Lesson Plan for Senior Secondary 1 - English Comprehension - omprehension / Reading Skills: More On Scanning A

# Lesson Plan: Comprehension / Reading Skills: More on Scanning and Skimming ## Grade Level: Senior Secondary 1 ### Duration: 1 hour ### Objective: By the end of the lesson, students will be able to: 1. Differentiate between scanning and skimming techniques. 2. Apply scanning and skimming techniques to enhance their reading comprehension. 3. Effectively identify key information from a variety of texts. ### Materials Needed: - Whiteboard and markers - Handouts with text excerpts - Projector (optional) - Stopwatch or timer - Highlighters or colored pens for students ### Lesson Structure: #### Introduction (10 minutes) 1. **Greetings and Attendance** – Welcome students and take attendance. 2. **Introduction to Topic** – Briefly explain what skimming and scanning are: - **Skimming:** Quickly reading through text to get the general idea. - **Scanning:** Looking through text to find specific information. #### Direct Instruction (15 minutes) 1. **Skimming Technique** - Explain that skimming involves reading the title, subtitles, headings, introductory and concluding paragraphs, and the first and last sentences of paragraphs. - Mention real-life applications where skimming is useful (e.g., previewing a book or article, getting an overview of a report). 2. **Scanning Technique** - Explain that scanning involves moving eyes quickly down the page to look for specific words or phrases. - Discuss contexts in which scanning is useful (e.g., finding a date in a document, looking up a number in a phone book). 3. **Visual Demonstration** - Show a text on the whiteboard or projector. - Demonstrate skimming by reading only the crucial parts mentioned. - Demonstrate scanning by looking for a specific piece of information (e.g., a date, a name). #### Guided Practice (15 minutes) 1. **Skimming Practice:** - Distribute a short article or story to the students. - Instruct the students to skim the article to get a general idea within 2-3 minutes. - Discuss the main points of the article as a class. 2. **Scanning Practice:** - Provide the students with a different text, which contains several facts like dates, names, and figures. - Give them specific questions to answer by scanning the text (e.g., "What is the date of the event mentioned?", "Who is the main character?"). - Allow 3-4 minutes for this activity. #### Independent Practice (15 minutes) 1. **Combined Exercise**: - Hand out a longer passage. - First, instruct students to skim the passage to understand the general idea and write down the main points. - Next, ask them to scan the same passage to find specific information given in a set of questions. - Students will first skim for 3 minutes and then scan for another 5 minutes. #### Review and Assessment (5 minutes) 1. **Discussion**: - Review their answers and discuss any difficulties or questions encountered during the activities. Emphasize the different strategies used. - Clarify any misconceptions between skimming and scanning. 2. **Quick Assessment**: - Provide a quick quiz with a combination of skimming and scanning questions based on a short text. - Collect these quizzes for evaluation. ### Closing (5 minutes) 1. **Recap**: - Recap the main points learned about skimming and scanning. - Highlight the importance of these skills not just in exams but also in everyday reading tasks. 2. **Assignment**: - Assign students a reading task where they need to use skimming and scanning techniques to summarize an article and find specific information from it. 3. **Questions**: - Open the floor for any questions or additional clarifications. ### Homework: - Read an article from a newspaper or a magazine, skim to get the main gist, and then scan to find specific pieces of information (e.g., who, what, when, where, why). Write a one-paragraph summary and list the specific details found. --- **Note**: Be sure to adapt the materials and pace of the lesson according to the students' proficiency levels and ensure all activities are inclusive and engaging.