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Reading and writing are basic skills that highlight literacy. Over a century ago, a lot of people are not capable of reading and writing. As time progresses, reading and writing possess myriad of advantages. These two skills are essential in people`s daily life. Reading and writing go together. One cannot write without knowing how to read and vice-versa. They are valuable skills that must constantly be improved. Most of the time, these skills go unnoticed. Whether it is reading a book or writing a poem, reading and writing boost academic performance. They absorb information and heighten leisure. Reading can serve as a gateway from the daily grinds in school or at work. When we read a book, we obtain the message that the book wants to deliver. This paper presents the rationale behind the content and language objectives of a lesson plan intended for fourth grade guided reading. The theme of the lesson is about feelings and emotions.
The content objective is stated as follows: “Students will be able to distinguish feelings/emotions and different situations that evoke them. Students will also learn to apply their learning to reading. They must be able to determine the connection between characters in the reading, the characters feelings/emotions, different situations and events taken place and the outcomes are determined.”
Rationale: By teaching students the different emotions or feelings, it becomes easier for them to distinguish themselves through the characters in the reading. Further, emotions are said the affect learning. By mastering emotions, students are able to identify various discrete feelings through auditory and facial expressions. Knowing the differences among the many types of emotions, students would also be able to understand better what motivated certain events or actions. For instance, a character in great anguish is said to be someone who is feeling sad. On the other hand, when the character expresses extreme joy, then it can be said that the character is feeling happy.
The language objective states that “the student will be able to use vocabulary they have learned to express themselves to others.”
Rationale: By learning how to use vocabulary words in the story, the students are also able to understand the story content better. Simply put, the story becomes more comprehensible. In addition, knowing how to use the vocabulary learned in the story enables learners to become wide readers. Word knowledge is a predictor of how well learners will be able to understand the texts. The reason why some children dislike reading is because of their inability to decipher the meaning of words which are new to them. On the other hand, some children are good readers because of their ability to unlock the meaning of words in the story. When children attend school, some of them will have already the knowledge about some word meanings compared to other students in the classroom. Nonetheless, attending classes with only minimal stored vocabulary words does not predict failure. A lot of studies have shown that the answer to increasing word bank is exposure to words that are unfamiliar to the learners.
Additional goals: Teaching students how to define and use key vocabulary in a sentence.
Rationale: Words are tools used in expressing thoughts. By knowing how the meaning of words, it also becomes easier to use the words in a sentence. Thus, this, in turn, develops great communication.
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