English Studies JSS 1 Curriculum Guides – Reading for Main and Supporting Ideas

 

THEME – READING 

TOPIC 1 – READING FOR MAIN AND SUPPORTING IDEAS

 

INSTRUCTIONAL MATERIALS

1. Selected passage from the subject area on automobiles (road safety).

2. Motor vehicle, real or drawing

3. Pictorial aids

4. Course book

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify main and supporting ideas in an idea from a given passage, and

2. differentiate between main and supporting ideas from a given passage.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Identifying main and supporting ideas from a given passage- a passage relating to automobiles.

2. Differentiating between main and supporting ideas in a given passage.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects a passage relating to automobiles (road safety).

2. guides pupils to read and re-read the passage.

3. guides pupils to identify main and supporting ideas in the passage.

4. explains the differences between main and supporting ideas.

 

 

STUDENT’S ACTIVITIES

The students,

1. read and re-read the passage.

2. work in pairs or groups to identify main or supporting ideas in assigned paragraphs.

3. make group presentation during plenary.

4. write main and supporting ideas in exercise books.

 

 

LESSON EVALUATION

Students to,

1. identify accurately main and supporting ideas, and

2. differentiate between main and supporting ideas.

 

 

THEME – READING 

TOPIC 2 – READING FOR MAXIMUM RETENTION AND RECALL (INTENSIVE READING)

 

INSTRUCTIONAL MATERIALS

1. Passages

2. Magazines and newspaper cuttings

3. Selections from other subject areas

4. Recommended text/supplementary readers

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. preview passages.

2. read carefully a given passage.

3. recall salient points in a given passage.

4. review the passage.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Reading from passages for maximum recall on:

• diet and nutrition including addition of nutrients, like Vitamin A in sugar and iodine in salt.

• safety of packaged water.

 

2. Reading strategies, e.g. preview, question, recite, recall, review, (SPQ3R).

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. explains the need for, and value of a flexible reading strategy, which allows for previewing, intensive or concentrated reading, repeated reading and active recall (self recitation), or essential facts and information.

2. shows students how to apply some reading strategies adopted for use in schools.

3. asks questions on the ideas contained in the passage.

 

 

STUDENT’S ACTIVITIES

The students,

1. preview the reading materials by reading the main ideas which have been developed or amplified.

2. read the passage.

3. recall mentally or record notes on the salient points, or the main ideas.

4. Re-read the given passage and the relevant questions for maximum retention and recall.

5. practice more exercises.

 

 

LESSON EVALUATION

Students to,

1. preview passages correctly.

2. correctly read given passages.

3. recall correctly points in passages given.

4. review passages and

5. practice more exercises.

 

 

THEME – READING 

TOPIC 3 – READING TO ANSWER SPECIFIC QUESTIONS

 

INSTRUCTIONAL MATERIALS

1. Selections from other subject areas

2. Newspaper/ Magazines cuttings

3. Recommended text

4. Advertisement

5. Supplementary readers

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to read given selected passages and answer specific questions.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Reading and answering specific questions that address different kinds of questions on issues highlighting:

• Knowledge level

• Translation level

• Interpretation level

• Projection level

 

2. Other Types of Questions, e.g.

• Explanation question

• Discussion questions

• Questions that require conclusions to be drawn

• Questions that require them to make projections

• Questions that will elicit students’ opinion

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects suitable contemporary passages.

2. draws suitable comprehension questions on selected passages.

3. groups students for purpose of further practice.

Note: The practice questions the teacher draws should cover all levels of comprehension, e.g. 

• Where

• When

• How

• Why

• What

 

 

STUDENT’S ACTIVITIES

The students,

1. read selected materials on contemporary issues.

2. respond to teacher’s questions on passages read.

3. work in groups developing and answering questions on given materials.

4. answer questions on all levels of comprehension.

 

 

LESSON EVALUATION

Students to answer accurately questions developed by the teacher covering the four levels of comprehension and other types of questions.

 

 

THEME – READING 

TOPIC 4 – READING TO FOLLOW DIRECTION IN WRITTEN COMMUNICATION

 

INSTRUCTIONAL MATERIALS

1. Selected passages

2. Invitation cards

3. Do-it-yourself manual

4. Maps

5. Selections from other subject areas

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. read given selections in order to follow direction.

2. identify key words in the passage that signal direction and

3. blend reading materials with related sketch.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Reading to follow direction in written communication.

2. Identifying key words in the passage that signal direction.

3. Blending materials with related sketch.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects and presents appropriate materials.

2. guides students to identify the possible instructions and/or direction.

3. presents maps and leads students to arrive at a particular destination.

4. guides students to identify key words that signal direction.

5. Prepares and gives directions for students to practice.

 

 

STUDENT’S ACTIVITIES

The students,

1. read materials presented by the teacher.

2. practice identification of key words related to directions e.g. ‘Moving from left to right’, ‘East to West’, ‘Southwards’, ‘Upwards’, ‘Towards’, etc.

3. practice identification of direction in response to teacher’s prompting.

4. practice with maps presented by the teacher.

5. practice teacher’s and students’ initiated directions.

 

 

LESSON EVALUATION

Students to,

1. respond correctly to questions that are instruction based and

2. prepare accurately directions from their homes to the school, from their class room to the principal’s office, from the main gate to their class room.

 

 

THEME – READING 

TOPIC 5 – READING TO INTERPRET DIAGRAMS, MAPS AND SKETCHES

 

INSTRUCTIONAL MATERIALS

1. Selected sketches, passages, maps

2. Selections from subject areas

3. Advertisements, etc.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. read and interpret diagrams and maps accurately.

2. make meaning from spatial description/ presentation and

3. identify how a given diagram or maps clarifies/ complements written materials.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

1. Reading to interpret diagrams, maps and sketches accurately.

2. Making meaning from spatial description/ presentation.

3. Identifying how a given diagram or map clarifies or complements written materials.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. presents suitable materials in form of passages, selections, maps, sketches for students’ analysis and description as well as extensive practices.

2. guides students to associate sketches with written texts.

3. guides students to anticipate questions that could emerge from given texts or sketches.

 

 

STUDENT’S ACTIVITIES

The students,

1. read selected materials and answer questions to guide interpretation.

2. practice associating sketches with written texts.

3. work in groups or pairs to anticipate, aks and answer questions that could emerge from given texts and sketches/ diagrams.

4. practice identifying paragraphs with the appropriate sketches.

 

 

LESSON EVALUATION

Students to,

1. read and interpret maps, sketches and diagrams accurately.

2. explain appropriately, illustrations/maps or sketches provided by the teacher.

3. explain/describe adequately, relationship between a given passage and a sketch and

4. provide appropriate illustrations for given paragraphs.

 

 

THEME – READING 

TOPIC 6 – READING TO UNDERSTAND THE AUTHOR’S MOOD

 

INSTRUCTIONAL MATERIALS

1. Recommended text

2. Supplementary readers

3. Newspapers and magazine cuttings.

 

 

LEARNING OBJECTIVES

By the end of the lesson, students should be able to:

1. identify the author’s mood through the words and expression.

2. read between lines with a view to detecting hidden attitude, and

3. identify the general impression created by the author’s manner.

 

 

CONTENTS OF THE LESSON

FOCUS LESSONS 

Reading to understand author’s mood, e.g. anger, happiness, doubt, disappointment, suspicion, excitement, etc.

 

 

LESSON PRESENTATION

TEACHER’S ACTIVITIES

The teacher,

1. selects materials and presents them for students to read.

2. guides students to identify author’s mood through words and expressions.

3. guides students to read between the lines with a view to detecting hidden attitudes.

4. identify the overall impression through extensive practice.

 

 

STUDENT’S ACTIVITIES

The students,

1. read materials presented to them by the teacher.

2. identify author’s mood through words and expressions encountered from the passage.

3. read between the lines in order to detect author’s hidden attitudes.

4. identify the overall impression through extensive practice.

 

 

LESSON EVALUATION

Students to,

1. identify correctly words and expressions that point to author’s mood from given passages.

2. identify underlying (hidden) meaning lattitudes and

3. identify accurately the author’s method of presentation (objective, balanced, biased, care-free, verbose and terse etc).