Planificacion Clase 9 Año

Title: Brett’s confusion

Aims: development of reading strategies for understanding texts and instructions through the analysis of text and paratext elements and identification of main ideas.

Concepts
*Simple past to talk about actions that happen in the past.
*General features of a tale

Procedures:
*Concept building
*Constructing new schemata
*Reshaping schemata throughassociation between previous and new knowledge
*working with peers to solve a problem

Attitudes:
* To stimulate reading
* To develop critical thinking about diary issues

































Phase of familiarization

Aims:

*To make students analyse paratextual elements
*To make studentswork on reading comprehension through the completion of activities requiring their finding info from the text.
*To make the students relate the theme with real life

Introduction:

 Work on students knowledge about genre (schemata knowledge about the world)
The T writes the word U.F.O on the board and asks the students

o Do you know what this word means?
-Si es la marca de unpantalón
-No es lo mismo que un ovni, yo lo vi en una película
o Very good! Do you believe in Ufos.
-No para mi es todo mentira
-Yo si
o Have you ever seen one?
-No
-yo tampoco pero mi vecina dice que una vez en el fondo de su casa vio una luz y para ella era un ovni


The teacher writes on the board the answers given by the students about the different topics thatcan be dealt in a comic strip.
Pre-reading:

The teacher proposes to play a vocabulary game in order to help them with the specific vocabulary on the text
The T divides the class in five groups. She has 5 envelopes with a word and four definitions; one of them is the right one. She asks one child of one the groups to choose one. The student writes the word on the board and the fourdefinitions, and the other 4 groups should choose, according to them, which is the right one. (The right definition will be ticked in the card the student chooses). Every group will do the same. The groups that make the right choice will get a point and when the game ends, the group that has more points will win.

Example: * DEVOUR
1-Name of aperson
2-To eat something hungrily X
3-Name of a plant
4-To knock somebody


 Students make hypotheses about the story considering paratextual elements and their previous knowledge.
The teacher tells the students to read the title of the story and they have to guess what thetext is about. T writes down their hypotheses on the board


While reading

 Checking of hypotheses made before.

The teacher gives the students some minutes to read the tale silently. Once they have finished they discuss in groups if their hypotheses were correct or not. Then the T reviews hypotheses written on the board and asks them which are right. They have to provide the part of thecomic strip that accounts for their choices.

 Checking of understanding of the main topic.


Once students have checked the hypotheses they are asked to state the text’s theme. They have to account for their answers.
On the blackboard:

 Brett had an encounter with aliens
 Brett had a confusion
 The aliens went to school
 Brett went to school

 Checking of understanding ofspecific information.

1- In order to check understanding of the test the T asks the students to tick the sentences which are related to the text.

 Brett was happy
 The student’s were at school
 The students were not at school because they were asleep
 The students were not at school because it was Saturday
 A space aliens didn’t land in Brett’s school
 The aliens...