2 Generation Curriculum & PDP Reading Lesson Plan

Pedagogic Project 1

Sequence 1

Session = Input= Lesson PDP Reading Lesson = title ( learning objectives)

Communicative Competence
(SWBAT)

Initial Problem Solving

Situation

 Function :
 Grammar :
 Vocabulary related to:
 Pronunciation :
 Cultural aspect :
 VAKT = AIDS :

Resources Acquisition  Cross Curricular Competences :

 Intellectual order:
 Methodological:
 Communicative :
Personal and Social
 Values :
 National Identity:
 National Conscience :
 Citizenship :
Openness to the world :

Mr Samir Bounab ( teacher trainer at MONE)

Yellowdaffodil66@gmail.com
 PDP Reading Listening
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Pre Reading During Reading Post Reading t
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 To teach “ The receptive skill Read Lesson“ we need PDP frame Produce
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-  What is PDP Reading lesson? Kinesth
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 P = Pre-Reading etic
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world s  Reading is an activity with a purpose. A person may read in order to gain
information or verify existing knowledge, or in order to critique a writer‘s
Student ideas or writing style
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 A person may also read for enjoyment, or to enhance knowledge of the
language being read.
 The text presents letters, words, sentences, and paragraphs that encode Interpret
meaning.
 The reader uses knowledge, skills, and strategies to determine what that Produce
meaning is
 In the case of reading, this means producing students who can use reading
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strategies to maximize their comprehension of text, identify relevant and non- Board
relevant information, and tolerate less than word-by-word comprehension.
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Curriculum Mars 2015 Visual
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How to teach PDP Reading ?
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They are nearly the same; there is a slight difference but all serve one Tactile
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 Ice breaker : Icebreakers are discussion questions or activities used to help Interp
Sessio - Student participants relax and ease into a group meeting or learning situation. The icebreakers ret
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to the used to generate interest in a topic and activate the student’s prior knowledge. Produ
world  Lead in: Lead-ins (topic) will encourage the sharing of information and resource. ce
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 Warmer: Warmers are usually fun activities that focus on fluency practice. Ideally,
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session nts relationship to the REST of the lesson, a lead-in is a quick preview of the material that Visual
will be covered in class. both lean in and warmer have their strengths. A fun, breezy
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warmer can add a bit of variety to a lesson, and might appeal to students who like a
change of pace. On the other hand, a lead-in is a better choice for a more cohesive Kinesth
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Student Pre-Reading
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Recent research brought to light a new lesson format that gave
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due importance to pre-reading activities. It was found that what is done
before reading, is very beneficial for understanding the text. This
preparation work is what helps students get connect the new White
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information to what they already know.
This new format suggests that 50-60% of the lesson should be
Time spent on pre- reading activities Visual
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Sample pre-reading activities
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d A pre-reading strategy where students skim through the assigned reading and ret
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Knowledge Rating:
Citizens A pre-reading strategy where students rate their understanding of certain terms
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KWHL Chart: Tactile
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Similar to the KWL Chart with an added column labeled ―How I will find
out…‖ Have students write everything they know about the topic they are Intera
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studying under the K column, everything they want to know under the W
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questions under the H column. Leave the third column (the L column) blank to Interp
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After by folding their paper as if they were sending a letter. Have students write everything
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they know about the topic they are reading (under the K column) and everything they
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session want to know (under the W column). Leave the third column (the L column) blank to
Student come back to after they read for what they learned. Use this sample KWL Chart. Intera
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- Create a list of key terms and phrases from a reading. Provide students with a list of
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SQ3R: Reading strategy where students Survey, Question, Read, Recite, Review.
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 Survey—Have students preview the title, pictures, graphs, or captions, then
After Student read the first and last paragraph of the article. Make a list below of the main
points or objectives you find. Interpret
Student  Question—Have students write questions based on their survey of the text.
 Read—Have students read and answer the questions their wrote down as they Produce
session
Student a read.
s  Recite—Have students look over their questions and be able to recite the White
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answers without looking them up.
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- Wordsplash: Visual
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the wordsplash. Have students make predictions about what they will be reading based Tactile
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More Pre-Reading Activities:
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 Using the title, subtitles, and divisions within the text to predict
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 Looking at pictures, maps, diagrams, or graphs and their captions Board
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 Talking about the author‘s background, writing style, and usual topics
Student  Skimming to find the theme or main idea and eliciting related prior
Visual
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knowledge
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words showing how they are related)
 Doing guided practice with guessing meaning from context or Interpret
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Must  Asking the learners to anticipate from a picture or the title
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the new one . Board
 Ask pointed questions to whet the pupils' appetite and raise their
motivation
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 Brainstorming the theme Audio
 Playing music to set the tone Kinesth
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 Doing an enactment around the theme Interact
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 Asking a thought-provoking question
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 Showing a short YouTube clip or a scene from a movie
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Student During Reading Stage
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"During" reading activities help students make connections,
Sessio monitor their understanding, generate questions, and stay focused
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Student While-reading activities:
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 Matching pair activities
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(Teachers should integrate the different tasks planned in the guide
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according to the BEM guide typology)
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Post-reading activities help students understand texts further,
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Post-reading activities Board
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1. The role of the teacher here is that of evaluator .He checks that the Interpret
objectives set , that is the activities set in the reading phase have been done to
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Student 2. This is also an opportunity to diagnose more common mistakes and offer
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to the remedial works to the hole class for mistakes made by all .There may also be
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5. They can retell the passage from a different character's point of view .
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8. Outlining : Writing outlines is also a good way to organize and remember Interpret
concepts. The emphasis here should be on how students see the relationships
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Sessio Identity 9. Ask students to choose 10-15 words from the text. You can provide
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words. This text could be a story, poem, news report, summary, etc.
Citizens Teache 10. Ask students to say which part of the text is the most
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session - Student 11. Graphic organizer : What does a graphic organizer look like?
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to the Student Kinesth
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Citizens a) can help convey large chunks of information concisely;
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- classifying, sequencing, identifying cause and effect, decision making, etc;

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a topic, summarize texts, etc – as well as other learning activities, such as White
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d) are easy to use with all levels and ages;
e) are non-linear and thus allow for multiple connections between ideas
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A person who reads aloud and comprehends the meaning of the text is
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pronunciation ability in highly complex ways. Students whose language
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 There are three (3) ways to use reading aloud productively in the Board
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1. Read aloud to your students as they follow along silently. You have
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the ability to use inflection and tone to help them hear what the text
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is saying. Following along as you read will help students move from
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they do in their first language.
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to the then looks up (away from the text) and tells you what the phrase or
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session 3. However, reading aloud can help a teacher assess whether a student
Time is ―seeing‖ word endings and other grammatical features when reading
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By Mr.Samir Bounab
Yellowdaffodil66@gmail.com