Lesson Plan - The Beaconhouse Times

Prince Cinders Comprehension
By the end of the
lesson students
should be able to:
I would start by asking children what type of books they like to
hear and read; I will take a few responses randomly.
I will then share the objectives of the lesson with WALT and WILF
I would tell the name of book, author and illustrator. I will ask
children to look at the cover page and predict what the story is
describe the
about, and would take 2-3 responses.
events and
Shared Reading:
characters in the
I will read the book ‘Prince Cinders’ (with intonation and suitable
story ‘Prince
body gestures) to the children. As I read, children will just listen.
(I will try to have an enlarge copy of the book)
After the first reading, I will ask the children the names of all the
characters in the story.
identify the
In the second reading, I would divide the class into pairs and give
one book to each pair.
between the main I will then read the book again and as I read the children will just
follow the text in the book.
setting and
After the second reading I will ask questions related to the story
events of the two and characters:
stories ‘Prince
What was Prince Cinder like?
Cinders’ and
How many brothers did he have?
What were his brothers like? Can someone describe them?
What did Prince Cinder always wish for?
How did his brothers treat him?
How did the dirty Fairy’s spell change Price Cinders?
Why did Princess Lovelypenny want to merry Prince Cinders?
Who is your favourite character in the story and why?
Have you read or heard of a story similar to Prince Cinders?
I would introduce the vocabulary from the reader:
Prepared by: Saima Riaz EY CC SG -I
2 min
Children will be assessed
on their ability to:
1 min
14 min
7 min
1 and 2 as
8 min
Talk about the
characters and event in
the story Prince Cinders
and answer questions
about the story on the
Prince Cinders Comprehension
Scruffy, spotty, hairy, three, brothers, marry, wished, dirty, and
Follow up task in ability groups
Children would write answer the questions related to the story:
Group A would answer questions in complete sentences.
Group B would write one word answers.
Group C would write answers using the word bank.
Wrap up
Take feedback on the differences. I will ask children if they can
think of other stories that are similar.
Prepared by: Saima Riaz EY CC SG -I