La Cosmología Relativista

4.1 Singapore Secondary-level Reading Instruction – Lesson Frame Summary This section aims to capture a Lesson Frame Summary of the reading comprehension instruction unit of work for the Secondary-level (15-year old students) Singapore classroom. The following table shows the unit’s lesson topics, skills taught and lesson objectives.

Lesson Topic

Skills Taught/ Concepts Discussed

Lesson Objectives

Summary of Classroom Activities Lesson 1 (56:00) Reading Compre (DQ & VQ)

Skill: Scanning for

specific information

Concepts:

a. Direct Questions (DQ) - who, when, where, what, which, how, why b. Vocabulary Questions (VQ) - explain the meaning of a word or quote a word a. To identify specific types of questions in a reading passage

- Whole class – T reviews types of comprehension questions in reading passages through exposition and IRE. - Whole class – T leads into the topic (a passage about a running race) by sharing a photo of a school sports day.

- Individual –Ss read the passage silently. - Whole class – T reviews the steps of identifying D-V (direct and vocabulary) questions through exposition and IRE. - Individual –Ss highlight the part that they think is the answer to a sample question.

- Pair – Ss discuss with a partner how they will structure their answer.

- Whole class – T checks on Ss’ answers and explains. Lesson 2 (59:30) Reading Compre (IQ)

Skill: Making inferences Concept:

a. Inferential Questions (IQ) - Contextual clues

a. To process and comprehend at an inferential level b. To dissect a reading paragraph

- Whole class – T reviews previously learnt reading skills

- Group – Each group chooses a

paragraph and make use of the contextual clues to figure out what the paragraph is about.

- Group – Group leaders stay and share their understanding of the paragraph with other groups while other members move from group to group to hear what the other six group leaders say about the other six paragraphs.

- Whole class – T elaborates on the three things (contextual clues, topical sentence, reading the 1st _{paragraph) Ss to learn in} the lesson. Lesson 3 (59:45) Reading Compre (main idea)

Skill: Summarizing main

idea a. To dissect the text b. To check whether students have understood the passage by answering the questions correctly

- Whole class – T goes through with Ss the reading passage (the main idea of each paragraph and the meaning of some words) through exposition and IRE. - Individual – One question is assigned to each group, but Ss work individually to tackle the assigned question.

- Whole class – T goes through with Ss the answers through exposition and IRE. Whole class – T reviews what Ss have learnt in this lesson (summarizing main idea of paragraph). Lesson 4 (62:20) Reading Compre (practice)

Review all skills a. To read a compre passage purposefully b. To check whether students

- Whole class – T briefly reviews the passage Ss read in previous lesson by asking a student to summarize it, and then checks on Ss’ answers.

- Whole class – T asked 4 Ss to write their answers to questions 7-12 on the whiteboard and another 4 Ss to mark the answers.

have understood the passage by answering the questions correctly

- Whole class – T goes through with Ss the answers to the questions (Qs 7-12) through exposition and IRE.

4.2 British international school Secondary-level Reading (Literature) Instruction – Lesson Frame Summary

This section aims to capture a Lesson Frame Summary of the reading (Literature) instruction unit of work for the Year 10 (15-year old students) classroom of a Singapore- based British international school. The following table shows the unit’s lesson topics, lesson objectives and classroom activities.

Lesson Topic Skills Taught/ Concepts Discussed Lesson Objectives

Summary of Classroom Activities Lesson 1 Understa nding Motif and Duality

Skill: Scanning for

specific information Concept: Motif, Duality To develop and demonstrate understanding of the motif of life’s inherent duality in Romeo and Juliet.

• Watch Lhurman film version of scene • Students will discuss how character

and duality is portrayed in pairs. • Pairs will then feedback to their tables.

Questions discussed:

How has Shakespeare explored the theme of life’s inherent duality so far in the play: 1. In the language used (paradox/

oxymoron/juxtaposition/imagery)? 2. In contrasting characters?

3. In contrasting features of dramatic genres? Lesson 2 Theme: Understa nding Fate Skill: Making inferences Concept: Theme To continue to develop an understanding of the important role of fate in the play.

• Read Friar Laurence’s opening speech, count number of contrasts set up. • Each student will be given a card with

an image on it, they will then need to find the quotation from the speech that describes it. Once they have done this and fed back, they will write their quotation on the card.

• Students will then need to find their partner (the person on their table with the opposing card).

• Once everyone is paired, students will play memory with the cards in table groups. Lesson 3 Characte r Analysis: Friar Laurence , A tragic agent Skill: Making inferences Concept: Tragic Agent To introduce and begin to appreciate the significance of Friar Laurence as a character and a tragic agent in the play.

• Read act 2 scene 3.

• Students will answer questions on Friar Laurence’s character. (linking/contrasting him with the neutral Prince Escalus, identifying him as a wise/mature character)

• Students will rewrite one of his gnomic saying from the scene in contemporary English.

• Understand and note down definition of Aristotelian Mean.

4.3 Singapore Primary-level Reading Instruction – Lesson Frame Summary

work for the Primary Five (11-year old students) Singapore classroom. The following table shows the unit’s lesson topics, skills/concepts taught and learning objectives.

Lesson Topic Skills Taught/ Concepts Discussed Lesson Objectives Lesson 1 - Fractured fairy tales from a learning package “Seriously Twisted Tale” - Vocabulary

- Genre of a Fairy Tale, Formats of Fairy Tale – narrative play/readers’ theatre.

- Semantic Web – Semantics, a study of words, categories of words (classifications like professions, actions, etc.) - Word play like homophones, idioms, antonyms

- Features of Narrative texts

- To create a semantic web of words found in a reading text

- To familiarize students with the features of a narrative play - To complete a vocabulary

worksheet on idioms, antonyms and homophones Lesson 2 - Fractured fairy tales from a learning package “Seriously Twisted Tale” - Vocabulary - Writing - Grammar: tenses

- Genre of a Fairy Tale, Formats of Fairy Tale – narrative play/readers’ theatre.

- Semantic Web – Semantics, a study of words, categories of words (classifications like professions, actions, etc.) - Word play like homophones, idioms, antonyms

- Features of Narrative texts

- To write a summary (retelling) of a narrative play the students had read in the previous lesson

- To recap rules of grammar (e.g., tenses, conditional [if], modal verbs) - To discuss and plan in a group a chosen fractured fairy tale (narrative play) Lesson 3 Fractured fairy tales – students’ performances

- Clarity, confidence and articulate presentation - Sound effects and dramatic actions to engage the audience - Subject-verb agreement, subject-object, prepositions, direct-indirect speech (synthesis & transformation)

- Students to perform their versions of twisted fairy tales

Lesson 4 Fractured fairy tales from a learning package “Seriously Twisted Tale”

- Features of fractured fairy tale; plot, storyline, character, resolution, setting, descriptive language

- Grammatical items; homophones,

- Features of a good narrative; similar to that of the fractured fairy tale.

- Vocabulary item: metaphor, personification

- To recap the features of fractured fairy tales

- To recap the features of a good narrative

- Students to plan for a narrative using a mind map and employing the use of descriptive language

Lesson 5 Fractured fairy tales from a learning package “Seriously Twisted Tale”

- Use of descriptive language - Character analysis

- To recap the story “A Seriously Twisted Tale”

- To use character analysis to compare the characteristics of “Leaping Beauty” (a fractured fairy tale) with the original “Sleeping Beauty”

4.4 British international school Primary-level Reading Instruction – Lesson Frame Summary

This section aims to capture a Lesson Frame Summary of the reading instruction unit of work for the Year 6 (11-year old students) classroom from a Singapore-based British

international school. The following table shows the unit’s lesson topic, learning objectives, writing targets and Lesson One’s classroom activities.

Significant Authors – The Iron Man by Ted Hughes

Learning Objectives Writing Targets

1. Speaking and listening

- Use a range of oral techniques to present persuasive arguments and engaging narratives

- Use the techniques of dialogic talk to explore ideas, topics or issues

2. Listening and responding

- Analyse and evaluate how speakers present points effectively through the use of language and gesture 3. Group discussion and interaction

- Understand and use a variety of ways to criticise constructively and respond to criticism

4. Drama

- Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters’ ideas and building tension 5. Understanding and interpreting texts - Understand underlying themes, causes and points of

view

- Understand how writers use different structures to create coherence and impact

6. Engaging with and responding to texts - Read extensively and discuss personal reading with

others, including in reading groups

- Compare how writers from different times and places present experiences and use language 7. Creating and shaping texts

- Select words and language drawing on their knowledge of literary features and formal and informal writing.

8. Text structure and organization

- Use varied structures to shape and organize texts coherently

Some children will not have made so much progress:

- Begin to understand the concept of figurative language within texts

- Discuss author’s use of language and sentence structure for effect

- Present their opinions to others using evidence from the text to support their answers

Most children will:

- Understand the concept of using figurative language

- Discuss confidently the author’s use of language

- Recognise examples of similes, metaphors and onomatopoeia

- Begin to use ambitious vocabulary to describe setting

- Present their opinions to others using evidence from the text to support their answers

- Begin to use emotional literacy to describe how a character from the text might be feeling Some children will have progressed further: - Explain the effect of language used by the

author and its effect on the reader

- Begin to use emotional literacy to describe how a character from the text might be feeling and use evidence from the text to justify their opinion

- Blend quotations and references and link these to other points