  S

I will write my own personal experiences in a short

paragraph. I will give to each student a copy and
they are going to reading individual at the end of the
reading they are going to answer specific question
from the reading and will share their opinion or a
personal experience they had recently.

         

Independent Practice  q  R  q  W  q  L  q  S

I will give them pictures and paper colors to draw the

scenario from the reading. They are going to use
their imagination and abilities to draw what they are
reading. They are going to paste their draws on the
classroom and each of them are going to have 1-2
minutes to share to the class their point of view or
the message from the reading.

         

Assessment  q  R  q  W  q  L  q  S

At the end. I will give a them a piece of paper and the

phrase Beware lest you lose the substance by
grasping at the shadow. They are going to write the
message from the reading and what they understand
the author with this phrase at the end of the reading.
They are going to have 10 minutes to write it and
then they are going to pass the piece of paper to
another classmate and the classmate is going to
reading in front of the class.

Business/Materials
Lesson Objectives

To introduce students to how

fun fiction is to read. Each
student will write a story about
one of the characters in the
Reading the Hobbit by J.R.R. Tolkien
book. They must create their
own back-story ranging from
3-5 pages.

Warm-up and Objective Discussion

The teacher gives a list and description of all the

main characters in the book. The teacher must really
talk up each character to get students interested in
writing a backstory. Students pick the character that
best suits them. The class reads the first chapter
together. Each students starts a background story for
their character.

Instruct and Model ❑  R ❑  W ❑  L ❑  S

The students are taught how to make a reader’s

outline before reading chapter two. Each student
must attempt a reader’s outline while reading chapter
two.
Guided Practice ❑  R ❑  W ❑  L ❑  S

***Each student needs to write dialogue for their

character. This exercise will be working on quotation
marks. The students will write one of their sentences
on the board and the class will discuss if they used
the quotation marks correctly. This exercise will
focus on making sure the students grammar is
correct.

Independent Practice ❑  R ❑  W ❑  L ❑  S

Students will now practice with a Free write exercise.

Each student will write as much about their
characters backstory as possible in five minutes.
They shouldn’t worry about spelling or grammar. At
the end of the free write each student should pick a
couple of their favorite sentences. Highlight what
made each sentence worth while for their backstory.

Assessment ❑  R ❑  W ❑  L ❑  S

Students are given another two weeks to read the

remainder of the book and submit their report.
Teachers must make sure that students are putting
in back story from the book and adding some original
ideas to the characters. The goal of this lesson is to
make reading fun and easy for students. It’s to open
their eyes to how different each character of a story
can be. Make sure they talk about their bios in class.
Maybe even give the students extra credit if they do
a little skit they wrote, or a costume that they have
created. Encourage students to let their imagination
run free.

Lesson Plan

Business/Materials Lesson Objectives

Pictures of wild animals Students will be able

to make a mind map
Tape
for their own magical
The Lion, the Witch, and the Wardrobe books world

Sheets of paper Students will be able

to organize and write
Pencils/pens
a story about their
own magical world

Warm-up and Objective Discussion

In the warm-up, I will place pictures of wild animals all over the board. I
will take two students to the front of the room and have one close their
eyes. I will point to a specific animal and have the other student explain
the animal to the student covering their eyes without using the word for
the animal. Once the student guesses it, they sit down, and I choose two
different students. Once the entire class has a turn, I will ask open-ended
questions tying these vocabulary words and the new book together: What
if wild animals could talk? What would you do if you suddenly
encountered a wild animal that could talk to you? Would you want to live
in a world where humans were lesser than animals? Etc.

Then, I would introduce the book The Lion, the Witch, and the Wardrobe. I
explain that that exact world exists in this book. I will explain that we will
be reading this book for the next few classes. Today, we will organize and
write our own stories about what magical world we'd like to find in a
wardrobe.
  
Instruct and Model R
WL

I will introduce the book by talking about its overall themes. I will give an
overview of the book and explain that there is a book series and talk a bit
about the author, too.

I will I will introduce the writing assignment. Students will write what they
would do if they were Lucy and found a new world in a wardrobe. What
would that world be like? What would you find there? What would you like
there to be there?

I will then place the words “affect” and “effect” on the board. I will ask the
class if anyone has ever seen these words. I will then explain that “affect”
is a verb, and “effect” is the noun. I will explain their definitions a little
more. Then, I will place practice sentences using the new words on the
board. Then, I'll explain why these sentences are correct. After that, I will
place a few new sentences on the board with “affect” and “effect” in them
and ask the class if they are correct or incorrect.

 
Guided Practice R
WL

I will place fill-in-the-blank sentences on the board which will the students
will have to fill in as a class.

Once that's finished, I will ask the class questions using “affect” and
“effect” regarding the book: “How do you think you would be affected if
you entered Narnia?” etc.

After that, we'd begin pre-writing their assignment.

For pre-writing for their assignment, students will write non-stop about the
topic of discovering a new world. Once finished, the students will pair up
and read what they have to one another. They will discuss what they like
having in their worlds, what they wouldn't want to be there, and more.

Then, they will design their own mind maps with a partner. I will walk
around to all of the partners and help them brainstorm categories and
specific details.

 
Independent Practice R
WL

Students will take what they wrote during the guided practice and apply it
to the assignment of about what world they'd like to discover in a
wardrobe. After completing their mind map, they will write about their very
own world.

 
Assessment R
WL

For an assessment, students will write an essay about the positives and
negatives of living in the world of Narnia as a human.

Charlotte's Web Lesson Plan"

Business/Materials:
-Reading handouts of the first two pages of the chapter
-Rubric handouts

Lesson Objectives:
-Students will be able to demonstrate their ability to express their opinions in English on the topic of
how to improve the world, beginning with writing an outline, followed by a one-page essay over the
course of the week.

-Students will be able to express their better understanding of the future tense by including 3
examples of the future tense in their essays.

Warm-up and Objective Discussion:

Ask students to talk about some people who have made their lives better and how. Tell them that we
will start the class by reading about a character who did everything she could to make someone
else’s life better in the first two pages of chapter 21 in Charlotte’s Web by E.B. White. Tell them that
after that, they will begin to work on an outline as a beginning step for a one-page essay on the topic
of how they can make their own world a better place.

Instruct and Model:

Start by giving a short background of what happened in the book before chapter 21. Tell the
students to pay special attention to the future tense used in the last paragraph on the first page,
since they have been having some problems using it properly. After this, ask the class to do a choral
reading of the two pages of the chapter. After the reading, ask for examples of the use of future
tense in the story. Reinforce the grammar rules by using examples from the story. (Grammar
discussion)

Show students two different examples of former students’ essays. Then give them an example of an
outline. Tell them that they will start by writing an outline for their essay in class. Give them the rubric
that they will eventually be graded from. Tell them to make sure to include at least 3 examples of
using the future tense in their final essay.

Guided Practice:

The students will begin to write their outlines. Make sure to walk around the room to help them and
to encourage them as they are writing, as well as giving advice when needed. After the students
finish the outlines, tell them to change papers with someone else in the class. Tell the students to
give each other feedback on their outlines.

Independent Practice:
Tell students that they will go on to finish the first paragraph of the essay at home for homework. Tell
them to expand the ideas they put in their outlines into a full paragraph. Tell them that we will be
going over their first paragraphs the next day in class so that I can give them feedback.

Assessment:

Tell students that after I give them feedback, they will finish the rest of their essays over the course
of the week, turning them in at the end of the week for a grade. Encourage them by saying that
writing is never perfect the first time. There is no such thing as good writing, just good rewriting!

Business/Materials

Fables), pens and papers

Lesson Objectives

1-      Read and understand elements of the story (beginning- middle- End)

2-      Understand and use past simple in their writing and daily life.

Warm-up and Objective Discussion

T asks ss some questions like:

-          Have you read a story before?

-          What was it?

Then T shows ss the title by projector and asks for the title.

Instruct and Model

T divides ss into groups of 3, and then he gives them the story of The Bear and Travelers. Then T
asks ss to underline the verbs in the story. T takes one of the sentences in the simple past as a
model and writes it on the board. Now, T explains the past simple using MFP (Meaning, Form and
Pronunciation).

-          Meaning: T tells ss the use of the tense.

-          Form: T shows ss the form in the positive, negative and question.

-          Pronunciation: asks ss to repeat the sentence and discuss if there is any pronunciation trick.

Guided Practice

T gives ss an activity where they have to fill the blanks with the correct form of the verb individually.
Then they check in pairs, and finally T does a whole class feedback.

Independent Practice

T asks ss to use the simple past to talk to their friends about what they did last holiday/ weekend.
Assessment

-          T asks ss to write about a situation they faced/ happened in the past. Or they can write their
own stories.   

q  Basic  q  Intermediate  q   Advanced

Lesson Plan
 

   

Business/Materials Lesson Objectives

- ppt - students will develop their reading and writing skills

- 5 copies of the text - students will master environment-related vocabulary and develop
their creative thinking skills. They will demonstrate it by rewriting
- comprehension quiz article learned
handouts

- assessment
handouts

Warm-up and Objective Discussion

Show some photos of environmental problems: global warming, cutting rainforests, animal
extinction and so on. Ask students what they see in those photos. Lead the discussion.
Encourage students to talk more and share their ideas. 

Tell that today we will learn about the environmental problem, some people even might not
know – the problem with the honeybees. Share your own story from childhood of loving
eating mountain village produced fresh delicious honey. How you loved this time of the year,
because you were visiting the relatives there and helping them to collect the fresh honey from
the bee farm; and that you great grandpa had his own bee garden, but nowadays it is even
hard to buy the real honey. Ask students if they know why.

Tell that today we will work with the text about honeybees. We will develop our reading and
comprehension skills, as well as learn new vocabulary. Tell to students that the techniques
we use during the class can be helpful for them while they will do their own reading task
adjusted as a homework. Also, tell them that they will complete the vocabulary quiz during
the next lesson. Ask if students have any questions.

         

Instruct and Model  q  R  q  W  q  L  q  S

- Show the picture of the honeybees. Ask students if they know any facts about honeybees.

- True-False activity. Teacher will offer students some facts about honeybees and their
extinction written on the board and students will have to guess if that is true or not. They will
write their answers and check later after they read the text.

- Tell that today we will read the text about honeybees. Ask students if they can predict what
the text is about. If it is about the extinction, ask them why they think honeybees extinct.
Encourage them to share ideas.

- Ask one student to read the first paragraph. Ask students to make predictions on what will
happen next.

- Ask students if they remember the rules of using gerunds. Ask them to give examples.
Remind the rules and specify: gerund as subject, gerund as direct object, gerund as a
predicate noun, gerund as object of preposition. Ask students to give examples to each case.
Ask if they have any questions. Ask them to pay attention to gerunds in text while reading
and underline them in text.

         

Guided Practice  q  R  q  W  q  L  q  S

Divide students into 4 groups. Each student receives 1/4 of the article. Each student reads
his/her section and decides whether it should go in the beginning/middle/end of the article.
Students then discuss their sections and put the article together. They also have to name the
parts of the article. Finally, the teacher provides the full article and students discuss whether
what they did correctly and incorrectly and why. They also check their answers on true-false
activity from Warm-up part and discuss whether they were right or wrong on their
predications.
         

Independent  q  R  q  W  q  L  q  S

Practice

- Disappearing honey Bee Comprehension Quiz

         

Instruct and model  q  R  q  W  q  L  q  S

- Tell that today students have to rewrite the article about the extinction of the honeybees and
they also have to offer the possible solution for the problem of extinction. They have a chose
to rewrite the story from different perspective – from the honeybee itself (as a funny cute
fairy-tail way), from the Greenpeace follower (fighting for the surviving of the honeybees),
from personal point of view (if you are attached with that problem much and it seems
important to you). If students have any other idea, they can use it and rewrite article in their
own way.

- Make sure to mention that students have to pay attention to voice. If they write from the
honeybee itself, the audience and vocabulary used to deliver the main ideas will be different
than if they write from the Greenpeace follower.

- Mind-web modeling. Teacher will model the mind-web for the re-writing of the article as if
she would rewrite it from her personal point of view (make connection to the warm up story).
While drawing it on the blackboard ask students if they have any ideas to add.

- Students can get an option: they also can do not the mind-web, but the outline, if it is more
usable for them. If students are not familiar with writing outlines, teacher can spend some
time for explanations.

         

Guided Practice  q  R  q  W  q  L  q  S

- Mind-web creation time

- Brainstorm time. Ask students to hare the ideas with partner first, give and get feedback. If
still have some extra time, can ask other people.

         
 Independent  q  R  q  W  q  L  q  S
Practice

Students rewrite the story of the extinction of the honeybees. Teacher will walk around the
classroom to see if students have questions or need some help.

         

                          q  R  q  W  q  L  q  S

Assessment

Peer review. Divide student into group of 4-5 people. Each student have to present their
rewritten article to his/her group. Students have to fill in the blanks on the fulfillment of the
rewriting. Criteria are: most of facts from story are included; new vocabulary is used, writing is
creative. Other students can give feedback to the one, who made presentation, in nice and
kind way.

Bussiness/ Materials:

-          White board

-          Markers

-          Books

-          A bottle of water, soda and vinegar

-          Candy heart

       Lesson Objectives:

-          Students (Ss) will have a good knowledge about solids, liquids and gas

-          Ss will elicit some vocabulary related to the topic

-          Ss have some experiences related to the topic

Ss will have ability to identify grammar in specific sentences

       Warm up and Objective discussion:

·         Pre-reading:
-          Ask Ss questions: “Have you ever seen someone walk through a wall?”, “Did you ever drink a
glass of blocks?” and “Have you ever play with a lemonade doll, or put on milk for socks?”

-          Ss read the first few sentences of the book and then make 3 predictions of what will happen
in the story. Ss compare their predictions and how these were the same/ different from the story with
other students.

-          Tell Ss which part of the book they might like most and give some examples of it.

-          Tell Ss about solids, liquids and gas. Check if Ss understand what teachers said. Tell them
that all of them is matter and make the world a matter place. Tell Ss after learning this lesson, they
have to experience those forms and have a record.

·         Pre –writing:

-          Ask Ss to write down all of the things they see in the world.

-           Then have them write their own viewpoint about what they feel about these things (what they
feel when they touch them, usefulness of each form, which form they like best).

 Instruct and Model:

·         During Reading:

-          Divide the class into 5 groups, each group read 1/5 story. Tell them group 1,2,3 research
solids, liquids and gas. Group 4, 5 research the insight experiences of each those forms.

-          Ss receive an exercise filling the missing words. Have students read the text and then do this
exercise.

-           Invite Ss to look for certain key facts, take notes or highlight interesting sections to share
later in the class.

-          Have Ss draw pictures for each experience they read.

-          Model a summarize of the book and then have Ss represent their own summarize main ideas
for each part.

·         During writing:

-          Ss still divide into 5 groups, have each group write a book report about solids, liquids, gas
and 2 experiences they have read.

-          Have students check for each other their vocabulary, organization, grammar.

·         Grammar:

-          Model the sentence: “All of these things are made of matter.” Ask Ss to give the rule of this
sentence and tell them this is passive sentence.

-          Model the sentence: “But if you live it alone, it will hold whatever shape it is in.” Ask Ss to give
the rule of this sentence and tell them this is condition sentence type 1.
 Guided Practice:

·         Post-reading:

-          Have Ss choose a experience they like most

-          Then ask them to connect to their prior knowledge if this experience is true as compared to
their own insights.

-Less guided practice: Divide Ss into 5 groups Ask Ss to evaluate each of those experiences. Ask
them if they can have a experience that more creative.

·         Post-writing:

-          Have Ss present book report to the class

-          Have Ss add or change ideas, organization and voice. Focus on vocabulary and sentence
structure.

        Independent practice:

-          Bring for each group a bottle of water, a bottle of soda and a bottle of vinegar, and some
candies. Then have students put candy in each bottle and observe. Ask Ss to record their
experience.

·         Grammar:

-          Have Ss give example of each type of grammar they found in the task above.

        Assessment:

-          Tell Ss to represent their record and have them compare each record with each other.
Remember using grammar they have learnt in the last section.

1. Business/ Material
English as a Second Language: Materials

 A Copy of Jean-Léon Gérôme’s illustration of Androcles.

 James Baldwin’s version of Androclus and the
Lion: https://americanliterature.com/author/james-baldwin/short-story/androclus-and-the-lion
 Handout for assessment

2. Lesson Objectives

 Students will (re)learn the definition of fables → they provide morals, animals represents
character traits etc.
 Students will learn how paintings can enhance a story.
 Students will engage in reading and listening.
 Students will engage in the process of writing.
 Students will learn the possessive case.

3.1 Warm-up 
  Tell students that fables will be today’s topic
 Ask students if they can name any fables and their lessons.
 Ask students if they know the definition of a fable → find a definition together (a short tale to
teach a moral lesson, often with animals as characters)

3.2 Objective Discussion

 Ask students if they think that fables have any impact in today’s society, media etc.
 Ask them how the knowledge of fables might help them in their career or studies, or makes
them understand western society better.

4. Instruct and Model

 Provide Jean-Léon Gérôme’s illustration of Androcles.

 Ask students to predict the story based on the picture, possible moral as well. Let them
exchange opinions. Oral presentation.
 Ask students what they understand by the term moral → Principles or rules of right conduct
or the distinction between right and wrong.

5. Guided Practice

 The students are required to read the story with missing adjectives. (Cloze Passage)
 Explain briefly the possessive case, give one example from the text, e.g.  "the lion's
lame paw", "the roars of the lion". Ask them to highlight other examples. Create
a donkey bridge by imitating a snake's way of talking with many ss'es. Thus the snake
indicates ownership.
 Read the full text to the students. Discuss unfamiliar words.
 Ask the students to name the moral of the story. Prompt the golden rule on the board: "Treat
others as you would like others to treat you.” Discuss the golden rule with the students. How
does it apply to the Androcles?

After the reading, tell the students that today’s task will be a change in perspective. Have your
students to rewrite the story from the perspective of the Emperor.
To stimulate ideas, illustrate the Emperor's point of view from his balcony. Say something like: The
Saturday sun smiled down on the crowd in the grand arena. People’s good mood and excitement
erupted in cheers and laughter, vendors were running around the busy aisles to sell their refreshing
beverages and hot snacks. Above the crowd, however, in a golden balcony, protected from the sun,
a young, handsome man was leaning in his throne, lost in thoughts. Servants to each side would try
to guess his thoughts and grant him his wishes before expressed. But some things can neither be
guessed nor be granted so easily. The next poor soul would be a slave named Androclus...

Now ask the students to pick up from here and continue the story from the Emperor’s point of view.
The students are free to alter the story’s ending as well. But first create workstations of 3 to 4
students per group. Ask the students to create a mind web to elicit ideas. Prompt following
questions:
  How does the Emperor feel being in the arena. What kind of character traits might he
posses? 
 What is he expecting to happen in the arena.
 What is his reaction observing the scene unfolding before him.
 How does the crowd react?

6. Independent Practice

After the mind map, tell the students to organize their ideas using an outline, and formulate
sentences. Let them recursively rewrite the story by assigning different roles to each student:

 One “outliner” who makes the outline. His task is to organize the ideas.
 One writer who formulates sentences. His task is to have an eye on word choice, sentence
fluency.
 One reviewer who reads the whole text and provides feedback. His task is to have the voice,
the purpose, the audience in mind.

After 7 minutes let them switch the roles.

7. Assessment

Hand out a paper with concrete questions to assess the new story.

 Did the ending change? How did it change? (Goal: Make them pay attention to ideas.)
 Did the story make sense to you? (Organization, logic)
 What made you connect to the new story line? Describe. (Voice)
 What kind of vocabularies were used to convey the feelings of the Emperor, the crowd,
Androclus, or the mood in the arena etc.? (Word choice)

Ask the groups to present their new story. While one group is presenting ask the others to pay
attention to the story’s ideas, organization, voice etc.
Lesson Plan
 

   

Business/Materials Lesson Objectives

  You will able to recognize the different

reading techniques of skim, intensive
Kate Dicamillo: The Miraculous Journey of
reading and extensive reading. By
Edward Turlane
skimming, you will be able to grasp the
(chapter one & chapter two) main ideas of this chapter. By intensive
reading, you are required to master
good verbs and adjectives, as well as
some sentence patterns. By extensive
reading, which is not mandatory, you
 can acknowledge the main theme of
this novel and express your own
opinions about it.

This course will pay attention on the

writing skills including pre-writing,
writing and post-writing activities.

You will be required to write a short

story imaging you are a certain toy,
including a specific plot and
descriptions.

Warm-up and Objective Discussion

Warm-up activity

1.     Prompt

Have you ever had a toy? Which is your

favorite toy? Why?

Have you ever imagined that your toy has

life as you? If your toy has its own life,
imagine what it will choose to do.

2.     Pictorial prompt

Demonstrate a picture in the book of a rabbit

and introduce some basic words of “elbow”,
“fur”, “bendable wires”, “fluffy” and “elegant”
and so forth.

Objective discussion:

Tell me, in your own words, what are the

basic processes when you are reading an
article or a book in English?  What are the
processes when you are writing a story or
describe something? Do you use these
steps I wrote on the board?

Why would you like to learn how to read a

novel and read short stories? Why might it
be important to master the basic technique
of reading and writing?

         

Instruct and Model  q  R  q  W  q  L  q  S

Teacher talk: I will read the first paragraph

and draw a picture on the board according to
the first paragraph in an easily acceptable
way.

MUD: the class will be divided into several

groups and each group is responsible for 3-4
paragraphs. Each group is required to
recognize the basic contents of paragraphs
and look up the words they don’t know.

Grammar discussion: after the group

discussion, I will help them to figure out the
passive voice in the chapter and show some
simple sentences of passive voice and
introduce the fundamental regulation of it.

“Model, infer, and elaborate”: According to

the previous group work, each group will
express their ideas they get from the
paragraphs and share the new words and
phrases through various ways like painting,
acting or just retelling and any other forms
appropriate are acceptable. Other groups
will review and reflect what’s how to grasp
information through reading. I will introduce
some techniques of skimming and intensive
reading and how to deal with the unfamiliar
words in the reading material.

         

Guided Practice  q  R  q  W  q  L  q  S

Pre-writing activity: in this part, I will

encourage the students to use the words
and phrases in other discourses.

And use some of the writing strategies of

brainstorming: Each student should think
about what story they want share and
determine the numbers of paragraphs they
will write in the story and each paragraph
and the main idea of each paragraph. In this
process, each student should finish a mind
map with the help of teacher.

Good writing is good thinking. After

individual brainstorming, you are required to
discuss in the group about each story’s
ideas, organization, voice.

I will give my students a model of a short

story, with the phrases and sentence
patterns from this chapter. Then I will erase
the concrete information of the model and
students should finish the model filling the
blanks with their own experience or imagine.

In the class, students are required to write

the ultimate outlines of their stories and
finish the entire assignments after class.

         

Independent Practice  q  R  q  W  q  L  q  S

Writing activity: according to the guided

practice in the class, students are required to
write a short story on their own and share
the story with their classmates. Each story is
required to use at least the passive voice
once.

Good writing is good speaking. Students in

the same group are required to review and
revise the writing assignments from their
mates and recognize the basic vocabulary
and grammar usages. It is encouraged to
make comments on your classmates’ story
and help improve their work.

         

Assessment  q  R  q  W  q  L  q  S

You will be required to identify and use 20

new words and 5 new phrases in a multiple
choices test tomorrow.

Post-writing activity: I will review all the

assignments and review the work and raise
the individualized comments and suggestion
and consider the meaning first as well as the
ideas, organization, voice, word choice,
sentence fluency and conventions.

materials: Books, photographs, videos, films, stories, multiple quice, digital board

Lesson Objectives: 

 Students learn to listen to a new language.

 Students can read little stories.

 Students are experienced and identify what they have learned orally, visually, and in
writing.

 Students can build a simple sentence

 Students can recognize the most important parts of a sentence.

Warm-up and Objective Discussion

The topic I'm going to talk about is: The Mice and the Elephants. This activity is designed for a 5-
year-old classroom.  

In the meeting area, the teacher will ask them if they remember the story of the mice and the
elephants. To do this, it will use questions such as: and who were the protagonists? And what
happened to them? Then he will read and show them the story and its images. That would be to
the warm-up activity.

In today's session, the children they will see the story represented in English, in the form of a film,
using the digital whiteboard. Then the teacher will propose games to them on the digital whiteboard
and they will make cards to assimilate what they have been learning.

Then the teacher will ask her students to draw the animal that they liked the most and the one that
they liked the least they will go out to explain it in front of their classmates the reason for their
choice.

Finally, before going home each day, we will review what was seen in class that day, and for this
we will brainstorm. At the end of the class, the teacher asked them if they like what they are
learning, if they transmit it at home, what they like best and least about the story, and what they
have learned from it.

Instruct and Model

The information would be presented in multiple ways, through different games, photographs,
videos, and the model would be based on presenting knowledge through photographs and stories,
that is, first giving some examples that serve as a basis, but it does not always give the same
examples.

As a personal experience, I could tell you that I prefer to be a turtle because, although I go little by
little, I am learning a lot on my way, how I imagine if I were a turtle or a hare, and they could tell me
how they imagine disguised as turtles or hares and they express it freely. Also, we could talk and
simulate how we would move.

Previously I commented that I would use the teaching, modeling and questioning method, since we
are dealing with students of Early Childhood Education. So I will divide the children into groups of
5, and each child will have a picture from the story. So they should go looking for their companions
to line up according to the image that goes first, those that go in the middle and the one that is the
last image. Later, I will ask the children to tell the story the way they are placed, as if they were
going backwards, that is, from the end to the beginning.

Guided Practice

Now, the teacher would do a little review, relying on visual aids, this case in a paragraph of a page
of the story and would review that they are the subjects, who are the verbs and what are the
objects.

After this little reminder, we start with the activity, the guided activity, that is, the pre-writing activity.
The teacher divides her 25 students into groups of 5 students. Then the teacher will distribute
some individual words, with which they must form small sentences, on the students tables along
with a series of images. Students must form the sentences and put them under the corresponding
image. When they are already formed, the groups will come out to present them, but first they will
present only the image to brainstorm and then they will put the ordered phrase.

Then, we continue with the semi-controlled activity, that is, the writing activity, since the teacher will
ask his students, individually, to write in a paragraph the summary of the book of "mice and
elephants", and to explain what They have been interested in the book or have learned about the
book they have read and viewed before in class.

Independent Practice

In independent practice, we will move on to the post-writing activity, in which each child will create
their alternate ending, and read it in front of their classmates. Afterwards, the classmates will say
whether or not they have made a mistake when placing the grammatical structure of subject, verb,
object or action and, if it has happened, they should explain where they have made a mistake and
why.

Assessment

The evaluation activity will consist of the children having to give a short description about what they
have learned through reading, and they will give it to the teacher.

Afterwards, when the teacher has all the essays, she will distribute them randomly to her students,
and the children must correct the wording of the partner who has touched them. If there is
something wrong, the student should round it up and explain below the text why it is misspelled
and put it in the correct way. Finally, they should give it to their partner to review the errors they
have had

Before we go home, the teacher will make a small reminder using the digital whiteboard with a
small game, in which photos of people will appear who must match them with the verbs and the
correct objects or actions. First he will do an example, and then he will ask his students to help him
make up the missing ones.

esson Plan «The Ugly Duckling» in our school

(Hans Christian Andersen)

Pupils' level – Pre-Intermediate A2

   

Business/Materials Lesson Objectives

Multimedia board, drawings, exercise books, textbook, Introducing pupils

demonstration of a cartoon excerpt. to the text of the
story “The Ugly
Duckling”; 
definition of the
moral of the fairy
tale;  learning new
words (new
vocabulary)
 .

Warm-up and Objective Discussion

The story of author G. Anderson, who wrote many instructive

tales, including «The Ugly Duckling».  Children should be told
what stories they have read.  A discussion about why children
are often bullied by their peers.  Have you read the kids about
bulling or what movies have you seen about bullying peers?
Andersen considered the story "a reflection of my own life."

         

Instruct and Model    R    W    L    S

Brief description of the content of the work by the teacher. 

Instructions to look for.  Use of explanatory and illustrative
materials.

         

Guided Practice    R    W    L    S

Reading a  story with the division of children into 4 groups (A, B,

C, and D) - "classic jigsaw", where each group is dependent on
the other groups to complete the exercise. 

A) reading the introduction (duckling hatched from an egg);

В) the inhabitants of the bird's yard insult the duckling; 

C) duckling escapes and seeks death; 

D) turning a duckling into a beautiful swan.

Grammar: Use the verbs in the past tense to retell the story “The
Ugly Duckling”   (was, were, wrote, worked, lived, met, did,
played, sang).

         

Independent Practice  q  R  q  W  q  L  q  S

Pupils should independently determine what character traits the

heroes of the work have (duckling, mother, bird yard inhabitants).
 Pre-Writing: The teacher reads an excerpt from the "Ugly
Duckling" fairy tale that describes the duckling and invites pupils
to discuss why it was not perceived by other residents of the bird
yard.  The teacher invites children to recall and record the names
of other fairy tales, in which we also encounter cases of abuse of
peers.  The teacher gives the task (5 minutes) - the pupils have
to independently determine what character traits the characters
of the work (duckling, mother, inhabitants of the bird yard)
possess.  Each pupil should present 3 main character traits.

Writing activity: Pupils write 3 character traits for each character. 

Work with vocabulary and textbook to learn new words. 

Brain storming strategy - The teacher instructs the pupils to write

down all ideas related to the theme "Does fairytale always defeat
evil?"  Students are given 7 minutes to complete the task.

 Post-Writing Activities:   The pupils read out their answers and

form a collective image of the character traits of each of the fairy
tale characters based on their records.  At the suggestion of the
teacher, they analyze the records of their colleagues: Are they
correct?  New words are analyzed with a dictionary and a
textbook.

Grammar: Working in groups.  The pupils make a dialogue by

asking question: What was your favourite fairy tale when you
were in kindergarten?

 The pupils read their arguments about the fight between good
and evil in fairy tales and argue their answers.

         

Assessment  q  R  q  W  q  L  q  S

Assessment of students based on current work.  Evaluation of

the answers to the questions:

 1. What is the moral of the fairy tale?

 2. Why did the inhabitants of the bird yard not accept the Ugly
Duckling?

Strategy «Advice Column»: The pupils imagine themselves in the

place of a Ugly Duckling.  On individual cards, each pupil writes a
duckling's advice on how to behave when peers bullying him.
 

 Homework: Draw a picture for one of the fairy tale episodes and
name it.

Business/Materials

- The Guitar by Sevim

Ak http://www.teachingenglish.org.uk/sites/teacheng/files/Story
%20-%20The%20Guitar.pdf

- Vocabulary close text

- Flipcharts and crayons

- Comprehension check test

Lesson Objectives

-       To pass the vocabulary test including the highlighted (new)

vocabulary items (score %70 and higher)

-       Pass the comprehension check questions.

-       To write a position paragraph about the story “The Guitar”

1.     A wordle as in app. 1 is projected to the board. The group

discuss what the reading passage may be about.

2.     Read the title, the first sentence, and the last sentence of
the story and in pairs, discuss what words you might see in the
story. Come up with at least 10 words.

3.     As the whole group, discuss what is difficult about playing

an instrument.

Instruct and Model

1.     Have a look at the highlighted words in the text. As the

whole group, students infer the meaning in the context.

2.     Vocabulary test

3.     Look at the underlined pronouns in the text. In pairs, find out
what they refer to.

4.     Pairs read until paragraph 11 independently, The teacher

gives a flipchart to each pair and asks them to divide it into three
sections. In each section, the pairs discuss and write what
Alper’s (character) feelings and thoughts before his mum comes
in the room, when she was in the room, and after she left the
room. They can write, draw, or express in any other way they
want. The pairs hand their flipcharts to the walls and visit each
other’s’ productions.

Guided Practice

1.     Jigsaw reading; the whole group is divided into four and four
pieces of the story are read intensively by each group

2.     Comprehension check test (in pairs)

3.     Students are asked to write what happened after the story in
a systematic way as explained below.

GRAMMATICAL INTERVENTION

Future simple tense:

 a.     Alper will play the guitar; Mother will not be happy; Will they
discuss again?; What will happen? Teacher writes those on the
board and asks student to discuss what will means.

b.     After eliciting answers, the teacher explains the rules and
writes “the plans for this weekend” on the board. Students are
asked to create sentences based on the model sentences given
earlier. Teacher transforms the sentences into questions and
asks randomly.

c.     An answer-question chain is formed by the students: After

one student tells about her/his plan, s/he asks it in the question
form. i.e. I will visit my uncle. Jenny, will you visit your uncle?
And so on.

4.     Pre-writing: The whole class brainstorm ideas and write a

mind map about what happened just after the story, one day after
the story, and one year after the story.

5.     In pairs, student work on the concepts and shape their

individual one paragraph (min. 50 words) follow-up story projects.
Pairs may give feedback to each other.

Independent Practice
1.     Writing: Students are asked to write a one-paragraph what
happened just after the story, one for one week after the story
ends and one for one year later.

2.     Post-writing: The students are asked to visit at least three

colleagues to ask for feedback. Each commentator signs the
writing project that they gave feedback on.

Assessment

-       Voice: As homework assignment, the students are asked to

pick one of three perspectives and write a paragraph to give
suggestions to Alper (character) about what to do after the story.
These viewpoints are: Alper’s bestfriend, Alper’s father, and the
guitar (as if it was animated)

-       Vocabulary check test (not to be graded), in the instruct and

model section

-       Comprehension check test in pairs (to be graded minimally),

in the guided practice section
Fun Time with a Twist of Wishes” Lesson Plan
 

   

Business/Materials Lesson Objectives

Read emergent
reader texts with
purpose and
Wonders Smart Start pages 34 to 39 (Book) understanding.

Flash cards- sight words I, can; pictures of pour, mix, bake, Sequencing of story
clean  and eat. (Voc. Words)
Write a story “Fun
  Time” in Simple
Present form
 
Share and work in
 
groups for ideas and
collaboration

 
Warm-up and Objective Discussion

Welcoming the children by saying “Good Morning!” “How are

you today?”…What day is today?... Are you happy?

Sing a song : “This is the way I wash my face…”  Say a poem

“Wee Willie Winkie” and “Big/Little pencil”.

Tell the children that we are going to read a nice story about
Fun time with our family and that after this story; we are going
to do our own version of our Fun Time but with a twist of a
Genie who would like to give wishes to children about fun time
with their family in the simple present tense, to be done in
groupings of 5.

         

Instruct and Model  q  R  q  W  q  L  q  S

I will be revising the sight words I and can (Flash cards) and
then I will show some pictures of the vocabularies that they will
be reading with the sight words I (and) can. The pictures are,
pour, mix, bake, clean and eat.

I will have them sing the song family too, to remind them the
members of the family (basic).

My projector opens to the page of our reading material

(Wonders-Smart Start) “Fun Time” an inter-active story, page
34 to 39 wherein the first page shows the family together, a
father, a mother, two brothers and a sister, all dressed up in
apron ready for baking. They will have to carefully analyze the
story so they can later on make a story about Fun Time but
with a twist of a Genie giving them a wish of their own in simple
present tense. Such as She, He and It takes “s” with the verb; 
examples : She bakes the cake; He cleans the plate; It opens
the box; They, You, I and We, takes the basic form of the verb;
examples, They pour the mixture, I clean the table, We bake
the cake.

         

Guided Practice  q  R  q  W  q  L  q  S

I will be guiding the children to read chorally by the help of a

projector on the reading material “Fun Time” with a voice over.
Page by page we will listen to the voice over and then I will be
guiding them to repeat the text being read till the last page,
while pausing and asking them some questions of what are
they doing now? What’s in the picture? What happens? ,etc..

Can we sequence the events? What did the family do first?

Possible answer; the brother pours the mixture? Who mixes?
Poss. answer; the sister. Who bakes? The other brother; Who
cleans? The father and a brother. Who eats? The sister. Who
helps them bake? The mother.

After sometime of analyzing the story, I will group the children

into 5 and will tell them the surprise of a Genie popping up and
will be asking about what they wish for during their fun time
since they are good boys and girls. I will Tell them the Genie
wants to reward them and so, The groups of 5’s needs to think
of beautiful wishes that they think of their fun time that will be
happy and memorable in the simple present form. As they are
being group by five, the creator or somebody spearheading the
ideas in the story will ask them what they would wish the Genie
will give them during their Fun Time with their own family; The
writer who arranges the previous writings of each member will
also ask them to give them ideas of what’s best thing they can
ask the Genie, probably a brainstorming with each member till
they reach for that certain thing that they would like to include
in their writing. As they were asked to one sentence each and
then the writer sums it up and re-write it too, giving priority to
the best things that they can put in the organization of their final
story; While the editor checks and see to it that everything is
being arrange in proper form.

         

Independent Practice  q  R  q  W  q  L  q  S

Children are put into groups with their members to think of Fun
time with their family and a twist of the story that a Genie would
like to help them make their bonding more memorable and
happy so they are also ask to present a picture of what they
wish for or a drawing and a small text saying what is fun Time
with them, maybe adding other members of the family? Toys or
other suggested ideas that they think is very necessary for
them during their fun time with their family.. The creator will be
able to arrange whatever they think will be the best in their
sequencing. The writer re-writes to conform which sequence
comes first and second up to the last. Then they will have to
finalize it with their editor for their final story.

         

Assessment  q  R  q  W  q  L  q  S

A book report activity or a beautiful chart will be submitted by

the groups of students with a twist on Genie’s Favor About their
“Fun Time wish” in the simple present form, which will be
graded according to their ideas, presentation and grammar.
Since they are kindergarten children, the best way to present
their ideas is through pictures, cut out magazines, drawings
and a text underneath will be written by each one of them in
simple present form.
Lesson Plan
 

   

Business/Materials Lesson Objectives

 
Some pictures from the movie of “Into the Wild”
Excerpts from the Book Introducing the B2 Level English Reading to the
The book itself students and comprehending compound sentences
and colloquial language, practicing the previous
Some trivial knowledge about the writer “Jon knowledge of tenses, extensive vocabulary and
Krakauer” adverbs, relative clauses and passive voices,
Half-reading material comprehend, process and use the information
provided in the text.
 
 
 
 

Warm-up and Objective Discussion

-First write the name of the book “Into the Wild”

on the board and ask the students about it.
-Ask questions about the writer, the book to
check if they have any previous knowledge
about it.

-Then hand out the pictures about the movie

and give the book to them to examine it.

-Ask prompting questions such as “Who’s the

guy in the picture?”, “What does into the wild
means for you? What can it be?” “Where can
this wilderness be?” etc.

-Ask some trivial questions about the writer like

trivial pursuit and let them guess like a game.

-Then explain them the objectives of the class,

the readings that we shall have, the materials
we have and the course of the class.

- Write “wilderness” on the board, explain the

meaning and ask the students to brainstorm
and create a mind web around this word.

     
 
Instruct and Model  ☒  R  

-          Brainstorm with the students about

some unfamiliar words by writing them on the
board.

-          Divide them into peers and give them 10

minutes to brainstorm about specific words and
write their thoughts about this topic.

-          Monitor them closely and then ask them

to keep their mind webs and notes for later
use.

Grammar Lesson/Discussion

The subject of the grammar lesson to be given

during the class is "relative clauses". First of
all, write a defining and non-defining relative
clause sentence on the board. Show how the
sentences are constructed briefly, without
going into too much detail. 

Ask students to highlight relative clause

sentences in the excerpts from the book that
you brought in. And then ask them to mark the
sentences as defining or non-defining relative
clause sentences.

After they find the sentences, then start to give

more detailed explanation about the structure
of the sentences.

After a 15 minutes grammar instruction, now

ask the students to write a 10 sentence short
story of how their journey into the wild would be
using at least 3 relative clause senteces.

Lesson Plan (Intermediate)

Business/Materials

 Story of The Tortoise and the Hare.

 Pre-writing activity, 
 Writing activity and 
 Post-writing activity 
 Six traits of writing
 Grammar Practice - eight parts of speech (noun, verb, adjective, adverb, preposition,
pronoun, interjection, conjunction)

Lesson Objectives
This activity will allow students to go through pre-writing, writing and post-writing stages to improve
their writing capacity and reduce grammatical error from their writing. And practice the six traits of
writing.

 Improving their writing skill through brainstorming, mind mapping, etc.

 Practice communicative language and practice English grammar.
 Improve the six traits of writing ideas, organization, voice, word choice, sentence fluency and
conventions.

Warm-up and Objective Discussion

 Students will ask to write any topic whatever they like. They are free to develop their own
thought in writing process.
 Students will brainstorm to select choose any topic. Good writing is good reading, so they will
do a bit of reading on that topic.
 Brainstorming or free writing activities will help to think about their writing topic.
 Writing should be free from grammatical error.
  In this stage they will ask to write a block of paragraphs about their selected topics.

I will help the learners to explore and generate their own thought and ideas. Students will talk and
discuss about the story and develop their own idea and other activities. 

I will try to break down sentences into parts of speech, helping learners understand the difference
between verbs, nouns, adjectives, adverbs, and so forth. Students will creatively review the eight
parts of speech (noun, verb, adjective, adverb, preposition, pronoun, interjection, conjunction), using
them in sentences correctly. I will help the readers understand that prefixes, suffixes, bound and
unbound morphemes.

Then student will start writing according to their own understanding level. 

After submission of the students writing I will start peer review session. Students will exchange their
papers and review others writing, which is known as post-writing activities. 

I will try to provide feedback about their writing and explain the meaning that can help the students to
understand in native language.

Instruct and Model (Writing, Reading and Speaking)

I will create a reading zone with colorful posters and core message. In addition, student will
participate in peer review and i will provide feedback to make the lesson more attractive. 

 In the pre-writing phase, a writer should focus on their ideas, the organization and their
voice.
 In the writing process students will focus on their vocabulary or word choice, grammatical
correctness and their sentence fluency.
 In the post writing stage, student will focus on the conventions. And the correct punctuation,
formatting and spelling will be check in writing.

Guided Practice (Writing and Reading) 

pre-writing activity, a writing activity, grammatical  and a post-writing activity will be followed.  As well
as six traits of writing.

Independent Practice (Reading, Writing and Speaking)

Through participating in pre-writing activity, a writing activity and a post-writing activity student will
get the opportunity to write their own thoughts. As well as through peer review session all students
able to get proper feedback on their writing. 

Assessment (Reading, Writing)

Student’s writing skills will be assessed by their innovative ideas, sentence organization,
grammatical structure, voice, word choice, sentence fluency and conventions.

Lesson Plan: Narrative/Story writing using organization strategies

Audience: Intermediate, elementary school (Gr. 2-4)

Materials:

 Story, Cinderella (any version will do)

 Chart paper, markers
 Story frame paper

Objectives:

Students will write a narrative using beginning, middle and end to entertain, educate or persuade

Students will use appropriate media to communicate to a specific audience

Pre-Writing:

Brainstorming: Students will think about their favourite fairy tales and in small groups talk about what
their favourites are. They will then discuss what they believe fairy tales have in common: beginning,
"Once upon a time, ...", characters (elves, magic, protagonist, antagonist, talking animals, etc),
settings, and problems, then make jot notes on chart paper about these commonalities to share in
front of the class.

Students will hear the fairy tale, Cinderella. Ask students to listen for whether the story is
written in past, present, or future tense. 

Writing/Instruct/Model:

As a group, students will help identify if the story, Cinderella, is a fairy tale based on the criteria in
their brainstorming: referencing the beginning (talking characters, magical setting), middle (good vs
evil problem), end (good conquers evil) using a story frame. Did they notice the beginning? Point
out that almost all fairy tale have the same beginning: "Once upon a time, ...". Ask them if
they know what tense that sets the story up for? past, present, or future? (Past)

Guided Practise:

Students will go back into their groups and re-write the story of Cinderella using Story Frame paper
(8 blocks/frames to jot ideas down in sequence).  Teacher will mill around to assist the students in
organizing their stories and only including the important details that will help keep the story on track
and fit in the 8 frames. And, reminding them to use, "Once upon a time, ..." and the past tense
of verbs.

Independent Practise:

Using their own favourite fairy tale, and Cinderella is an option as well for those unfamiliar with fairy
tales, students will write out a Story Frame to retell it in organized jot note form.

Post-Writing:
Students will share their Story Frames with peers to see if their stories are organized and resemble a
fairy tale. (Did students mention the protagonist, antagonist, magical setting, talking animals,
problem, solution)

Assessment Criteria:

(B) characters (protagonist, antagonist, talking animals), setting (magical setting)

(M) problem (evil attempts to conquer)

(E) solution (good outdoes evil)

organized coherently

Verb tense