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Lesson plan: Multiple intelligences


Topic: Mythology

Total learning time: 45 minutes

Number of students: 20

Description: The visual or spatial learner is typically good at deciphering visual data in the form of maps and graphs. These learners are imaginative, think outside of the box and quickly process what they see rather than what they hear. Therefore, to enhance retention the pupils will decipher an infographic, answer a quiz online, and complete a crossword puzzle. Odysseus



Lesson plan: Media literacy


Topic: Around Europe ‒ Poland

Total learning time: 45 minutes

Number of students: 15 ‒ 20

Description: The teacher uses technology to deliver curriculum content to students. The students explore a website and scan information about Poland.


Linguistic: The students practise reading, listening and speaking.

Social: The students work collaboratively and develop critical thinking skills; they decide on their roles within the group.


Analysis: The students explore a website and scan information about a European country.

Comprehension: They find information to fill a crossword puzzle.

Teaching-learning activities

The teacher accesses Time for Kids online and shows the students how the webpage is organised:

The pages are displayed through a computer and projector.

The students explore the website to gather the required information.

In pairs, they complete a crossword puzzle and do the online quiz.


In groups, the students discuss what they find interesting about Poland and compare it with their own country. They write down the main ideas.

Self-assessment. Students assess their work.



Ideas for promoting reading

Trying to develop in the students a lifelong love of reading is a very important aspect of a teachers craft. Listed here is a very brief summary of points to consider.

  The library needs to be a welcoming area. Think about furniture, ambience and access. Is the shelving flexible enough to allow books to be shelved and displayed effectively and can pupils easily access it? Is there room for soft chairs and cushions?

  Careful consideration needs to be given to the stock: think about selection criteria and balance. Remove old and tired books on a regular basis.

  Consideration needs to be given to displays and promotion of the stock.

Develop the reading cycle

  The reading cycle involves: selection ‒ reading ‒ response.

  Develop a range of activities to encourage a love of reading.

  Researching author of the month including Internet searches and emailing the author ‒ also having books of his/her work.

  Television or film tie-ins.

  Explore web sites which promote teenagers literature.

  Book talk sessions.

 DEAR (Drop Everything and Read); USSR (Uninterrupted Sustained Silent Reading).

  Dramatising a favourite scene from a book.

  Finding music to create the atmosphere to go with a book.

  Organise a book related enterprise activity e.g. book review magazine.

  Invite someone from the Public Library to come in and talk about books and how to use the library.

  Pupils maintain a reading diary.

  Book events: book weeks; authors, illustrators and storytellers visits; inviting people from the community to come in and read or tell stories; holding activities to mark national reading initiatives.



Strategies for reading success

A booktalk is an energetic discussion about a book done with a class, groups or an individual student. Booktalks can happen at any time throughout the school day, linked to any block in which reading is important.

What is a booktalk?  A booktalk is an energetic discussion about a book or books, done with a whole class, small groups, or an individual student. It is strategically designed to yield big results. First, it can get students enthused about reading. A good booktalk practically makes books fly off the shelf and into the hands of students who might not have chosen them otherwise. Second, a booktalk gives students a greater understanding of the range of books available to them, and sometimes teens need this head start. Third, it makes the initial connection between the student’s prior knowledge and the book’s content. Reading comprehension is enhanced by these real connections between reader and text.

The content of booktalks  There is no standard set of rules to follow for a booktalk. When you conduct one, you can do any of the following:

  Share a single book or a range of books by one author or within a genre.

  Share details about the life of the author and/or illustrator.

  Talk about the setting and characters in the book.

  Read the first three pages of the book ‒ enough to get students curious.

  Read a paragraph or two and discuss your predictions about the book.

  Read the book flap or the back cover and discuss your initial feelings about the information you find there.

  Connect the book to events in your life, hoping students will make connections to their lives as well.

  Compare the book to other books you have read or you have read as a class.

  Compare the book to other titles by the same author.

  Share how the book made you feel.

  Make eye contact with the audience.

  Leave your audience hungry to get its hands on the book.

The booktalks can range in length from one to five minutes. As a rule of thumb, the booktalks should be as short or long as they need to be to achieve your ultimate goal: getting students excited about reading the book.



Escola Básica e Secundária de Muralhas do Minho, Valença