2 generation curriculum & pdp reading lesson plan
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This document outlines a lesson plan framework called PDP (Pre-reading, During reading, Post-reading) for teaching reading skills. It describes various activities that can be used in each stage of the framework. In the pre-reading stage, activities like brainstorming, previewing vocabulary are recommended to activate prior knowledge. During reading activities like fill-in-the-blank and answering comprehension questions help students monitor understanding. Post-reading activities include evaluation, having students summarize or ask each other questions to further analyze and understand the text. The framework is intended to make reading an interactive process between the student and text.
2 generation curriculum & pdp reading lesson plan
- 1. Pedagogic Project 1 Sequence 1 Session = Input= Lesson PDP Reading Lesson = title ( learning objectives) Communicative Competence (SWBAT) Initial Problem Solving Situation Resources Acquisition Function : Grammar : Vocabulary related to: Pronunciation : Cultural aspect : VAKT = AIDS : Cross Curricular Competences : Intellectual order: Methodological: Communicative : Personal and Social Values : National Identity: National Conscience : Citizenship : Openness to the world : Mr Samir Bounab ( teacher trainer at MONE) Yellowdaffodil66@gmail.com 2 Generation Curriculum & PDP Reading Lesson Plan
- 2. Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After - National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss Teache r Student Student Teache r Student Student Student s Student s Teache r Student Student Teache r Student Student Student s Stude nts Teache r Student Student Teache r Student Student PDP Reading Listening Receptive Skill 3 stages Pre Reading During Reading Post Reading To teach “ The receptive skill Read Lesson“ we need PDP frame work: What is PDP Reading lesson? = Pre-ReadingP D = During Reading P = Post Reading Reading is an interactive process that goes on between the reader and the text, resulting in comprehension Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer‘s ideas or writing style A person may also read for enjoyment, or to enhance knowledge of the language being read. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non- relevant information, and tolerate less than word-by-word comprehension. Why PDP Reading frame work? Because it is conform the Algerian National Curriculum Mars 2015 How to teach PDP Reading ? Pre stage : This can be an ice- breaker, warmer or lead in. They are nearly the same; there is a slight difference but all serve one objective is to get the learner ready and ease for the learning session. Ice breaker : Icebreakers are discussion questions or activities used to help participants relax and ease into a group meeting or learning situation. The icebreakers can be used to generate interest in a topic and activate the student’s prior knowledge. Lead in: Lead-ins (topic) will encourage the sharing of information and resource. Topic Lead-ins will direct the student into the content that will be taught Warmer: Warmers are usually fun activities that focus on fluency practice. Ideally, warmers should only last a few minutes, while a warmer is usually has no direct relationship to the REST of the lesson, a lead-in is a quick preview of the material that will be covered in class. both lean in and warmer have their strengths. A fun, breezy warmer can add a bit of variety to a lesson, and might appeal to students who like a change of pace. On the other hand, a lead-in is a better choice for a more cohesive lesson. This is particularly important with beginning level students, who need a lot of structure and repetition The Pre-Stage (ice breaker – warmer – lead in ) Must be tackled , initiated or introduced Through PROBLEM SOLVING SITUATION by : Mr Samir Bounab ( Teacher trainer at MONE) Yellowdaffodil66@gmail.com Interact Interpre t Produce Interact Interpret Produce Intera ct Interp ret Produ ce Intera ct Interp ret Produ ce White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile
- 3. session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss Student s Stude nts Teache r Student Student Teache r Student Student Student s Stude nts Teache r Student Student Teache r Student Student Student s Stude nts Teache r Student Pre-Reading Recent research brought to light a new lesson format that gave due importance to pre-reading activities. It was found that what is done before reading, is very beneficial for understanding the text. This preparation work is what helps students get connect the new information to what they already know. This new format suggests that 50-60% of the lesson should be spent on pre- reading activities Sample pre-reading activities Expectation Outline: A pre-reading strategy where students skim through the assigned reading and write down questions they expect to answer or outline statements that correspond to the reading. Have them return to their outline during the reading to either answer, correct, or fill-in what they written. Knowledge Rating: A pre-reading strategy where students rate their understanding of certain terms or concepts from a reading assignment. You can provide students with a list of words or concepts or have them find them on their own. You may also use an actual rating system or rubric to rate their understanding. KWHL Chart: Similar to the KWL Chart with an added column labeled ―How I will find out…‖ Have students write everything they know about the topic they are studying under the K column, everything they want to know under the W column, and strategies for how they will found the answers to their W questions under the H column. Leave the third column (the L column) blank to come back to afterward to write what they learned. This can be used as either a pre-reading activity or at the start of a lesson. Use this sample KWHL Chart. KWL Chart: Use a pre-created KWL Chart or have students create a KWLchart by folding their paper as if they were sending a letter. Have students write everything they know about the topic they are reading (under the K column) and everything they want to know (under the W column). Leave the third column (the L column) blank to come back to after they read for what they learned. Use this sample KWL Chart. Possible Sentences: Create a list of key terms and phrases from a reading. Provide students with a list of these terms and have students use two words or phrases to create possible sentences they might come across during their reading. Afterwards have them evaluate the relatedness of their sentences By : Mr Samir Bounab ( Teacher trainer at MONE) Yellowdaffodil66@gmail.com Intera ct Interp ret Produ ce Intera ct Interp ret Produ ce Intera ct Interp ret Produ ce White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile
- 4. Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the Student Teache r Student Student Student s Stude nts Teache r Student Student Teache r Student Student Student s Stude nts Teache r Student Student Teache r SQ3R: Reading strategy where students Survey, Question, Read, Recite, Review. Use this sampleSQ3R Reading Guide. Survey—Have students preview the title, pictures, graphs, or captions, then read the first and last paragraph of the article. Make a list below of the main points or objectives you find. Question—Have students write questions based on their survey of the text. Read—Have students read and answer the questions their wrote down as they a read. Recite—Have students look over their questions and be able to recite the answers without looking them up. Review—Have students summarize what they wrote. Wordsplash: Assemble a collection of keywords for a certain reading assignment. Arrange the words on a piece of paper or on a projector in a random way. The random arrangement makes the collection of words a wordsplash. Consider using www.wordle.net to create the wordsplash. Have students make predictions about what they will be reading based on the wordsplash. More Pre-Reading Activities: Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information Looking at pictures, maps, diagrams, or graphs and their captions Talking about the author‘s background, writing style, and usual topics Skimming to find the theme or main idea and eliciting related prior knowledge Reviewing vocabulary or grammatical structures Reading over the comprehension questions to focus attention on finding that information while reading Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) Doing guided practice with guessing meaning from context or checking comprehension while reading Asking the learners to anticipate from a picture or the title Introducing the topic through some key words . Telling a parallel story to introduce some difficult words . Having the learners predict information constituents . Review a previous lesson that is thematically or structurally linked to the new one . Ask pointed questions to whet the pupils' appetite and raise their motivation Oral Discussion or a short written activity Brainstorming the theme Playing music to set the tone Eliciting vocabulary around the theme Doing an enactment around the theme Asking a thought-provoking question Asking lead-in questions Showing a short YouTube clip or a scene from a movie Cartoon, riddle, joke Thinking about the title By : Mr Samir Bounab ( Teacher trainer at MONE) Yellowdaffodil66@gmail.com Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio
- 5. d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world Student Student Student s Stude nts Teache r Student Student Teache r Student Student Student s Stude nts Teache r Student Student Teache r During Reading Stage "During" reading activities help students make connections, monitor their understanding, generate questions, and stay focused While-reading activities: MCQ True / false / not mentioned. Table filling Matching pair activities Sentence completion . Open ended comprehension questions graded from : a) Reference questions : where the answer are explicitly given in the text b) Inference questions :where the pupils have to read between the lines to find the answers . C) Evaluation questions : although these questions are too difficult at this level N.B : Examiner Guide = BEM Guide Typologie ( September 2013) (Teachers should integrate the different tasks planned in the guide each time they plan their lessons < The BEM paper is elaborated according to the BEM guide typology) Post reading phase Post-reading activities help students understand texts further, through critically analyzing what they have read. Post-reading activities 1. The role of the teacher here is that of evaluator .He checks that the objectives set , that is the activities set in the reading phase have been done to his satisfaction .These activities are corrected . 2. This is also an opportunity to diagnose more common mistakes and offer remedial works to the hole class for mistakes made by all .There may also be follow up written or oral activities : 3. The learners can ask each other questions on the passage 4. They can imagine a different ending orally , to pave the way to written expression . 5. They can retell the passage from a different character's point of view . 6. They can learn how to summarize the passage orally first then written . 7. Summary Writing : Ask students to write a summary of the main points of a text or passage. 8. Outlining : Writing outlines is also a good way to organize and remember concepts. The emphasis here should be on how students see the relationships between ideas being presented 9. Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words / key words related to the topic. Students then write a text using the words. This text could be a story, poem, news report, summary, etc. 10.Ask students to say which part of the text is the most important/interesting and which part is not interesting or key 11.Graphic organizer : What does a graphic organizer look like? ‗A graphic organizer (also known as a concept map, mind map or relationship chart) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.‘ (Darn, 2008) By : Mr Samir Bounab (yellowdaffodil66@gmail.com ) Interact Interpret Produce Interact Interpret Produc Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce Interact Interpret Produce Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile
- 6. Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must Be Mastere d Sessio n After session Time Must National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world National Identity - National conscie nce - Citizens hip - Openne ss to the world Student Student Student s Stude nts Teache r Student Student Teache r Student Student Student s Stude nts Graphic organizers… a) can help convey large chunks of information concisely; b) encourage strategic thinking: describing, comparing and contrasting, classifying, sequencing, identifying cause and effect, decision making, etc; c) can be used to aid reading comprehension – students can brainstorm around a topic, summarize texts, etc – as well as other learning activities, such as organizing and storing vocabulary, planning research, writing projects, etc; d) are easy to use with all levels and ages; e) are non-linear and thus allow for multiple connections between ideas Reading Aloud in the Classroom Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level. In addition, reading aloud is a task that students will rarely, if ever, need to do outside of the classroom It does not test a student‘s ability to use reading to accomplish a purpose or goal. There are three (3) ways to use reading aloud productively in the language classroom. 1. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language. 2. Use the ―read and look up‖ technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition. 3. However, reading aloud can help a teacher assess whether a student is ―seeing‖ word endings and other grammatical features when reading By Mr.Samir Bounab Yellowdaffodil66@gmail.com Interact Interpret Produce White Board Visual Audio Kinesth etic Tactile White Board Visual Audio Kinesth etic Tactile