Hamza Hamza

Reading - The Grapes of Wrath
Grade 7 level


In this lesson, students will practice scanning and skimming sub-skills of reading, a receptive skill, through an excerpt from The Grapes of Wrath.


Abc Textbook
Abc Video Projector

Main Aims

  • By the end of this lesson, students will be able to successfully employ brainstorming, mindmapping, predicting the content of the text, checking and scanning skills.

Subsidiary Aims

  • Comprehending the excerpt and series of event in relation to that specific time period.
  • Strengthening the vocabulary of students in the context of "facing diversity" unit.


Pre-Reading (6-8 minutes) • To set lesson context and engage students.

Before opening the reading section in the textbook, I am going to project photos from both the Dust Bowl and the Great Depression and ask the students "what are the photos about?" student might come up with answers like world wars or natural disasters. Afterwards, I am going to show them a brief video with footage from that time period to put them in the right setting of the reading. Then, concept vocabulary will be ranked from most familiar (1) to least familiar.

First read (10-12 minutes) • To provide students with an appropriate task to boost their ability in skimming skills.

At this stage, students will open their textbooks to the activity page where I am to ask about their predictions to have a brief brainstorming based on the title and the photos in the headline section, the question would be "what is the text about?" I will probably get some interesting answers which I would write them on the board. As a gist task, I want them to read the article and answer the question using the first read strategies (Notice, Annotate, Connect, Respond) in order to get a general idea of the text. First, they will be required to notice the plot and the setting of the story then annotate by marking vocabulary and key passages of the to revisit, connecting these selections to the pre-reading knowledge and respond to the close read questions. After the first reading. I want them to take a look at their previous answers which are on the board and tell me if they were right or not, I would put a check next to right ones and a cross next to wrong ones. Afterwards, I want them to tell me the order of the series of events according to the text that they have found wand I would write them on the board.

Close read (18-20 minutes) • To work on Scanning and comprehension

This stage is a complimentary stage for the previous one, to continue on practising skills. I am going to pair the student into groups of two then they will collectively answer questions, not only to work on their scanning but also their comprehension ability. I want them to search through the excerpt and find out according to the text. I am going to give them 10 minutes to answer the first three questions, then approve and correct their answers and then writing them on the whiteboard.

Vocabulary (6-8 minutes) • To teach and consolidate new terms

There is a heavy load of vocabularies in this excerpt, some can be contextualized, to understand the meanings. At this stage I ask students to take a look at highlighted (or bold typed) vocabulary in the excerpt as well as the footnotes at each page, there are six of them highlighted in bold and 7 defined n the footnotes of the text, I’m going to give them a table with examples and definitions of the highlighted terms in a different order, each student will match the example to the definition, students will become familiar with the vocabulary by the end of the activity.

Summary (10-12 minutes) • To provide students with deduction and inference skills

Students will have to summarise the main ideas of the excerpt based on the notes written on the whiteboard and their acquired vocabulary to write a comprehensive summary. I will monitor students doing the activity and help when necessary students if they have not understood something then I will bring the class back together and ask the students to share the answers with the class. As students answer I will approve it is the correct answer first before writing the answer on the whiteboard while giving feedback on form and pronunciation. After this activity and to wrap the whole lesson up, I’m going to draw a table with two columns on the board and ask students to tell me about their ideas and thoughts about the great depression, the Dust Bowl and the characters.

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