LO: Introduce the topic and get familiar with each other TG

TG
1. Greet Ss and ask Ss to get to know each other.
2. Have an open discussion about the given question.
3. Introduce the title and the topic of this lesson.

What animal has long

legs?

1:00
1/25
 LO: Get to know the learning goals of this lesson. TG
Learning Goals
Go through the learning goals with Ss. If time is allowed, tell Ss that
they’re going to learn an important reading strategy in this lesson.

1. Identify and pronounce the consonant digraph kn;

decode the words beginning with kn.
2. Practice the key words and phrase stilts, juggle, ring,
bend down, shake, and lift, and use them in sentences.
3. Learn about the reading skill and strategy: Identify a
story's point of view.
4. Talk about the story Long Legs, and discuss how we
can ask for help in our daily life.
00:30
2/25
 LO: Present their homework. TG
Presentation
1. Show the writing task from last lesson to Ss.
2. Ask Ss to present their own homework one by one.

Presentation 3. Give feedback.

Tips: If Ss don’t complete their homework, just skip the slide but
remind Ss to do their homework next time.

Please Present Your Writing

Writing Task:

Write about what happened at Anneena’s home

and at the park in the story.

Share what you’ve written

with your partner.

2:00 3/25
 LO: Identify and pronounce the consonant digraph sound kn in simple
words.
TG
Phonics
1. Click and show Ss the phonic words; ask Ss to read the phonic words. If
Ss cannot read them accurately, correct them.
2. After presenting three phonic words, ask Ss to explain what sound the

Listen & Say consonant digraph kn makes. Make sure Ss understand the

kn
correspondence between the consonant digraph kn and the sound of
consonant digraph kn.
3. Click and present all the phonic words, and ask Ss to take turns reading
What sound these words aloud.
knock
Let’s read
does kn
these words.
make? knit
knit knock
knight

knight knife
know
knee know
knife
knee

2:00
4/25
 TG
LO: Accurately decode the words in the text that begin with kn; read the
text fluently.
1. Read the chant to Ss with rhythm.
Phonics
2. Guide Ss to read the chant aloud together. Have Ss read the chant in

Read on Your Own turns.

3. Give feedback.

The woman was knitting when there

was a knock at the door.
It was a knight with a knife.
His knees were shaking.
The woman didn't know him.

1:00
5/25
 LO: Identify the basic information about the book; talk about what they TG
Lead-in
can learn from the book cover; motivate Ss’ interests in reading.
Have Ss discuss the given questions.

Book Cover

Before Reading

1. Who do you think Kipper is

standing next to? How do you
know?

2. Can humans have such long legs?

If so, how?

Written by Roderick Hunt

Illustrated by Alex Brychta
2:00 6/25
 LO: Use details from the picture to make predictions.
TG
Lead-in
1. Ask Ss to recall how to make predictions.

Make Predictions
2. Have Ss to make predictions using the provided questions.

Use details in the picture.

1. What happened to Dad’s hat?

2. What will Biff and Kipper do to get the hat?
2:00 7/25
 LO: Understand the key word stilts; understand the text; apply the TG
Long Legs
reading strategies and skills for reading comprehension.
1. Read the text to Ss.
2. Elicit the word stilts from Ss; click the word in the text; explain it.
3. Have Ss talk about the Comprehension questions; encourage them to

Read Pages 1-3

support their answers with the clues from the text.
stilts (n.)

Comprehension

1. Why was Kipper so shocked?

2. Who had long legs? Why

Definition:
“What big feet!” said Kipper. twowere
longtheir legsofso
pieces long?
wood with
“What long legs!” steps on the side that you can
3. Where
stand on did the family go?
“It’s a clown on stilts,” said Dad.
Example:
“Two clowns on stilts,” said Kipper. The actors in the circus are
good at standing on stilts.
3:00
8/25
 LO: Understand the key words juggle and ring; understand the text; TG
Long Legs Reading
recognize and understand the unfamiliar word fantastic in the text; read
and understand the text; apply the reading strategies and skills for
reading comprehension.
1. Read the text to Ss.

Read Pages juggle (v.)

2. Have Ss talk about the Comprehension question; encourage them to
ring (n.)
4-5
guess the meaning of the word juggle according to the illustration.
3. Elicit the words juggle and ring from Ss; click the words in the text;
explain them.
4. Explain the unfamiliar word fantastic for Ss.

Comprehension

1. Did Kipper like the clowns’

Definition:
to show?and
throw Howcatchdo you
two know?
or
Definition:
more
an objects
object in so that
the shapeatof
least
a circle
One clown was juggling six balls. 2. Guess the meaning of the word
one of them is in the air
with a big hole in the middleat all
“Fantastic,” said Kipper. times
juggle. Try to show this action
Example:
to your partner.
The other clown was juggling six Example:
He can perform juggling
She is balls.
tennis holding a shiny ring.
rings.
2:00
9/25
 LO: Understand the key word shake and phrase bend down; understand
the text; apply the reading strategies and skills for reading
TG
Long Legs comprehension; make connections.
1. Read the text to Ss.
Reading
2. Elicit the key word shake and phrase bend down from Ss; click the
word and phrase in the text; explain them.
Read Pagesbend
6-7
shakedown
(v.)
3. Have Ss talk about the Comprehension questions; encourage them to
support their answers with the clues from the text.
4. Have Ss discuss the Connections question; encourage Ss to talk more
about themselves.

Comprehension

How did the clown shake hands

withPast
Kipper?
Tense:Why?
bent down
Past Tense: shook
Definition:
Definition:
The clown bent down and shook
tototake
lower one’s
one’s body
hand
Connections andcloser
move toit
the
up and ground
downby as bending
a form ofone’s
Kipper’s hand.
knees
Have you ever seen a clown
greeting
“How do you do?” he said. Example:
show like this? How did it
Example:
“I am well, thank you,” said Kipper. HeThey
make bent
shook down
hands
you to pick
feel?with the
his new
weeds on the farm.
friend.
3:00
10/25
 TG
LO: Apply the reading strategies and skills for reading comprehension.

Long Legs Ask Ss to go through the text quickly and ask Ss to talk about the
Comprehension questions.

Read Pages 8-9

Comprehension

1. How did Dad’s hat get into a

tree?

2. How did Kipper want to help

On the way back, the wind blew
get Dad’s hat back? What do
Dad’s hat up into a tree.
you think they would do?
“We will need long legs to get
it down,” said Kipper.
3:00
11/25
 LO: Have Ss read and understand the text. TG
Long Legs Ask Ss to take turns reading the text.

Read Pages 10-11

A man lent Dad a stick. Kipper got on Dad’s back.

“No good! I can’t get it,” said Dad. “I still can’t get it,” he said.

2:00
12/25
 TG
LO: Apply the reading strategies and skills for reading comprehension.

Long Legs Reading

Ask Ss to go through the text quickly and ask Ss to talk about the
Comprehension questions.

Read Pages 12-13

Comprehension

1. What did Dad and Kipper try

to do to get the hat? Did they
get it? What would they do
he say that
next?

2. Why do you think the clown

“I’m tall, but I can’t get it,”
couldn’t get the hat?
said the clown.

3:00
13/25
 LO: Understand the key word lift; apply the reading strategies and skills TG
Long Legs for reading comprehension.
Reading
1. Prompt Ss to discuss the word lift; click the phrase in text; explain it.
2. Have Ss talk about the Comprehension questions; encourage them to
support their answers with the clues from the text.

Read Page 14 lift (v.)

Comprehension

1. What was the clown’s idea?

2. What would
Past Kipper
Tense: lifted do on the
clown’s shoulders?
Definition:
to raise something higher
3. Would they get the hat this time?
Example:
The other clown lifted him up. “This Why?
She lifted her baby up when she
will do it,” she said. heard the good news.

3:00
14/25
 LO: Apply the reading strategies and skills for reading comprehension;
TG
Long Legs make connections. Reading
1. Ask Ss to go through the text quickly and ask Ss to talk about the
Comprehension questions.
2. Have Ss discuss the Connections question; encourage Ss to share
Read Pages 15-16
more ideas.

Comprehension

Why did Kipper say, “It’s a long

way down”? How did Kipper feel?
How do you know?

Connections

“It’s a long way up,” said Dad. Do you have other good ways to
“It’s a long way down,” said Kipper. help get Dad’s hat back?

3:00
15/25
 TG
Reading Strategy
LO: Identify a story’s point of view; understand who is telling the story.
1. Explain Story’s Point of View for Ss.
2. Tell Ss that sometimes a character tells the story and sometimes a

Think about
Identify who isPoint
a Story’s tellingofthe story.
View
speaker who is not a character tells the story.
3. Demonstrate one illustration and text form the story and model Ss to
find the clues showing who is telling the story.

Kipper
Think about who had a shock.
is telling this story.
He saw two big feet and long legs.
A speaker who is not the character
tells the story.
Sometimes a speaker who is not a character tells
Sometimes I had a shock.
the story. The speaker usesthe
a character tells thestory. The
characters’
character use the I sawI,
words two bigand
me, feet we.
and long legs.
names or the words he, she, it, and they.
Kipper tells the story.

3:00
16/25
 LO: Have Ss use strategy to identify a story’s point of view; have Ss find TG
Reading Strategy
the words that the speaker uses to tell the story.
1. Ask Ss to read the text and identify the details in the illustration.
2. Guide Ss work in pairs to find the words in the text according to the

Think about who is telling the story. illustrations to show who is telling the story.
3. Give Ss feedback.

“It’s a long way up,” said my dad.

“It’s a long way down,” I said.

One clown was juggling six balls.

“Fantastic,” said Kipper.
The other clown was juggling six
rings.
2:00
17/25
 LO: Check their understanding of the words and phrase learned in the TG
lesson.
Vocabulary
1. Ask Ss to work together to fill in the blanks with the right words.
2. Give feedback.

Read & Choose Notes ： If time is limited, just skip this slide.

lifted the heavy box above his head.

1. He _______
ringson the stage now.
2. The clown is juggling ______
3. You can _____________ and try to smell the
bend
flower on the down
ground.

bend down lifted rings

1:30
18/25
 LO: Talk about who Kipper asked for help to get Dad’s hat back and TG
why.
Listening & Speaking
1. Read the question to Ss and model how to answer it.
2. Encourage Ss to answer the question by using the tips; assist Ss if
necessary.

Let’s Talk

Who did Kipper ask

for help to get Dad’s
 Biff
hat back? Why?
 clowns

 an old man

2:00
19/25
 LO: Talk about who would you ask for help if you were in trouble and TG
why.
Listening & Speaking
1. Ask Ss to talk about who they would ask for help if they were in
trouble.

Let’s Talk
2. Encourage Ss to talk more; assist Ss if necessary.

Who would you ask

for help if you were
 parents
in trouble? Why?
 teacher

 friends

2:00
20/25
 LO: Talk about the value of the story: How can we ask for help in our
TG
daily life? Value
1. Read the question to Ss and model how to answer it.
2. Ask Ss to talk about how they would ask for help.
3. Encourage Ss to answer the question by using the tips; assist Ss if

How can we ask for help in our daily life?

necessary.

2:00
21/25
 LO: Describe what Kipper and Dad did to get the hat back using the
TG
given clue.
Oral Writing
Get Ready to Present Guide Ss to find the problem and solutions in this story.
Have Ss work together to describe how Kipper solved the problems

O Problem Solutions
1. Describe what
Kipper and Dad A man lent Dad a stick.

did to get the hat Kipper got on Dad's

back using the back.
The wind blew Kipper asked the clowns for
given clue. Dad’s hat up into a help.
tree.
2. Discuss the story
The clown lifted Kipper up
with your partner. on the other clown’s
shoulders.

2:00
22/25
 LO: Understand what the writing task is; know that they can complete TG
Writing
the writing task with the help of the post-class instructional video.
1. Introduce and explain the writing task to Ss.

Homework 2. Ask Ss to finish the task before the next class and to be ready to
present.
3. Remind Ss to watch the post-class video before writing.

Task: A Reading Journal

Write a reading journal about the
book Long Legs.

Step 1: Brainstorm Step 4: Revise

Step 2: Prewrite Step 5: Edit
Step 3: Draft Step 6: Publish

Tip: Don’t forget to watch the post-class video before writing.

1:00
23/25
 LO: Review what they learned in class. TG
Review
1. Ask Ss to recall the meaning of the key words.
2. Have Ss read the key sentences from the story.

Let’s Review

Vocabulary
stilts, juggle, ring, bend down, shake, lift

Sentence
 He saw two big feet and long legs.
 She put him on the clown’s back.

pack, laugh, cottage,

torch, shadow, game station
1:00 24/25
 1. Briefly comment.
TG
2. Say “goodbye” to each other.

1:00
25/25