| Background The teachers of Pui Shing Catholic Secondary School would like to better facilitate their students’ learning through the SS Short Stories Elective module by:
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helping them to see the relevance of the module to their learning to increase their learning motivation, and |
| 2. |
bridging the existing gaps they have in their vocabulary and extensive reading skills at the beginning of the elective module. |
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Implementation
The following shows the lesson plans and materials of the first part of the module only. For more information about this school-based Short Stories Elective module, please refer to “Enhancing students’ language skills through the SS Short Stories Elective module” in the School-based Practice Section of this website. |
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Lessons |
Target knowledge, skills & attitudes |
Activities |
Teaching resources |
Module introduction and goal setting |
1
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| Values & Attitude: |
| 1. |
Understanding the aims, design and content of the SS Short Stories Elective module
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| 2. |
Understanding how this school-based program will also help them acquire essential skills in SBA and the HKDSE papers in reading and writing
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| 3. |
Understanding the expected behaviours that facilitate effective learning through the module
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| 1. |
Teacher (T) goes through the details of the module and expectations of students (Ss) with the help of a PPT .
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| 2. |
Group Discussion |
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Ss discuss and complete a list of behaviours they think can help facilitate effective learning. T can use the PPT to show the list of the “expected behaviour” to prepare for the pledge on Worksheet 1.4.2.
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| 3. |
Drawing learners’ contract |
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T explains purpose of the pledge.
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| 4. |
Assignment (5’): Goal Setting |
- WS1
 : Ss complete Part 1.4.2.
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Reading habit and general features of different story types |
| 2 - 3
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| Short stories & SBA: |
| 1. |
identifying genres of short stories/fiction
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| 2. |
sharing their experiences & preferences in reading
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| Vocabulary: |
| 3. |
Different story types
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| 4. |
Adjectives & phrases describing stories
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| Attitude |
| 5. |
developing a reading habit |
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| 1. |
Lead in |
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T tells Ss about a book or story he/she is currently reading.
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| 2. |
Group discussion |
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T asks Ss to share their preferences in fiction with the class in groups.
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| 3. |
Elicitation |
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a. |
T elicits vocabulary & Ss’ knowledge related to story types with PPT. |
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b. |
Ss learn the meaning and pronunciation of target words.
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| 4. |
Presentation |
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a. |
T asks Ss to have a presentation in groups on their favourite types of story using the framework provided in WS2 Part 2.3.2 & explains self-evaluation form in WS2 Part 2.3.3. |
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b. |
Ss evaluate their own performance.
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| 5. |
Assignments: |
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a. |
WS2 Part 2.4: Ss look for movies & fiction as examples of different genres covered in class. |
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b. |
Make entries in Vocabulary File |
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| 1. |
A fiction T is reading
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| 2. |
PPT: Different story types
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| 3. |
WS2: Story types
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| 4. |
Vocabulary list & mp3 online: |
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a. |
story types |
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b. |
adjectives & phrases describing stories
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| 5. |
List of WS2 vocabulary for dictation |
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Choosing the right short story/fiction |
| 4 - 5 |
| Reading: |
| 1. |
locating information from different parts of books (book concept)
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| 2. |
skimming and scanning for main ideas of a book
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| SBA/Speaking: |
| 3. |
choosing appropriate fiction/short story for independent reading
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| 4. |
Group Discussion: |
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a. |
expressing preferences & responding |
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b. |
providing supporting reasons for an opinion
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| 5. |
Presentation: |
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a. |
introducing a fiction to peers with |
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�@ |
i. |
eye-contact |
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�@ |
ii. |
a loud voice |
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�@ |
iii. |
good organization |
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b |
making use of appropriate discourse markers to structure a list of ideas (e.g. to begin with/first/also, etc.)
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| Vocabulary |
| 6. |
information about books (e.g. author, illustrator, etc.)
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Attitude |
| 7. |
developing a reading habit
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| 1. |
Book concept: Ss learn about the different parts of and information about books.
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| 2. |
Making book choices |
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T discusses how Ss can choose the right book for themselves (WS3 Part 3.2).
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| 3. |
Book pass |
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a. |
T conducts a book talk for each book to hook Ss’ interest in reading them. |
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b. |
Each group has a set of 5 books of different titles. |
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c. |
T says “When I say “go”, start at Page 1, Chapter 1 & read as much as you can until I call “stop” in 2 minutes. You’ll have 1 minute to fill out the review sheet in WS3 Part 3.3.1, so you’ll remember which book you like and why. Then, pass your book to the left and repeat the process. Read, write and pass until you have read all 5 books.”
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| 4. |
Discussion |
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a. |
T introduces useful phrases for expressing & responding to preferences (WS3 Part 3.3.2). |
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b |
Ss discuss & decide the book that interests their group most.
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| 5. |
Presentation |
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a. |
T introduces & explains: |
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i. |
expectations of task |
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ii. |
cohesive devices for organising ideas |
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b. |
Group work: Presentation 1 |
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i. |
Ss prepare & present in groups. |
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ii. |
Ss self-evaluate performance (WS3 Part 3.3.4).
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| 6. |
Presentation 2 |
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T asks several Ss to introduce their group’s favourite books to class & gives feedback on their performance.
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| 7. |
Assignment |
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Ss choose an appropriate fiction from the Library |
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i. |
(Journal) make entries about the fiction chosen |
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ii. |
(IP) prepare a presentation about why the book interests them |
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| (Note: Ss do not need to read the book. They can refer to WS3 |
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a. |
Part 3.3.3 |
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b. |
Self-evaluation form on pg. 5 |
| when preparing for their presentation in the next lesson. Part 3.3.4 is for Ss’ presentation in their group next lesson.) |
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| 1. |
10 sets of 5 books of appropriate reading level for Book Pass
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| 2. |
WS3: Choosing a book
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| 3. |
Vocabulary list & mp3 online: |
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i. |
Different parts & information in a book
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| 4. |
List of WS3 vocabulary for dictation |
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Acknowledgements
Ms. Yeung Pui Wah, Sabrina
Ms. Wu Lim Yan |
| Pui Shing Catholic Secondary School |
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