Grade R Books Lesson Plan: Life Skills

Lesson Plan Title:

Grade R Life Skills Lesson Plan: Introduction to Books

Materials Needed:
– A selection of picture books
– Large storybook for read-aloud
– Chart paper and markers
– Colouring materials (crayons, coloured pencils)
– Pre-drawn book templates
– A comfortable reading corner area

Learning Objectives:
– Identify parts of a book (cover, back cover, title, author)
– Demonstrate proper handling of books
– Engage in shared reading activities
– Express enjoyment and interest in books

1. Book – A set of written, printed, or blank pages fastened together and bound in covers.
2. Cover – The outer part of a book that protects the pages.
3. Page – A single sheet of a book.
4. Author – The person who writes the book.
5. Title – The name of the book.

Previous Learning:
Students have engaged in previous classroom activities where they have been read to by the teacher but may not yet have discussed the specific parts of a book or what makes up a book.

Anticipated Challenges and Solutions:
Handling Books: Some children may not yet know how to properly handle books without tearing pages. Use durable, child-friendly books and model proper handling.
Attention Span: Young learners may have short attention spans. Use engaging pictures and interactive read-alouds to maintain interest.

Beginning Activities (4 minutes):
1. Introduction to the Topic: Gather students in a circle in the reading corner. Show a selection of picture books.
2. Engage Prior Knowledge: Ask students if they have any books at home and what their favourite stories are.

Middle Activities (32 minutes):
1. Direct Instruction (8 minutes): Show a large storybook and point out the cover, back cover, title, and author. Explain each part simply.
2. Guided Practice (10 minutes): Read a short, engaging story aloud to the class. Pause occasionally to show pictures and ask predictive questions (e.g., “What do you think will happen next?”).
3. Independent Practice (10 minutes): Provide each student with a pre-drawn book template. Ask them to draw their own book cover, including a title and their name as the author.
4. Activity (4 minutes): Discuss briefly how to handle books carefully. Let students practice turning pages gently with their personal book templates.

End Activities (4 minutes):
1. Exit Ticket: Ask each student to share their favourite part of the story they heard today.
2. Closing Reflection: Gather students back in the reading corner. Recap what they learned about books and ask them to name the parts of a book once more.

Assessment and Checks for Understanding:
– Observation during activities to ensure students can identify the parts of a book.
– Participation in discussions and story retelling.
– Review of students’ book template drawings to check for inclusion of title and their name.

Differentiation Strategies for Diverse Learners:
Scaffolding: Pair up students who may need additional support with a buddy who can help them.
Extension Activities: For advanced students, provide blank books to write simple sentences inside or for detailed illustration.
Visual Support: Use large, colourful pictures and objects to help visual learners.

Teaching Notes:
– Ensure the reading corner is welcoming and comfortable, with soft seating and good lighting.
– Emphasise the enjoyment and love for books rather than overloading with information.
– Keep the storytelling session interactive to maintain engagement.
– Be patient and encouraging, especially for students who might struggle with fine motor skills.
– Accessibility: Ensure that all materials are in reach and easily accessible for children with mobility issues. Consider large grip crayons or pencils for students with fine motor skill difficulties.

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