A Shady Plot

Students understand, analysis the actions, questions and responses of John Hillock, the ghost and Laving. Strategy: Making connections and inference. Stage Objective Instructional flow Time taken Dates Materials required Home-task Learning Outcomes Pre-reading While Reading Making connections Inference What is the meaning of the word ‘Shady What are the different connotations it can be used in?

Students are asked to read the first two pages of the chapter in pairs, silently ND underline the difficult words and mark the words that help create a supernatural setting in the story. The teacher will engage the students in a discussion about the portion covered. Students are asked to read the next two pages of the chapter in pairs, silently and underline the difficult words and mark the main characters and their traits. Overfed, including the character traits of John Hillock and Laving. Discussion Of the portion given for homework, giving special emphasis on the comic effect of the narrative, as well as use of dialogue and dialect in the text. (For Gladioli. Loud reading of the last two pages in class by various students, focusing on the comic turn of events at the end of the story.

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Day 1 min 25 minis 10 minis Day 2 25 minis 15 minis Day 3 20 minis Activating prior knowledge Para 140 Para 41-73 Read Para 74-120 Students will be able to connect the word ‘shady’ to mean something supernatural, rather than ‘unclear’. Students will be able to identify vocabulary that is specific to the horror genre. Students will be able to describe and correctly infer the character traits of the main characters.