ENGLISH

I TERM

NAME: _______________________________GRADE: 9th DATE: _____________ TEACHER: Sebastian Alarcon

Type of text: Narrative Format: Continuous

Source: John Escott, (2008). Great Crimes. Oxford: Oxford University Press.

Topic: Reading Plan Understanding Goal:

• Show an understanding of a range of texts by reading and responding
to questions (speaking/writing) or completing activities about the
texts. (METHOD, PURPOSE).
• Read texts of 900 – 1000 words and analyses main ideas, opinions
and attitudes, and details in the text. (COMMUNICATION, METHOD).
Reading levels of Comprehension: Literal, inferential and critical.

Reading Strategies

Pre-reading:

1. Reading Goal: What am I going to read for?

2. Predictions: What is the text about? What is the topic? What is its purpose? What can I predict from the title, subtitles,
index, etc.?
3. Portray the author: What do you know about the author of the book?

While Reading:

1. Select important information: What information should I underline in order to answer the reading questions? What can I
suppress? What can I keep? Is it part of the topic or the main idea? What ideas can I generalize? Are them common ideas?
2. Inferences: What can I infer that is not in the reading? What would be next? What can I infer about the author, or the
meaning of the text? Which voices talk within the text? What do they say? How do they say it?
3. Identify and describe the genre: Which type of text it is? In its structure: what is it made up of? Which conventional
resources of the genre does it use?

After Reading:

1. Summarize: What does the text say? Macro rules usage (suppress, select, generalize y construct)
2. Structural strategy: What is the most accurate text representation?

Reading Skills Learning Evidence

● Recovers explicit information in the text
content.
● Activates previous knowledge in order to
relate it to new information.
● Identifies and deduces words local meaning.
● Recovers explicit and implicit information in
the text content.
● Relies, identifies and deduces information in
order to construct the text global meaning.
Interdisciplinary evidence:
● Identifies general information and explicit details in the text.
● Paraphrases the text.
● Locates relevant information to explain the relationship among
events, agents, receivers, situations or phenomena.
● Develops different diagrams which allow the organizing,
analyzing and synthetizing of information.
● Identifies the meaning of a word or expression in relation to the
context.
● Reconstructs ideas that summarize the text argument.
● Synthetizes and generalizes information to generate global
hypothesis about the text content.

 Reads a narrative text by using different reading strategies and graphics organizers, which allow to comprehend and
paraphrase what happened in the story.
 Uses the structural strategy to analyse, categorize and synthetize the text information.

BEFORE

Reading Goal: show understanding of the book “Great Crimes” through the use of different reading strategies placed purposefully
in the three reading moments (before, during and after). Students will set a reason why they’re reading the book “Great Crimes”.
Predictions: students come up with ideas about possible events that are going to happen in the story in next chapters. They take
into account the book’s cover, the author profile and style and the titles in the chapters. The students complete the before reading
activities located on page 76.
Portray the author: The students answer the question what do you know about the author? Finally, students must read the “about
the author’s” information on page 84

DURING

Select important information: Students must read first the exercises proposed at the end of the book per chapter for the while
reading moment in order to identify the type of questions and the information they will need to underline and look for while reading.
The idea is to identify what information they should underline or highlight in order to answer the reading questions What can they
suppress? What ideas can they generalize?
Identify and describe the genre: After students have read the story for a while, they answer the following questions: Which type
of text it is? In its structure What is it made up of? Which conventional resources of the genre does it use?
Inferences: Students must answer the following questions: What can I infer that is not in the reading? What would be next? or the
meaning of the text? Which voices talk within the text? What do they say? How do they say it? Finally, each time students are
reading a chapter, they must develop the while reading activities proposed per chapter from the page 77 to 80.

AFTER

Summarize: Based on the reading, the students answer the question What does the text say? The students apply the macro rules
to suppress examples and secondary information, select keywords, key phrases, main ideas related to the main topic of the story,
generalize what is always mentioned in the text and construct the general sense of the story read.
Structural strategy: Students are going to answer the question: What is the most accurate representation to sum up the
information read?
Students develop the following story board graphic in order to have and show a better understanding of the book’s content.