T1Wk 4. Sun

LESSON PLANNING
Lesson planning
Lesson Code: T1.Wk4.G5.Sun.1st.Oct.,Rd.Comp.Lrn.Bk.Ut.1.10 The Man with the
Coconuts.
Teacher’s Name: Rymonda Wasfi Grade: 5
Subject (Strand): Reading Comprehension. Date: Sun.1st, October, 2023

The Man with the Coconuts
Number of Lessons: 2 (one hour and a half)
Fiction-Traditional Tale
LB.Pages: 40,41 and 43
W.B: 26,27 and 28
Learning objectives:(from the Cambridge Primary English curriculum framework):
- Students will be able to skim read a story to identify the main idea and write a
paragraph analyzing the features of the story.
- Understand the difference between fiction and non-fiction texts and locate books by classification.
- Read and explore a range of fiction genres, including identifying the contribution of any visual elements or
multimedia.
- Identify, discuss and compare different fiction genres and their typical characteristics.
Session Development: Learning intentions: Success criteria:

- Learners take 10 minutes to
• Skim read a story to get the Learners can
listen to the text while main idea skim read a
displayed on board.
• Analyse the features of the story to
- Learners take 10 minutes to establish the
story
read the text. main idea.
- Skim reading: Teach • Write a paragraph analysing
students how to quickly read the story Learners
through the story to get an can discuss
overall understanding. the
- Identifying the main idea: different
Help students identify the story stages
central theme or message of and
the story. features of
- Analyzing story features: the fable.
Discuss elements such as
characters, genre, and title
to understand the story
better.
- Comparing stories:
Encourage students to
compare and contrast
different aspects of "The
Man with the Coconuts" and
"The Ant and the
Grasshopper."
- Reflecting on lessons:
Guide students to think
© Cambridge University Press 2021 1

LESSON PLANNING
about the lessons or morals

conveyed in the stories.
1 Resources:
• Learner’s Book Session 1.10, Test your Knowledge
• Copybook and workbook pages 26,27 and 28.
 Cambridge Listen track attached to the reading comprehension
 Smart board
2 Warm Up:
Essential Question: What is the main idea of this text?
3 Main Activities & Course Work:
Assessment: Students will complete a written sentences

40 mins
analyzing the features of the story "The Man with the
Coconuts" and comparing it to "The Ant and the Grasshopper"
in terms of characters, setting, problems, lesson to be
learned, and how the issue is resolved.
Opening:
Begin the lesson by asking students if they know what it
means to skim read a story. Show them a short passage and
model how to skim read by quickly reading through and
identifying the main idea.
Introduction to New Material:

Introduce the story "The Man with the Coconuts" to the
students. Discuss its features, including characters, genre,
and title. Address any common misconceptions, such as
confusing the main idea with details or events in the story.
Guided Practice:
Set behavioural expectations for work time and provide
guided practice. Have students work in pairs or small groups
to discuss and compare the characters, setting, problems,
and lessons of "The Man with the Coconuts" and "The Ant and
the Grasshopper." Gradually scaffold the questioning from
easy to more challenging, encouraging deeper analysis and
critical thinking. Monitor student performance and provide
feedback as needed.
Independent Practice:
Have them listen to the story audio and then answer pages
26,27 and 28 in the workbook.
Set behavioural expectations for independent work time.
Assign students to write some sentences analyzing the
features of "The Man with the Coconuts" and comparing it to
"The Ant and the Grasshopper." The sentences should include
discussions on characters, setting, problems, lesson to be
learned, and how the issue is resolved. This task will

LESSON PLANNING
demonstrate mastery of the objective.
Closing:
Have students share their paragraphs with a partner or in
small groups. Then, ask a few students to share their
comparisons with the whole class. Summarize the key points
discussed throughout the lesson and emphasize the
importance of skimming, identifying main ideas, and
analyzing story features.
2. Remind learners how to skim read for the main point rather than reading
closely. In the next activity, they scan for detail to make notes.
• Encourage multi-clause sentences to summarise the main point of the
story, using connectives to show consequence, for example because.
 Have them create a mind map to summarise the
main idea in their copybooks. Remind learners to
use key words rather than whole sentences.
 Encourage a strong topic sentence giving an
opinion on whether or not it is a fable and using
evidence to back up that opinion, for example The
story can be considered a fable because …
 Point out how connectives are useful for joining or
linking sentences, especially when expressing an
opinion, for example therefore, because, since,
although and so that.
4 Differentiation opportunities:
Add more challenging questions for students, to be more aware and use the
analysis, & inferring skills.
Allow learners to read the story together, discuss the main point and come
up with a complex to compound summary sentence.
5 Plenary and reflection: Timing:

 Invite learners to read out their paragraphs 40 mins
analysing whether the story was a fable. Try to
invite learners with different opinions.
6 Homework (if required):

Answer page 43 in the learner’s book.
7 Notes:

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LESSON PLANNING

Subject (Strand): Reading Comprehension. Date: Sun.1st, October, 2023

Session Development: Learning intentions: Success criteria:

© Cambridge University Press 2021 1

about the lessons or morals

Assessment: Students will complete a written sentences

Introduction to New Material:

© Cambridge University Press 2021 2

demonstrate mastery of the objective.

5 Plenary and reflection: Timing:

6 Homework (if required):

© Cambridge University Press 2021 3

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