Demo lesson for Ihsan International school
Grade 7 level


In this lesson, students will read a text about a woman who got her lower limbs amputated when she was young and what she did to overcome this challenge in the context of facing adversity.


No materials added to this plan yet.

Main Aims

  • To provide reading practice using a text about a woman who got her limbs amputated when she was young in the context of Facing Adversity

Subsidiary Aims

  • To provide writing practice of a brief summary in the context of Facing Adversity


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

Teacher shows three pictures and asks ss to discuss the following questions: 1. What do you see in the picture? 2. Have you experienced anything difficult in your life? How did you overcome it? The teacher tells ss that they are going to discuss these questions in breakout rooms which can give them the same feeling they have in the classroom. Alternatively, T can do this as a whole class activity.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

1. T opens a word file that contains the following sentences and asks ss to guess the meaning of the bold words. T asks them to pay attention to the underlined words/phrases. * His aberrant behavior was unexpected. It is strange for him to be impolite. * Because of a rare bone disease, her bones are delicate and more likely to break. * James will not eat foods made with artificial ingredients; he shops only at organic food stores 2. T accepts logical answers. 3. T asks ss to match how we determine the meanings of unfamiliar words using context clues. Synonyms Restatement of an idea Contrast of ideas and topics 4. SS write the answers on the file 5. T tells ss to apply their knowledge of context clues and other vocabulary strategies to determine the meanings of other unfamiliar words they encounter during their first read.

While-Reading 1 (13-15 minutes) • To provide students with less challenging gist reading task

1. T shows a picture of Aimee Mullins and asks ss if they know her. T then asks ss to read (about the author section) to raise their interest in reading the text. 2. T asks ss to think about and write the meaning of the following words while they're reading: a. accomplishments: (syn: achievement) an impressive thing that is done or achieved after a lot of work b. extraordinary: not normal or ordinary; greater or better than usual c. celebrate: to do something enjoyable something good has happened SS check in pairs and after that as a W/C

While-Reading 2 (10-15 minutes) • To provide students with more challenging reading task

1. T shows ss the questions on page 8 of the PDF file and makes sure ss understand the questions and then ask them to answer them by looking back at the text. 2. When finished, T asks one S to write the first answer on the W/B and asks other ss to confirm. T repeats the same with the other three questions Possible answers: 1. She has difficulty walking across the library's marble floor because she has prosthetics on her legs below the knee and is wearing high heels. The floor is slippery and difficult to balance on. 2. Mullins was wearing a dress that she had bought herself, and her father told her that she needed to change. He pointed out that you could see her knee joint when she walked, which he thought was "inappropriate." She refused to change because she believed that she shouldn't be ashamed of her prosthetics, and was grounded for defying him. 3. Mullins begins working with engineers, fashion designers, sculptors, and other specialists to design and build prosthetics for her. 4. The author states that the source of the greatest creative power is to own and celebrate what makes us different.

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

T then asks ss to make a group of four and confirm their understanding of the text by briefly summarizing key events. Possible answer: When Aimee Mullins was a year old, her legs were amputated below the knee. When she was 5, she had another surgery to correct the growth of her tibia. She was excited to return to school, and did so in a wheelchair; she recalls her teacher worrying that her presence would be "inappropriate" and "distracting." When she was in second grade, Aimee broke one of her wooden prosthetics as a result of swimming with them on, causing the wood to rot. These legs were replaced with plastic, waterproof ones. She recalls how difficult it was to swim in these legs as a result of their buoyancy. When Mullins was fourteen, she put on a dress she had bought with money earned on her paper route. She was thrilled about the dress, but when her father noticed that her knee joint was visible in it, he asked her to change, saying it was "inappropriate." Aimee refused to change and was grounded as a result, but remembers getting complimented on the dress by extended family members. As she grew older, Mullins began taking control over the appearance of her prosthetics, working with sculptors, fashion designers, engineers, and other specialists to design and create artificial legs. She was able to get prosthetics modeled after the hind legs of a cheetah and ended up setting multiple world records with the prosthetics. She began to enjoy being able to express herself through different prosthetics. At the end of her story, Mullins recalls a six-year-old girl recognizing her on the street. The girl had gotten her leg amputated 6 months ago, and was excited to show Mullins her new prosthetic leg. Mullins marvels at how wonderful it is that this young girl has already begun celebrating what makes her different.

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