2019 Epsom Normal Primary School - Reading Plan

Room: 9, 10 Teacher: JS, LS Week: 2 Term: 4

Themes/Ideas: Critical Literacy/ Visual Literacy Focus:

Fables and folktales, honesty Making Connections to prior knowledge and personal experiences
Virtues and values Social Justice Themes
Stereotypes and prejudices Multiple perspectives
Historical and cultural context Text construction, target audience & purpose
Environmental and social issues Use of Language

Monday Tuesday Thursday Friday

Whole Class LI: LI: Read a text via a critical lens LI: Develop multiple perspectives (about LI: Present a creative or critical response
1. Compare and contrast how different honesty)
Creative & narratives are constructed Pre Watching/Reading Questions: Co-construct some SC for different types
Critical 2. Analyse how effective the morals are We will read a text about honesty. Come Pre watching Questions: of responses
Responses: delivered and interpreted up with 2 or 3 questions for the story. Discuss the title of the story
(to be 3. Design a creative or critical response ● Is the message delivered ● Tell students who know the story,
completed effectively? Why or why not? must not give the plot away Discuss these questions:
throughout the Class Prior Knowledge Discussion: Record 5 things you like or find interesting ● What do you think this story is about?
week) ● Honesty is? Definition + synonyms to analyse later. ● What do you think the title means? “What makes Quentin Blake Roald Dahl’s
● Give some examples of honesty. favourite illustrator?”
A: comics: ● Why should you be honest? The Honest Man (text: 997 words) Video narrative: Honesty E-Story (3m01s) ● His interpretation of the stories
Choose a part ● Pros and cons of being honest? Hand out narrative: children read at tables https://www.youtube.com/watch?v=W_3AGz0H ● His drawing skills
you like most, ● Should honesty be rewarded? Why Students glue into books before reading 6x8 ● His illustrations add value to the
and make sure or why not? texts
your work is as During Reading Students think, pair, share, to ask 4~5 ● He includes lots of detail
good as your Pre Watching/Reading Questions: Students highlight language features, in the questions. (5W+H) ● His illustrations can tell story
teacher’s We will watch a video about honesty. What text, and make notes on their without a single word
favourite comic are some questions we could ask before interpretations. Students write answers to During watching ● And more…
books. watching? Come up with 2 or 3 questions for their questions. Students can write the parts they are interested ● Are these illustrations a form of
this story. and might use for their response. ‘creative response’ to the stories?
B: Painting: ● Is the message delivered Post-Reading Discussion
This is one of effectively? Why or why not? ● What message can you take After watching: Students are encouraged to add their own
the favourite ● Record 5 things you like or find from these stories? Discuss these (copy, paste & print questions): touch, or twist, to especially the creative
responses to interesting to analyse later. ● Share and discuss your 1. Why do you think the title is called response.
show your
imagination. interpretations of the plots. ‘Honesty E-Story’? Discuss with students why they choose
Choose a fable, Video narrative: The Empty Pot (5m46s) ● Which one sends a stronger 2. Describe the main character using 3 certain forms of response to use, and what
text, or video, https://www.youtube.com/watch?v=QTu08mv message to you, and why? adjectives or similes. they have done to respond effectively.
identify a scene 0V08 ● Students can then write key 3. Do you agree or disagree what the
let your paint Students take 2~3min to answer the ideas on post-it notes, in groups main character did, and why? Make references, writing and comics
brush dance! questions, and then quickly pair/share. to construct a Venn diagram and 4. Is honesty the best choice? Why or samples available to refer to.
share with the class. why not?
C: Plot or 5. Write 3 things you find interesting Students prepare and practise their
character Students plan critical/creative responses. and explain your reasons. response. (~15min)
critique: You Teacher needs to approve a student’s choice Students continue their choice of 6. Have you ever done anything to trick
may or may not before they continue. response. someone, for a “good” purpose? Present finished responses (20~25min)
agree, or like, What is it?
how honesty is Critical: plot or character critique.
conveyed in a (Students can refer to writing sample of Little Think/Pair/Share, & Write answers
text. Write to Red Riding Hood, and a Prezi presentation
explain and https://prezi.com/m0qqgcqlvtsd/little-red- Continue to finish responses if time allows
justify your riding-hood-analysis/ Some students may
opinion. You create a poster, or wish to use programs such
could select a as Powtoon to respond)
character if you
wish. Creative: 4-frame manga (students can
choose from supplied templates or design
D: Write your their own. They can also refer to the
own honesty manga/comics/satire samples to get ideas)
tale, publish OR painting.
and illustrate.
Student complete a response independently,
Complete 2 or in small groups with teacher’s approval.
responses to a
high standard
by Friday.

Present to the
class.