Lesson Plan Subject: Read and Learn Grade: Primary…TBA…… Unit: The Pied Piper Topic: Comprehension 50 minutes Learning Standards and Learning Key Indicators Based on CEFR (common European Framework of Reference for Language) Main Point - Respond critically and aesthetically to literature and other stimuli. Teaching Method - Storytelling - PPP (Presentation, Practice, Produce) - Questioning method - Task-based language learning Contents In a story, things happen. The things that happen are called incidents. As we listen to stories, we respond by sharing our thoughts and feelings. Strategies: Read Aloud, Think Aloud and Shared Reading Learning Objectives By the end of the lesson students should be able to: 1. Read and respond to characters/incidents in a story with teacher support. (K) 2. Talk about incidents in stories about which they feel strongly about. (P) 3. The student will feel more confident and have a better attitude towards speaking English. (A) Skills: Listening, speaking, reading, writing and roleplay Desired Characteristics 1. Love of nation, religion, and the king 6. Dedication and commitment to work 2. Honesty and integrity 7. Cherishing Thai nationalism 3. Self-discipline 8. Public-mindedness 4. Avidity for learning 9. Confidence and assertiveness 5. Applying principles of Sufficiency Economy Philosophy in one’s way of life Learners’ Key Competencies 4. Capacity for Applying Life Skills 1. Communication Capacity 5. Capacity for Technological Application 2. Thinking Capacity 3. Problem-Solving Capacity
Learning Activity Procedure: Warm Up: (10 minutes) 1. The teacher invites the class asks the students to look at pictures of literary “what kind of story do you like?” Such as Fairy Tale, Adventure Stories, Science Stories, and the life Story of a great person And listen as she recites jingles. Students will listen to state what happened. Jingle One by one, Two by Two, they are following the pied piper. Don’t go! Come back Where are you going? Please come back. One by one, Two by Two, they are following the pied piper. Let’s do something. Let’s stop them But, no one can stop the big, big parade. 2. Teacher and students recite jingles together. Teacher leads students to tell what happened by modeling thinking aloud. Example: a. I wonder who was the main character in 'The Pied Piper' story? b. How did the Pied Piper lure the children out of the town? c. I wonder the story of 'The Pied Piper' has a happy or sad ending? Teaching: (30 minutes) 3. Let’s read a story about the Pied Piper. 4. Teacher shares her answers with the class followed by class discussion on each response to allow students to share their own thoughts and feelings. 5. Students give reasons for their thoughts and feelings. 6. Teacher draws Writing Frame on Board. I think piper is ………………. because………………………. I feel children will……………………. because ……………… 7. The teacher and students read and complete the Writing Frame. 8. In pairs, students will work together to complete the Writing Frame. Teacher circulates among students to listen the discussion and assist them in composing their sentences. Students read sentences to each other, while teacher listens, comments and corrects. 9. Teacher reads the story “The Pied of Piper” to the class using the PowerPoint. 10. Teacher conducts a quick picture walk through the book to engage students’ thinking about what is happening in the pictures. 11. Teacher reads story using a pointer. As teacher reads, she models her reactions, expressions and intonation. 12. Students will then read along with the teacher mimicking reading behaviors. 13. Teacher pauses in the reading at specific actions and incidents in the story as they happen and discuss each using “Wh” questions to guide the discussion, e.g. a. What did the Pied Piper use to lure the rats away from the town? b. What did the Pied Piper do when the townspeople refused to pay him c. What do you think the Pied Piper did with the children? d. What lesson did the townspeople learn from the events in the story? Wrap Up: (10 minutes) 14. The teacher calls on students to share with the class what they think and feel about what happened. 15. The teacher share some reflect thinking. “The story of the Grimm Brothers' \"The Pied Piper\" is not just a fairy tale, but a true historical event that occurred in Germany in 1284. The story is based on the tragic fate of the town of Hamelin, where Piper was hired to rid the town of rats, but when the town refused to pay him, he led away their children. Despite the negative portrayal of the Pied Piper in the story, historical records indicate that he was actually a kind-hearted man who was driven to extreme actions due to the town's betrayal and broken promises. The story serves as a cautionary
tale about the consequences of breaking promises and the danger of turning good people bad. \"And what would you do if you were Piper? Take a moment to reflect and answer that question for yourself.\" 16. Teacher and students sing “The Piper song.” Learning Materials 1. Resources: The Pied Piper of Hamelin (www.shortstories4kids.com/2020/07/pied-piper-Hamelin-story) 2. PowerPoint 3. Cards
Learning Measurement Assessment/Evaluation Learning Assessment method Assessment tools Assessment Criteria Objectives - Observation during Evaluation form and Passed the assessment Cognitive learning by reading and question in the lesson criteria level 2 or higher Domain (K) by answering questions presentation Read and respond to - Observation during Passed the assessment characters/incidents in a learning by performance criteria level 2 or higher story with teacher from task. support. Passed the assessment criteria level 2 or higher Psychomotor Observe during a learning Evaluation form and Domain (P) activity by answer the question in the lesson questions. presentation Talk about incidents in stories about which they feel strongly about. Affective - Observe during a Evaluation form and Domain (A) learning activity by question in the lesson The student will feel more answer the questions. presentation confident and have a - Observe during from the better attitude towards students cooperate in speaking English. activities such as raise his hand. Learning Objectives Assessment Criteria 1 Read and respond to Assessment Criteria characters/incidents in a 32 story with teacher support. (K) - The students are able to - The students are able to - The students can read read at least 3 sentences read at least 2 sentences at least one sentence on on their own. on their own. their own with the - The students can - The students can teacher's assistance. answer at least 3 answer at least 2 - The students can questions. questions. answer at least one question with the teacher's guidance. Talk about incidents in - The students can - The students can - The students can stories about which they express their feelings express their feelings express their feelings feel strongly about. (P) after reading at least 3 after reading at least 2 after reading at least 1 incidents. incidents. incident with the - The students can reflect The students can reflect teacher's guidance. on their thoughts after on their thoughts after - The students can reflect reading independently. reading independently. on their thoughts after reading independently with the teacher's guidance. The student will feel more - The students raise their - The students raise their - The students raise his hands to answer at least hands to answer at least hand to answer at least confident and have a 3 questions. 2 questions. 1 question with the better attitude towards teacher's guidance. speaking English. (A) - The students can share - The students can share their ideas after reading their ideas after reading - The students can share at least 3 incidents. at least 2 incidents. idea after reading per incidents at least 1 incident with the teacher's guidance.
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Learning evaluation summary form Subject: Read and Learn Topic: The Pied of Piper Primary …TBA… Name Read and Standard Talk about Standard The student will Standard Standard Note respond to incidents in feel more characters/incid stories about ents in a story which they feel confident and with teacher strongly about. have a better support. (K) (P) attitude towards speaking English.\" (A) 32 1 Pass Not 3 2 1 Pass Not 3 2 1 Pass Not Pass Not Pass Pass Pass Pass Name…………………………………………Assessor (..................................................................) ............./............................../.................
Attitude assessment form for learning activities Name Assessment and Evaluation Raise his/her Share ideas (3) complete Total (9) Weighted Result hand (3) the task (3) Score (3) Evaluation and Quality level, as below: 7-9 scores mean Good (Pass with distinction: PD) 5-6 scores mean Fair (Pass: P) 0-4 scores mean Improvement (Not Pass: NP) Name…………………………………………Assessor (..................................................................) ............./............................../.................
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