Lesson Plan in Developmental Reading 1

I. Objectives
Within the period, students are expected to:

a. Know what tie-in is and to know its kinds.

b. Define the kinds of tie-in product by examples.
c. Perform a drama role play.

II. Subject Matter

a. Reading a Book/Movie Tie-in: Themes, Subplots, Characters

b. Developmental Reading 1
c. Manila paper, pentel pen, white board, movie and books

III. Procedure

A. Motivation

The students will pick a name on the pink box. The name who has been picking will answer the
question and if she/he is correct he will get a prize. The question is base on my topic.
The student will answer the questions.

B. Activity

Divide the class into two groups.

They will make a role play.
Each group will follow the instruction given in the activity.
The teacher will check the work off each group.

C. Abstraction
Movie Tie-in
A tie in is an authorized product based on media property a company is releasing, such as a movie
or video/ DVD, computer game, video game, television program/ television series, role playing
game or literary property.

Kinds of tie-in products include:

 Movie tie-in as the novelization of movies, television shows or computer games.
 Original novels or story-collection featuring original stories inspired by the original stories/ inspired
by the original property.
 Re-branding of an existing book with artwork or photograph from a movie, television show or their
media release such as movies made on and re-branding of books.
 Making a books or television specials.
 Tie-in computer or video games.
 Soundtrack either featuring the film, songs featured in the film or image songs based on the
character.
 Collectible merchandise such as action figure toys or board games.
 Fast food promotion based on movies, toys and games.

Reading for Drama Role Play

Reading for Drama Role Play strategy provides teachers with a teaching and learning methodology
that is intrinsically motivating for students.

Strategy Text
Reading for Drama Role Play A range of text/tests
 Uses written visual, types of multi-media and
 Connects students with real life experiences. oral texts.
 Is contextualized, usually within an  Uses a range of genre – recounts, diaries,
integrated unit of work that develops key explanation, narratives, recipes description,
ideas and concepts. and informal reports.
 Provides real purposes for reading a broad  Links to research based on above texts.
range of text.  Links to other areas especially the arts.
 Involves the students in the planning for role  Uses texts that reflect and connect to their
play through the process of timing in, finding own lives.
out, sorting out and making conclusion.
 Through the dramatization of real life
situation the meaning of the written and
spoken words is related to real experiences.
 Provides a stimulus for writing.
 Supports students and develop a profile of
their role play character.
 Scaffolds preparing and conducting
interviews.
Four Roles/Resources of the Successful Reader

Roles/Resources What successful readers know and do

Code breaker Understand

decoding the codes and  the relationship between spoken sounds and written symbols
conventions of written,  the grammar of texts
spoken and visual text  the structural conventions of texts

Text user Know that

understanding the purposes  different types of texts have different purposes
of different written, spoken  these purposes shape the way texts are structured and formed
and visual texts for different Apply this knowledge in using (e.g. comprehending, creating, transforming)
cultural and social functions text

Text participant Make meaning by drawing on

comprehending written,  own experiences and prior knowledge
spoken and visual texts  knowledge of similar texts

Text analyst Is aware and can identify how

understanding how texts
position readers, viewers
and listeners
 texts are not ideologically natural or neutral but are crafted to
represent the views and interests of the writer
 information, ideas and language in texts influence reader
perceptions
 texts empower or disempowered certain groups

What is the difference between reading a play and watching a play?

In book reading a play would have your imagination doing it. In real life you can actually see it.

D. Analysis

What is Movie Tie-in?

Give at least 5 examples of tie-in product?
What is reading for a drama role play?
 E. Application

Since the class has no question, the students will answer the question.
The teacher let the students read the question on Manila paper and let them answer each.

IV. Evaluation

1. It is one of a roles/ resources of the reader which is decoding the codes and convention of written,
spoken and visual text?
2. It is one of a roles/ resources of the reader which comprehending written, spoken and visual texts?
3. It is one of a roles/ resources of the reader which understanding the purposes of different written,
spoken and visual texts for different cultural and social functions?
4. It is one of a roles/ resources of the reader which understanding how texts position readers,
viewers and listeners?
5. What is the difference between reading a play and watching a play?

V. Assignment

Study the next topic.

Title: Poetry as Shape and Imaginary Voice & Shapes
Pp: 56-61