How to teach a novel

How to teach a:

novel / Play lesson

How to Plan a Novel Study QUICKLY - It's Lit Teaching

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Mr. / Girgis

Go to my:

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https://girgishanna.blogspot.com/

Click here to go to : Abouna Fanous Site.

موقع عمى أبونا فانوس الأنبا بولا

E-mail : girgishanna027@gmail.com

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"So do not fear, for I am with you; do not be dismayed, for I am your God. I will strengthen you and help you; I will uphold you with my righteous right hand." Isaiah 41:10

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Humor:

Girl Laughing Hysterically Stock Photo ...

Teacher: You aren’t paying

attention to me. Are you having

trouble hearing?

Pupil: No, teacher I’m having

trouble listening!

Use the language selector above to

go through my whole site using

any native language you speak,

then you can enjoy my YouTube

channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح

موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

Next,use the other world site selector

above to go to the search engine site

or the social media site you like.

I register a video presentation in my

YouTube channel for each page of

my site.

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام

التعليم الجديد والتصحيح الكترونيا

King Lear (TV Movie 2018) - IMDb

A Model

Lesson Plan for:

(A novel / Play)

-----------------------------

Year...........semester.............

Day............Date.....................

Novel / Play.........Chapter....

Act. ..........Title........................

SB page....WB page...............

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1-Overviewing:

Today's lesson is a lovely lesson.

It talks about .........................................

Let's enjoy it.

2. Learning Objectives

Implementing critical thinking skills

By the end of the lesson, learners will become able to :

1-Read for pleasure, guessing and skimming.

2-Read for scanning, analysis and synthesis.

3-Do exercises and solve problems and do projects.

4-Act the scenes as practical learning.

5-Learning about American culture through our story

and comparing it with Egyptian culture.

Identify the chapter’s main events and setting.

Explain the motives and feelings of a main character,

using evidence from the text.

Infer the meaning of unfamiliar words from context.

Summarize the chapter and express a supported

opinion about it.

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3-Strategy used:

1-Active learning

It includes individual, pair and group work, playing

and changing roles.

2-Practice:

Acting the scene, solving problem, making a decision,

self-expression, playing roles, dialoguing and doing

projects

3-Critical Thinking skills :

Applicability, analysis, synthesis, imagination,

creation, innovation, doing projects , solving

problems and evaluation are implemented.

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4- Resources used:

SB, WB, my site, my blog, my social media like YouTube

channel and Facebook, cassette tape, (AI) ChaGPTt,

Video tape, the library, Google PowerPoint, Google Slides,

real / actual /authentic things and authentic real situations.

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My global education site link:

1-http://www.bchmsg.yolasite.com/

My global education site and blog with a data show

screen can be used as a teaching material, resource,

modern technology in teaching and learning and as a

training workshop, assessment or evaluation:

2-YouTube Videos

My blog link is:

https://mrgirgis.blogspot.com/

My YouTube channel is:

My YouTube Channel:

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5-Material and aids used:

SB, cassette tape, magazine, maps, CDs and the

flip chart, my site, blog, YouTube channel, online

platform, Google PowerPoint, Google Slides, and

social media like Facebook

The set-book, blackboard, drawings, mind mapping, CDs,

video film and illustration.

All the learners enjoy watching that part in a video.

The Fourth group learners evaluate the answers and

performance of each group and correct the errors.

They can photograph the acted scenes with their mobiles

and store them on a CD to be presented on the

computer screen for other learners in other classrooms.

Learners can get personalized learning through asking

and answering questions with (AI), ChatGPT in class.

Using and dialoguing with: ChatGPT, ( AI)

5-Standards: For middle standard.

6-Time: 45 minutes

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A) Warm up : 3 Minutes

I ask students to recall the previous chapter.

I show or read a key line/title from today’s

chapter and ask:

1- What do you think of your story?

2-What would you do if you were......?

3-Why do you think it is a detective story?

4-What do you think will happen next?”

Values: Co-operation-Loyalty-Belonging-

Life-skills: Communication-Playing roles-

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Presentation used:

Activity 1

a) Introduction (5-minutes)

Greet students and introduce the lesson topic.

Engage students with a hook (question, interesting

fact, brief activity).

State the lesson objectives clearly.

Activity 2

B-) Reviewing: 3 Minutes

1-What roles were played by....., ....and.... in the

previous chapter?

2-The teacher assesses the participation of the

learners.

Great Expectations (TV Movie 1999) - IMDb

Activity 3

C-) Viewing:

1- Pre - reading: 3 Minutes

Learners check the chapter title and study the

chapter scene pictures of the text.

Learners imagine and guess what events that

are going to happen in today's chapter.

The teacher assesses the participation of the learners.

Activity 4

2- During reading:

New Vocabulary: 15 minutes

I use pictures, cards, technology, real situations,

acting the scenes and lexical approach to

present new vocabulary.

I point to the vocabulary and its picture on the screen

(Projector or PowerPoint) and act it for you to learn

the meaning and pronounce each to learn to speak.

I divide the new vocabulary according to

their derivatives:

Nouns:

(Sports, football, basketball, Tennis, volleyball,

handball, boxing, swimming, paddling, soccer

football, Squash, Baseball).

Verbs:

( play, run, jump, head, cheer, a score, pass, kick,

throw, center, back, go forward, be fond of, consist

of...............)

Adjectives:

( Popular-Famous- Interesting-Exciting-Happy)

I select 4–6 useful words from the chapter.

Students predict meanings from context, then check

definitions and make brief example sentences.

Activity 5

Guided Practice

A-Extensive reading: 5 Minutes

learners in 3 groups read the 3 parts of the chapter

silently and extensively for skimming. They use their

critical thinking(Analysis) to extract the 3 main ideas.

B- Simple questions: 3 Minutes

The teacher elicits 3 main ideas out of 3 groups'

answers to the 3 questions on the BB.

C- Intensive reading:

Learners in 3 new groups do an intensive reading to

the same 3 parts of the chapter for scanning the

specific details (synthesis) to help them answer the

3 next exercises.

Students read silently or follow while the teacher

reads selected passages aloud. They identify the

setting, characters, and main problem.

D- Comprehension check:

In pairs, students answer questions such as:

“What happened first?”

“What decision did the character make?” and

“Which detail supports your answer?”

Activity 6

3-Post reading: 9 Minutes

Free Practice

1-Answer these questions. The teacher assesses the

participation of the learners.

2-Complete these sentences. The teacher assesses

the evaluation of the learners.

3-Read this quotation and answer the 3 questions below.

Analysis and critical thinking:

Groups discuss one character’s motives or feelings

and the chapter’s central idea. Each group supports

its interpretation with a quotation or detail from the text.

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Story theater:

(Characterization) 6 Minutes

1-In 3 new groups, each group act the scene of the text

part they have read in group audio-visually and physically.

2-Learners do characterization analysis for the characters

to show likes and dislikes.

3-Practical learning, solving problems, Discovery,

innovation and humor are seen.

Story telling (Synthesis):

Role-Playing : (Acting the scenes)

1-A group of 9 learners can present the 8 scenes of

the chapter through looking at 8 cylindrical attached

charts or small flip charts laid on the ground and

learners are all around. Look at the picture above.

2-The fourth group present a summary as a feedback

for the whole part they learnt. They use:

(First,.......,secondly,..........,Next,.......,

Then,.........Later,...............Finally........

Activity 7

D-) Post-viewing:

Free Practice:

Learners go to the library to work in groups and do

projects about the next part of the chapter.

They use their curiosity to explore the

next events by themselves.

1- Group 1 do a report.

2- Group 2 answer the 4 Pre -Viewing questions.

3- Group 3 learners do a wall chart for the next part events.

4-Group 4 will interview the 3 other groups in the form

of a debate.

Feedback: (5 minutes)

Summary:

(I assess synthesis)

Students write a 3–4 sentence summary or

an exit ticket:

one important event, one new word, and one question

about the chapter

What have we learnt today?

What else?

What American cultures did we learn today?

Learn what it takes to be a secondary teacher | Eteach

Assessment:

A-Assessment areas to improve:

Responses to comprehension questions

Participation in pair and group discussion

Use of textual evidence

Exit-ticket summary

(Learners' participation, interaction, share, dialoguing,

applicability, solving problems, analysis, and self

reflection).

Differentiation

Support: Provide a vocabulary list, sentence starters,

or a short chapter outline.

Extension: Ask students to compare a character’s

choice with an earlier decision or predict how

it may affect later events.

B-Assessment Tools:

1-Performance tasks.

2-Discussion and periodic quizzes.

3-Weekly reports and baseline assessment.

4-Check points or grade books.

5-Learners' standards register and portfolio.

6-Formative interviews.

7-Standardized oral tests.

A woman teaching her pupils in a secondary comprehensive school , Wales UK Stock Photo - Alamy

Extension:

1-Learners act the scenes of the novel chapter on

the school stage.

2-Learners do a characterization for the novel

characters they studied about showing their likes

and dislikes in a report for each and giving the reasons.

3-The teacher enables the learners to share in a

practical situation that is similar to that of the lesson

of the text and which is relevant to their environmental

daily life. The learners share and practice and the

teacher observes and encourages.

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Home Assignment :

As a home assignment or homework task, Learners

do a summary, write a report or evaluate the roles

the characters have played .

The homework is important as it is a means of

assessment. It is part of the learner's portfolio.

It is a means of a contact between the teacher, the

parents to know about the learner's progress daily

and regularly.

Write a short paragraph explaining whether

you agree with one character’s decision.

Give at least one reason from the chapter.

Replace “the chapter” with the title and events of the

novel chapter being taught.

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Self-evaluation:

The teacher asks himself if :

1-The learners enjoyed reading for pleasure, skimming,

scanning, analysis, synthesis and did projects and

evaluation or not.

2-He himself had used the suitable method or not.