| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | reading |
| What length (min) | 30 |
| What age group | Year or Grade 2 |
| Class size | 10 |
| What curriculum | sfa |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 15 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Reading
Year/Grade 2
English
10 students
This lesson plan corresponds to the SFA (Systematic, Explicit Phonics Instruction) framework.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Reading | 5 | Briefly introduce the reading material. Discuss key vocabulary and preview the content. |
| 2 | Reading Activity | 10 | Students read the selected material individually. Encourage them to underline new words. |
| 3 | Group Discussion | 5 | In small groups, students discuss the main ideas and share thoughts about the reading. |
| 4 | Physical Activity Break | 5 | Engage students in a quick physical activity (e.g., stretching or a short game) to refresh them. |
| 5 | Printable Card Activity | 4 | Distribute printable cards. Students complete the cards by filling in key details from the reading. |
| 6 | Card Collection | 1 | Collect the cards for review without asking for presentations, ensuring quiet collection time. |
| 7 | Wrap-Up and Homework Review | 5 | Summarize the key points from the lesson. Explain the homework assignment related to the reading. |
Assign students to read another short story at home and write a few sentences about what they learned. Review the homework in the next class without requiring individual presentations.
"Good morning, everyone! Today, we are going to focus on improving our reading skills. We have a short story that we’ll read together. Before we dive into it, let’s talk about some key vocabulary words that will help us understand the story better. Can anyone tell me what they think the word 'adventure' means? Great! Adventure is when we go on a journey to discover something new or exciting! Now, let's preview what the story is about. It’s all about a boy who goes on an amazing adventure. Are you ready to find out what happens? Let’s get started!"
"Now it's time for you to read the story on your own. As you're reading, I want you to underline any new words that you come across. This will help us in our discussion later. Remember, if you get stuck on a word, try to figure out its meaning using the context clues in the sentence. You have 10 minutes for this activity. Ready, set, go!"
"Time’s up! Now, let’s break into small groups. I want you to discuss the main ideas of the story with your friends. Talk about what you liked, what surprised you, and any questions you might have. I’ll give you 5 minutes for your discussion. Remember, everyone should have a chance to share their thoughts. Let’s begin!"
"Let’s take a quick break! Stand up and stretch your arms high to the sky! Now, let’s play a quick game of 'Simon Says.' Simon says to hop on one foot! Great job! Now let’s switch and hop on the other foot! You all did wonderfully! Are you feeling energized? Let’s sit back down and continue with our lesson!"
"Next, I have some printable cards for you. Each card has a few key details from the story we read. Your task is to fill in the blanks with the information you remember. Make sure you look back at your underlined words to help you. You have 4 minutes to complete this. Go ahead!"
"Okay, it’s time to collect those cards. Please return them to me quietly. Remember, there’s no need to present them right now; we’ll review them together later. Thank you for being so respectful and quiet during this collection!"
"Fantastic work today, everyone! Let’s quickly summarize what we learned. We discussed our key vocabulary, read a wonderful story, and had engaging conversations about it. For homework, I want you to read another short story at home. After you read it, write a few sentences about what you learned from it. We will review your homework in our next class, but you won’t need to present it. Have a great day, and I can’t wait to hear about your stories next time!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students ready to learn} | - Introduction to Reading Skills - Focus: Improving reading skills - Overview: Key vocabulary and story preview |
| 2 | {Image: A boy reading a book} | - Reading Activity: Read independently - Underline new words - Use context clues to infer meanings - Time: 10 minutes |
| 3 | {Image: A small group of students discussing} | - Group Discussion: Share thoughts in small groups - Main ideas, likes, surprises, questions - Time: 5 minutes |
| 4 | {Image: Students stretching or playing a game} | - Physical Activity Break - Stretch and play 'Simon Says' - Energize before continuing the lesson |
| 5 | {Image: Printable cards with blank spaces} | - Printable Card Activity - Fill in the blanks with information from the story - Refer to underlined words - Time: 4 minutes |
| 6 | {Image: Students collecting cards quietly} | - Card Collection - Return cards quietly - No presentations yet - Respectful collection process |
| 7 | {Image: A teacher summarizing in front of the class} | - Wrap-Up and Homework Review - Summary of the day: vocabulary, story, discussions - Homework: Read another story and write a summary - Next class: Review homework |
| 8 | {Image: A book with highlighted text} | - Importance of vocabulary in understanding stories - Vocabulary helps in making sense of new words |
| 9 | {Image: A clock showing 10 minutes} | - Reading time management - Importance of independent reading - Focus on comprehension through context |
| 10 | {Image: Students engaging in thoughtful dialogue} | - Encourage participation in group discussions - Value of sharing diverse perspectives - Building communication skills |
| 11 | {Image: A stretching pose or exercise} | - Benefits of physical activity in learning - Helps in maintaining focus and energy levels |
| 12 | {Image: Students concentrating on their cards} | - Strategies for recalling story details - Use of notes and highlighting to aid memory |
| 13 | {Image: A respectful student behavior} | - Importance of respectful behavior during collection - Creating a positive classroom environment |
| 14 | {Image: Students writing their homework} | - Encouragement for homework completion - Applying reading skills to new stories - Importance of reflection in learning |
| 15 | {Image: A happy classroom at the end of the lesson} | - Closing remarks - Looking forward to sharing stories - Building excitement for future lessons |
| Question | Answer |
|---|---|
| What does the term 'adventure' refer to in the context of our lesson? | |
| Can you name one technique to understand new words while reading? | |
| What were some main ideas discussed in your small group? | |
| How did the physical activity break help you feel during the lesson? | |
| What details did you remember to fill in on the printable cards? | |
| How should we behave when returning the cards to the teacher? | |
| What is one thing you learned from the story we read today? | |
| How will you approach your homework reading for next class? |
What do you think the main character learned from his adventure, and how do you think it could relate to our own lives?
Can you share a time when you went on an adventure or tried something new? How did it feel?
If you were to give a title to the story we read today, what would it be and why?
What do you think would happen next if the story continued beyond the ending? Create a short continuation.
Choose one of the vocabulary words we discussed today. Can you make up a sentence using that word in a different context?
Sure! Here’s a list of simple physical exercises in a poetic format, suitable for a classroom setting:
Stand up tall and reach for the sky,
Stretch your arms and let out a sigh.
Bend to the left, then bend to the right,
Feel your body warming up just right.
Now let’s hop, just like a bunny,
On one foot first, isn’t this funny?
Switch to the other, let’s keep the groove,
Bouncing and laughing, we’re in the move!
March in place, lift those knees high,
Can you touch your toes? Give it a try!
Jumping jacks next, let’s count to ten,
One, two, three, let’s do it again!
Spin around gently, feel the breeze,
Wiggle your fingers, just do as you please.
Take a deep breath, let it all out,
You’re ready to learn, there’s no doubt! Feel free to use these exercises to encourage movement during your lesson!