Lesson Plan

Subject: English Language Topic: FICTION - MIXED-UP MYTHS Year: 5

Teacher: Date: 18th to 22nd, April, 2022

LESSON ELEMENT STUDENT-FRIENDLY

TRANSLATION

1. Core Learning Objective:

Lesson 1

 Read the story with focus

 Ask questions about a book

 Make predictions about what might happen in a book

2. Specific Intended learning Outcomes: (What will students know & be able to do as a result of  I can express my impressions about
this lesson?)
the book
 Discuss initial impressions about a book
 I can ask and answer questions
 Discuss details of the book cover
about the book

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why  I can read and understand an
are these outcomes essential for future learning?) unfamiliar text
 Read an unfamiliar text with focus  I can predict what will happen in
the book
 Make predictions about the book

4. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences as formative assessment
opportunities?)
Assessment Criteria/Essential questions:
Examine the cover of Mixed-up Myths. Model asking questions, e.g. What clues about the book can we get from the cover?
Look at the title for Story 1 on the contents page (p3), The Mint Choc Touch; What might ‘Mint Choc’ be? (Look back to the front cover, highlight
the ice cream in the illustration).
Look at the illustration on Page 2, establish that the setting for the story is Greece. Tell students that Greece has famous historical buildings from
the time of the ancient Greeks. Ask them what they know of Ancient Greece.
Introduce Story 1 and the characters of Rukma, Raj and their Dad. Read pages 4–5, using the illustrations to help students follow the story. Model
asking questions: Who does Rukma blame for her bad holiday? Why? What are they going to see? How does Rukma view the temple?
Continue reading page 6: Who does Rukma meet? What does the woman offer to do? What is Rukma’s reaction?
Read pages 8–9: What does Raj want to buy? Why can’t he buy it? How does Rukma make Raj feel about not being able to have an ice cream?

Continue reading to the end of the chapter. What does Rukma ask for? What happens? By the end of the chapter, what impression do you have of
Rukma?
Ask the students to predict what might happen next. What will Rukma do with her new powers? What might happen next?

5. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with
special needs in your class/enrichment task for gifted and talented students?)

SEN/LA: Students will attempt the questions with the buddy.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

E book – Mixed-Up Myths

Teacher Reflection
 Please choose ONE question below to respond to after you have taught the lesson

1. How did this lesson support 21st Century Skills?

2. How did this lesson reflect academic rigour?
3. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
 Lesson Plan

Subject: English Language Topic: FICTION - MIXED-UP MYTHS Year: 5

Teacher: Date: 18th to 22nd, April, 2022

LESSON ELEMENT STUDENT-FRIENDLY

TRANSLATION

1. Core Learning Objective:

Lesson 2

 Recall and summarize the story so far

 Draw inferences from the story
 Explore the use of language
2. Specific Intended learning Outcomes: (What will students know & be able to do as a result of  I can recall and summarize key
this lesson?) events in the story
 Summarize details in the story  I can infer details from the story
 Infer details in the story

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why  I can remember details in the story
are these outcomes essential for future learning?)  I can summarize key details in a
 Understand the use of language in the story text
 Summarize details in the story
4. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences as formative assessment
opportunities?)
Assessment Criteria/Essential questions:
Ask a student to summarize the story based on what they read till the end of Chapter 1.

Discuss: What do you think makes the relationship between Raj and Rukma realistic? (Ask children to think about relationships they have with
their siblings or siblings they know of.)

Read Chapter 2 to the end of page 13: What new power does Rukma have? How does she feel about it? What makes you think she feels this way?
(Students identify evidence- her actions & reactions)
Read pages 14–15.How does Raj feel? Who does Raj try to tell about Rukma’s new powers? What does Dad do?
Read pages 16 to the end of page 18. What does Rukma do when Raj tries to stop her? What happens to Raj? What is Rukma’s reaction now?
Students are asked to search for powerful words & phrases,very short sentences and pieces of dialogue which create tension and interest in Chapter
2. What is the effect of the short sentences? (e.g. They build tension; they emphasise important actions or events in the story.)
Students must understand they are expected not only be able to identify them in a text but also be able to use such techniques whenever they are
given a writing task.

1. Write a summary of the story focusing on the most important events.

2. How has the writer created tension and interest in chapter 2? Focus on suitable evidence in the story and explain your ideas.

5. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with
special needs in your class/enrichment task for gifted and talented students?)

SEN/LA: Students summarize the story till chapter 2 in bullet form.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

E book – Mixed-Up Myths

 Teacher Reflection

Please choose ONE question below to respond to after you have taught the lesson

1. How did this lesson support 21st Century Skills?

2. How did this lesson reflect academic rigour?
3. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
 Lesson Plan

Subject: English Language Topic: FICTION - MIXED-UP MYTHS Year: 5

Teacher: Date: 18th to 22nd, April, 2022

LESSON ELEMENT STUDENT-FRIENDLY

TRANSLATION

1. Core Learning Objective:

Lesson 3
 Explore a specific character
 Understand actions, reactions and feelings of characters
2. Specific Intended learning Outcomes: (What will students know & be able to do as a result of  I can understand characters and
this lesson?) their actions
 I can identify writers have used
 Identify actions, reactions and feelings of characters language to show feelings and
actions
 Understand characters and their attitudes
3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why
are these outcomes essential for future learning?)  I can understand thoughts and
 Understand feelings and emotions of people feelings of people
 I can empathize with fictional
 Empathize with the characters
characters

4. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences as formative assessment
opportunities?)
Assessment Criteria/Essential questions:

Spelling Challenge
 swallow
greedily
uneasy
eagerly
worried
ruined
glance
chilling
desperate
glee
froze
statue
Read Chapter 3, page 19. Ask students: How does Rukma feel now? What happens to Dad?
Read pages 20–21 (to the end of the chapter). Who comes back to talk to Rukma? What does Rukma ask the guide to do? Where does the guide
take Rukma? What happens there?
Read Chapter 4. What does Rukma see when she comes out of the cave? What does the guide mean when she says that not everything is the same?
What is her reaction when she sees her Dad and Raj move? What has happened to Raj’s phone and Dad’s guidebook? Why does the owl laugh at
the end?
Do you think Rukma has learned her lesson? How do you know?
Discuss: How has Rukma’s reactions, attitude and emotions changed from the beginning of the story to the end? (e.g. she goes from being bored
and rude, to greedy and selfish, then sorry and upset about what she has done).
Students record the development in the character of Rukma in their notebook.

5. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with
special needs in your class/enrichment task for gifted and talented students?)
SEN/LA: Students will attempt the questions with the buddy.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

E book – Mixed-Up Myths

Teacher Reflection

Please choose ONE question below to respond to after you have taught the lesson

1. How did this lesson support 21st Century Skills?

2. How did this lesson reflect academic rigour?
3. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
 Lesson Plan

Subject: English Language Topic: FICTION - MIXED-UP MYTHS Year: 5

Teacher: Date: 18th to 22nd, April, 2022

LESSON ELEMENT STUDENT-FRIENDLY

TRANSLATION

1. Core Learning Objective:

Lesson 4 & 5
 Understand what noun phrases are
 Use noun phrases correctly in own writing
2. Specific Intended learning Outcomes: (What will students know & be able to do as a result of  I can use adjectives and
this lesson?) prepositions to create noun phrases
 I can use noun phrases correctly
 Use adjectives and prepositions to create noun phrases
 Understand how writers use noun phrases in writing
3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why
are these outcomes essential for future learning?)  I can create and use noun phrases
 Understand why writers use noun phrases in writing correctly
 Create noun phrases and use them correctly
4. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences as formative assessment
opportunities?)
Assessment Criteria/Essential questions:

Use expanded noun phrases

Recap what the students already know about expanded noun phrases.
Show an example of an expanded noun phrase from the story, steep rocky hill. To contextualise the phrase, ask students to recall what the
significance of the ‘steep rocky hill’ was at the beginning of the story (Rukma, Raj and Dad were climbing the steep rocky hill to reach the
Parthenon)
Have students look at the phrase. What word class is ‘hill’? (noun) What has been added to give us more information about the noun? (two
adjectives). Remind the students that the whole phrase ‘steep rocky hill’ is called a noun phrase.
Give students another example, ‘a dusty box on wheels, with a faded umbrella’. Ask them to recall what this phrase is describing from the story
(the ice cream stall in Chapter 1). Look at the second part of the sentence. What word class is ‘with’? (preposition). Explain that the whole phrase
‘a dusty box on wheels, with a faded umbrella’ is also a noun phrase, telling us more about the ‘dusty box on wheels’ (the ice cream van).
Discuss how the author adds adjectives and prepositions to create noun phrases.
Focus on phrases that students have identified about the ‘mysterious guide’ in the story: ‘a willowy woman’; ‘her long robe’; ‘her golden hair’; ‘the
mysterious guide’; ‘a bitterly cold voice’; ‘her billowing white robe’; ‘her magical fingers’. Highlight the powerful and imaginative adjective and
adverbs used in the noun phrases, which help us to build a picture of this mysterious character. Point out that this adds to the feeling of suspense in
the story.
Ask the students to create 3 noun phrases to describe a man or woman. They should choose effective descriptive and powerful adjectives,
strengthen their nouns, add other nouns or prepositional phrases.

5. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with
special needs in your class/enrichment task for gifted and talented students?)

SEN/LA: Students will attempt the questions with the buddy.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

E book – Mixed-Up Myths

Teacher Reflection
 Please choose ONE question below to respond to after you have taught the lesson

4. How did this lesson support 21st Century Skills?

5. How did this lesson reflect academic rigour?
6. How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?