SHS3 English Language · Semester 1, Week 11
Reading Comprehension
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Reading (Strand 2)
- Sub-strand
- Reading Comprehension (2.1)
- Content standard
- 3.2.1.CS.1 - Demonstrate understanding of different types of reading strategies and use them to interact with a variety of level appropriate texts. 3.2.1.LO.1 Employ knowledge of text comprehension strategies and levels of text comprehension to analyse and interpret different kinds of texts 3.2.1.LO.2 Exhibit increasing confidence and interest in independent reading and text analysis.
- Indicator
- 3.2.1.LI.2 - Extensively read and analyse a variety of texts.
- Suggested placement
-
Semester 1, Week 11
(Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
- Curriculum reference
- NaCCA curriculum document, p. 180
Exemplars (from the NaCCA curriculum)
Group Work/Collaborative Learning: Learners use Collaborative Annotation to analyse and appreciate a variety of texts. - In mixed ability/mixed gender groups of 3-5 members, learners listen to the teacher read a text aloud and lead them to critically annotate (write their thoughts about the text on a copy of the text) the text. - The text should be simple yet highly interesting and devoid of gender and inclusive bias statements. - Learners sit around the text reading it silently and analysing it collaboratively by writing their comments about the texts in the margin. (e.g., The main character in this text is....) - Learners can interact with one another only via writing. - Have each group member write his/her name in a different colour and write comments in the margin of the text using the same colour. - Go round with your own coloured pen and make comments for groups to respond to. Ask learners questions (on paper) about their thoughts related to an issue in the text (e.g., Why do you think the rich king wants to take the small country?) - At the end of the activity, groups share their responses (annotations) with the class orally while rest listen and make inputs. - Learners should be encouraged to appreciate the different competences of individual groups. - Females and males should be assigned group leadership to enable learners challenge traditional gender roles. - Learners critique one another's work to enable them develop problem solving competence. Teaching and Learning Resources: - Copies of a variety of texts for collaborative annotation activities - A variety of coloured markers or pens - A variety of texts including drama and poems Assessment (3.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning. the