Teacher
Lesson Focus
Date
Level
Reem Ibrahim
In a Mix of Culture (Main Idea)
29/Nov./10
Grade 7
Class Profile




Lesson Aims
5.5
7.1
7.2
7.3
Anticipated Problems
1- The text is includes Mexican names and Spanish words, which will be
hard for the students to read and pronounce.
2- The text includes few Spanish expressions, which the Ss. are not
familiar with.
3- The text includes many names of unfamiliar plants.
4- Some Ss. are somewhat slow, and inferring the main idea won’t be an
easy task for them.
Picture dictionary
Question cards
Elements of Literature book
page 188 & 189
Movie (Tips about gardening)


Lap top
Data Show
Al-Ittihad National Private School Standards
5.1
Identify the main idea.
List evidence that supports that idea (supporting details).
50
Materials/References
A class of bilingual female eleven year olds. All Ss are UAE natives. There is
some variation in level and some Ss are very quiet and others tend to
dominate. Ss. Levels vary between average and low.


Mins
Establish and adjust purpose for reading, understand, interpret,
enjoy, solve problems, predict outcomes, answer a specific
question, form an opinion, skim for facts, discover models for own
writing.
Reflect on what has been learned after reading and formulates
ideas, opinions, and personal responses to texts.
Use reading skills and strategies to understand a variety of
informational texts, textbooks, including letters and diaries; print
media, news stories, and magazines.
Know the defining characteristics of a variety of informational
texts (textbooks, biographical sketches, letters, diaries,
magazines, news stories)
Use new information to adjust and extend personal knowledge
base.
Anticipated Solutions
1- Teacher will read the text for the Ss. to complete the first task. For
other tasks Ss. will be required to read the text independently.
2- The teacher will clarify the meanings of these expressions prior to
reading the text.
3- Teacher will provide the Ss. with a Picture dictionary.
4- Teacher will set the task for the Ss. to list the main details first, so
inferring the main idea would be easier.
1
LANGUAGE ANALYSIS FORM
What is the language you are teaching…and what are the examples of this language?
Target Language: new vocabulary
Example: lease, perennial, reclaim, scarred.
What context will you use to convey it?
Explanation and definition.
What does it mean?
Lease: rent, pay money to use the land or house.
Perennial: a plant that survives and grows again year after year.
Reclaim: to take back.
How will you concept check it?
lease:
 Do you own the land or house? No
 Are you able to use the land or house? Yes
 Do you have to pay money to use the land or house? Yes
Perennial:
 Do you need new seeds to grow these plants? No
 Can we say that an apple tree is perennial? Yes
Reclaim:
 If you reclaim something, was it yours to start with? Yes
 Was it easy to take it back? Probably not.
What is its form/grammatical properties?
Lease: verb.
Perennial: Adjective.
Reclaim: verb.
What are its phonological/pronunciation properties?
Lease: /lís /
Perennial: /pərɛ́niəl /
Reclaim: /riklém /
2
Whiteboard Plan
3
Time
5m.
Stage and Stage Aim
Lead in (to engage the
students and generate
interest in the topic
Interaction
T – SSS
Procedure


Watch a video about gardening and answer a question about it.
Establish that today we are going to find the main idea of a text and the supporting details.
Set Task: with your group write a list of the instructions the lady in the movie is giving you.
ICQ:



Are you working alone or in a group? In a group
Are you writing a dialogue or instructions? Instructions
How many lists is your group writing? One
T
SSS
Teacher plays the movie.
Students list the instructions.
5m.
Feedback (for students
to find out the results
and have closure to the
task)
T – SSS
The teacher approves the correct list, and writes it on the board.
The teacher elicits that this list is the details of the video and prompt Ss. to infer the main idea.
7m.
Clarifying: (for students
to know what is a main
idea and how to detect
it.)
T - SSS
Teacher will clarify that a main idea is the central, most important point in a text.
A main idea of a text can be:
-stated directly
-or you have to think about the details in the text and guess the main point.
To find the main idea you should:
- Look at the title.
- Look at the sentence at the beginning or at the end of the text.
- It can be a sentence in the middle of the text.
- Look at the most important details.
SSS – T
Remembering +
understanding
T-SSS
SSS – T
CCQ:
 What is a main idea?
 Where can I find the main idea of a text?
 If the main idea is not stated clearly, what should I do?
Set Task: Read the Title of the text and predict what the text is about. Notice that the word “Olio” means a
collection.
ICQ:


Are you reading the whole text or only the title? Only the title
Why are we reading the title? To guess what is the text is about.
4
Time
5m.
Stage and Stage Aim
Interaction
Procedure
Feedback (for students
to find out the results
and have closure to the
task)
T - SSS
Teacher approves the correct answer, and points out that we were guessing and we can only make sure after we read
the text.
Clarifying: (for students
to know what is an
informational text and
its features)
T-SSS
Teacher will clarify that an informational text helps the reader gain more information and facts about a certain topic
or event.
Understand more about the world around us.
Gain more vocabulary.
Examples of informational text are:
Articles in a newspaper or magazine.
Textbooks. Manuals
6m
Remembering +
understanding
SSS – T
Pre-Teaching:(To clarify
lexis essential for
understanding the text)
T – SSS
CCQ:


Why do we read informational text?
Mention some examples of informational texts.
a) Lease
Elicit:
Definition: to pay money to the owner of a land or a
house to allow us to use this land or house.
Model:
Say the item clearly.
CCQ:
 Do you own the land or house? No
 Are you able to use the land or house? Yes
 Do you have to pay money to use the land or
house? Yes
Drill:
Say the item clearly. Get students to repeat
(chorally – individually)
Written Form:
Write the item on the board, and elicit the
part of speech.
b) Perennial
Elicit:
Definition: when a plant survives and grows again year
after year.
Model:
Say the item clearly.
CCQ:
 Do you need new seeds to grow these plants? No
 Can we say that an apple tree is perennial? Yes
Drill:
Say the item clearly. Get students to repeat
(chorally – individually)
Written Form:
Write the item on the board, and elicit the
part of speech.
5
Time
Stage and Stage Aim
Interaction
Procedure
c) Reclaim
Elicit:
Definition: to get back something that was yours and someone else took it.
Model:
Say the item clearly.
CCQ:
 If you reclaim something, was it yours to start with? Yes
 Was it easy to take it back? Probably not.
Drill:
Say the item clearly. Get students to repeat (chorally – individually)
Written Form:
Write the item on the board, and elicit the part of speech.
Remembering +
understanding
17m
Clarifying: (for students
to detect the important
details and use them to
identify the main idea)
T-SSS
Set Task:
 Read the questions card.
 Listen to the teacher read the text while you read it silently.
 Then answer the questions individually.
ICQ:


SSS - SSS
Feedback (to validate
our first guessing and
analyze the main idea)
Remembering +
understanding
SSS – T
Are you working alone or in a group? alone
What will you do while listening to the text? Read silently and answer the questions
Then Ss. will be directed to share their findings with their group.
Ss. share the answers of the following questions, while the teacher list the answers on the board.







What types of plants do the gardeners grow?
Where do they grow these plants?
What were these plots used for?
Who leases the plots to the gardeners?
How much money do the gardeners pay each year to use the gardens?
How does that help the community?
What type of informational text is this text?
Synthesize +Evaluate
Ss. validate the main idea, and get to find out if their original prediction was right or wrong.
Applying
T. asks if the Ss. know about project similar to Operation Green Thumb in UAE that helps the community grow.
Remind Ss. to refer to the Website to read the whole text.
6
Time
5m.
Stage and Stage Aim
Evaluation:(measure the
level of Ss
comprehension)
Feedback (for students
to find out the results
and have closure to the
task)
Procedure
Interaction
T-SSS
Set Task: read the questions in page 189 and circle the correct answer. Work alone.
ICQ:


SSS – T
Are you working alone or in a group? alone
Are you going to fill in the blanks or circle the correct answers? Circle.
Ss. will be asked to switch their books, and use a green pen to correct for each others.
Ss. will share the answers with the class.
T. will approve the correct answers, and explains why.
7
Time
Stage and Stage Aim
Interaction
Procedure
Tutor Comment
Time
Stage and Stage Aim
Interaction
Procedure
Tutor Comment
8
Time
Stage and Stage Aim
Interaction
Procedure
Tutor Comment
9
Time
Stage and Stage Aim
Interaction
Procedure
Tutor Comment
10
11