Ahmed Sulaiman Ahmed Sulaiman

Flowers for Algernon
Grade 8 level


In this lesson, students will practise reading for both gist and specific information and writing in the context of "Flowers for Algernon"


Abc Data show Pictures Games

Main Aims

  • By the end of this lesson, students will have practised reading for gist and for specific detail in the context of "Flowers for algernon".

Subsidiary Aims

  • By the end of this lesson, students will have practised writing in the context of "Daily diaries".


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Playing the Maze Runner game to explore how people are intelligence. Showing Students some pictures that illustrate that people think in different ways. Discussing how people think differently (Think, Pair and Share). Asking students to match each action plan element "from the ones that projected on the board" to the most suitable strategy. Allowing enough time, then asking students to check their answers in pairs. Projecting the answer key on the board.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

Telling Ss that they are going to read "Flowers for Algernon" a story by Daniel Keyes. Introducing Daniel Keyes to the students. Displaying pictures of the events of the story for students to predict what the story is about. Asking students in groups to make their predictions. Allowing enough time then eliciting their predictions. Asking students to have a quick look over the text to find out if they were right or not. Discussing their predictions as a class.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

Asking students to answer: Who is Charlie? What does he struggle? Giving students enough time then eliciting their answers. Asking each group to read again to find evidences for Cahrlie's language problems, thinking problems, psychological problems and persistence to be smart. Allowing enough time to find the evidences. Having a class discussion. Displaying the answer key.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Asking students in groups to predict what might happen next and justify their answers. Eliciting answer and having a class discussion.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

Auction Game to remind students of the past simple tense. Starting off to auction the sentences of the diary one by one. Asking students to try to buy the correct ones. Selling the sentence to the highest bidder. The team with the most money wins.

Productive task (12-15 minutes) • To provide an opportunity to practice target productive skills

Highlighting the format of a diary. scaffolding what they can write in their diaries. Asking students individually to write their own diaries. Allowing enough time while going round, monitoring and offering help where needed.

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