In my honest opinion, the lesson plan that has been constructed in line with the constructivist and interactionist theory.

Pupils were made to work in pairs and then to comment and on each other's work. According to Vygotsky (1978), social interaction plays an important role in the development of language competence because pupils will get to model after or learn directly from the interaction made with others. This form of learning is very much student centred and this is where the constructivist theory comes in: pupils constructing their own knowledge.

A reading aloud checklist is given to pupils and they are supposed to evaluate and rate themselves. As such, they are building their own knowledge of what is a good reading and what is a poor one from whatever knowledge the various resources have taught them (ie. the recordings).

In addition to that, explicit rules are taught to them, like a short pause after a comma and a long one after a full stop and an even longer one between paragraphs. And this is exactly how a constructivist theory works: information comes in, processed and there will be outcomes to it. So, it is exactly how these pupils are being treated: information given to them via the explicit rules when reading, they process it and then try to exercise it in their future readings.

Of course, in every thing that we do, there will always be room for improvement and exactly so for this lesson plan as well.

I feel that the 'Joey' video that was screened to the pupils as the pre-activity was rather irrelevant to the lesson that was gonna be done for the day. The lesson focus on was reading with varied pitch and tone for expresiveness, having an appropriate pace and volume as well as pauses. But i felt like the video featured none of this. The video featured on plosives and the need to emphasize on some consonants. If a more relevant video was played, I think pupils will be better focused on the lesson for the day and have a clearer view on what is expected of them at the end of the lesson.

In addition to that, despite the class already been divided according to their abilities, I feel that the lesson should be a little bit more differentiated especially since the pupils are working in pairs/groups. The teacher can then focus on particular weaknesses of pupils in that particular instead of everyone having to achieve being able to read with expressions, pauses and volume at the end of the day. Some pupils might already have their volume right but probably be reading too fast so it will be good for him/her to work on the pace.

Nonetheless, the lesson is particularly a workable one for me as teaching reading is definitely important especially when the pupils are already at the primary 5 level. A variety of ICT tools are also being used for the lesson (ie. immediate feedback, recordings, videos) to keep up with the digital age today.