EDLA 519 Assessment 2 .

Template 1: Teaching Plan Outline for 2 weeks

Focus for Student Activities: The Cay By Theodore Taylor

Week 1:
During each lesson, Ss will be working on their reading skills as well as achieving each of the listed
outcomes for every lesson.
Outcomes
1.

Designing, Selecting and Sequencing Activities

EN3-2A

Whole class reading of the first 3 chapters of The

Cay.
Ss will read a review of the novel and underline
examples of evaluative language.
T and Ss will discuss and compile a list of evaluative
words that could be used when they are to write
their own response or review of the first 3 chapters
of the novel.

Resources

Assessment

Novel

Class
discussion
that will take
place
specifically on
evaluative
language will
allow T to
observe and
understand
different
language skill
levels, and how
Ss will progress
throughout the
lesson and
during the unit

English books
Whiteboard
Whiteboard
markers

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

of work.
2.
EN3-7C

3.

Ss will read chapters 4-7 of the novel in this lesson.

Ss will view a pre-made PowerPoint presentation
composed by T which will help Ss to familiarise
themselves with the setting of the novel and the
recurring themes.
Ss will then complete a worksheet consisting of
questions such as; How does Phillips dad display
courage in chapter 2?, What catastrophic event
finally convinced Phillips mother that she was going
to take him back to Virginia?, Describe how Phillip
was separated from his mother and Phillip considers
Timothy to be a stubborn, old, black man.
Respond to Phillips assessment. Do you feel his
critical feelings of Timothy are deserved? Why or
why not?

Novel

Ss will read chapters 8-10 of the novel.

Novel

This lesson will focus primarily on the personal

PowerPoint
presentation
Laptop
Smartboard
Worksheets

The questions
that Ss are
required to
respond to will
demonstrate to
T what each of
them have
understood in
regards to the
storyline of the
novel. The
answers to
each of the
questions or
statements will
also show T the
skill each Ss
possesses in
regards to
composing and
responding.
Class
discussion at

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

EN3-1A
EN3-2A

experiences of Ss.

4.
EN3-3A

Laptop

Smartboard
PowerPoint There will be three topics that Ss can
choose from.
English books
1. Topic 1: Write about your parents and your
family and some of your childhood
experiences that you can still remember.
2. Topic 2: Write about your views on prejudice
and racism.
3. Topic 3: Write about an experience in your life
which enabled you to say or think to yourself
I have changed.
The whole class will come together for a discussion
and Ss can share what they have written if they feel
comfortable to do so. This may help them relate on
a deeper level to any situations or hardships
experienced by the characters in The Cay.
Ss will read chapters 11-13 of the novel.
After Ss complete their reading, they will draw their
own version of the island (Completed on A3 paper
and to be displayed in the classroom). This activity
takes place because Phillip provides a blind persons
description of The Cay, and it is important that Ss
really immerse themselves in the text and can

Novel
A3 paper
Coloured
pencils
Laptops/iPads
for quick

the end of the

lesson will
enable T to
gain an insight
into the way Ss
are able to
respond and
communicate
effectively to
get their
message across
to their
audience how
Ss achieve this
through
different
language.
Teacher
observation
will allow T to
observe Ss
drawings and
the research
activity as well
as discuss with

EDLA 519 Assessment 2 . Template 1: Teaching Plan Outline for 2 weeks

5.
EN3-1A

EN3-7C

imagine what they are reading.

Ss will then be given the task of investigating
malaria (Timothys illness); what are the symptoms,
how can it be contracted?
o These quick research points will be shared
with the class to form a basis for class
discussion.

research task

Ss will read chapters 14-15

After the completion of these chapters, Ss will
devise their own trivia questions based on previous
experiences or situations that have taken place or
have arisen in the novel (this will be done in
partners forming small teams). Ss will then ask
their trivia questions to other partners or small
teams, and will continue rotating groups until the
end of the lesson.
As the lesson draws to a close, the whole class will
gather with T and discuss some of the questions
they composed or were asked by other teams why
they liked them or why they thought they were
important.

Novel

Ss their
findings and
whatever else
Ss may come
across or find
important.

Class
discussion:
English books
through Ss
for trivia
communicating
question
with T and
brainstorming
other Ss, T will
be able to gain
Palm cards
an
for trivia
understanding
questions
of Ss thought
processes,
ideas on the
book and how
they have
perceived the
story line in the
novel so far.