Lesson Plan for Year 7 - English - Reading Comprehension (literature and non-fiction)

### Lesson Plan: Reading Comprehension (Literature and Non-Fiction) #### Year 7 English **Lesson Duration**: 60 minutes --- #### Objectives: By the end of this lesson, students will be able to: 1. Identify key ideas and details in both literature and non-fiction texts. 2. Understand and interpret the themes, settings, and characters in literature. 3. Distill and summarize key information and arguments in non-fiction texts. --- #### Materials: - Copies of a short story or a literary excerpt for each student. - Copies of a non-fiction article for each student. - Whiteboard and markers. - Projector and computer (if using digital texts or multimedia). - Sticky notes, highlighters, and pens/pencils. --- #### Introduction: (10 minutes) 1. **Greeting and Warm-up:** - Welcome the students and briefly discuss the importance of reading comprehension across different genres. - Pose a question to ignite interest: "What’s the main difference between reading a story and reading a news article?" 2. **Lesson Overview:** - Explain that today’s lesson will focus on reading strategies for literature and non-fiction texts. - Outline the lesson objectives. --- #### Activity 1: Literature Comprehension (20 minutes) 1. **Reading:** - Distribute a short story or literary excerpt. - Ask students to read the text independently for 5-7 minutes. 2. **Discussion:** - Initiate a class discussion using guided questions: - Who are the main characters? - What is the setting? - What are some key events or conflicts in the story? - What is the theme or message? 3. **Pair Work:** - In pairs, have students use sticky notes to mark significant passages or quotes that reveal character traits or themes. - Have pairs share their findings with the class. 4. **Highlighting Techniques:** - Demonstrate how to use highlighters to mark key ideas and supporting details in the text. --- #### Activity 2: Non-Fiction Comprehension (20 minutes) 1. **Reading:** - Distribute a non-fiction article related to a current event, scientific discovery, or historical event. - Have students read the text independently for 5-7 minutes. 2. **Guided Reading Questions:** - Provide the following questions for students to consider while reading: - What is the main idea of the article? - What are the key supporting facts or arguments? - Are there any graphs, images, or data, and what do they illustrate? 3. **Group Work:** - Divide students into small groups. Each group will identify and summarize: - The main idea. - Three key supporting details. - Any visual aids and their significance. 4. **Class Discussion:** - Have each group present their summaries. - As a class, discuss how non-fiction texts present information differently from literary texts. --- #### Conclusion: (10 minutes) 1. **Recap:** - Summarize the key points discussed: - Differences and similarities between literature and non-fiction. - Strategies for identifying key ideas and details in each type of text. - Techniques for summarization and interpretation. 2. **Exit Ticket:** - Ask students to write a brief reflection on what they learned about reading literature and non-fiction texts today. - Collect exit tickets as they leave the classroom. --- #### Homework Assignment: - Assign a short reading (either a short story or a non-fiction article) for students to practice the strategies learned in class. - Ask students to write a summary and identify the main idea and key details. --- #### Assessment: - Ongoing observation during class activities and discussions. - Review of exit tickets and homework assignments to evaluate understanding and application of reading strategies. --- ### Note for the Teacher: - Adjust the complexity of the texts based on the reading levels of your students. - Encourage students to think critically and ask questions about both types of texts. --- This lesson plan is designed to enhance students' reading comprehension skills by engaging them in both literary and non-fiction texts, promoting critical thinking, and fostering collaborative learning.