Memory — Lesson Plan, English, Grade 11
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Lesson plan
| Section |
Cognitive Processes and Text Analysis
|
| Lesson title |
Memory
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| Class |
11
|
| Lesson objectives according to program |
11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics
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| Lesson objectives |
Students know key vocabulary related to memory, including recall, forget, short-term memory, and long-term memory.
Students know how paraphrasing and self-correction can clarify ideas in a discussion about memory.
Students know how to identify patterns of development and links between paragraphs in a text about memory.
|
| Values |
Students practise respectful listening and constructive correction by paraphrasing classmates’ ideas before responding.
They value curiosity and evidence-based thinking when discussing how memory works.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Opening Discussion 5 min |
Organisational moment:
Welcome students, introduce the topic, and invite them to think of a memory they can describe without sharing anything private.
Problem statement:
Ask: “Why do some memories stay with us while others fade?” and “How can we explain an idea clearly if we cannot remember the exact words?”.
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Students — greet the teacher and consider a non-private memory. Students — share initial ideas and suggest why memories may be retained or forgotten. | Contribute one relevant idea about memory — 1 point. Give one reason or example — 1 point. Stage maximum — 2 points. | board, notebooks |
| Memory Concepts 8 min |
New material explanation:
Present and explain the terms recall, forget, short-term memory, and long-term memory, giving a simple example for each.
Explain that paraphrasing restates an idea in different words, while correction repairs an inaccurate or unclear statement.
Show a short text about memory and model how linking words and paragraph transitions reveal its development.
Slide 1 — Memory Concepts
Slide 2 — A familiar song can bring back a lyric you have not heard for years, while a name heard m…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Four Memory Terms
Slide 5 — Clarifying Ideas in Talk
Slide 6 — When discussing memory, which is more important: restating an idea clearly or correcting…
Slide 7 — A Text’s Development
Slide 8 — Read Transitions Closely
Slide 9 — What to Remember
Slide 10 — Recall and Explain
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Students — listen, record the four terms, and match each term to its example. Students — note the difference between paraphrasing and correction and identify a transition linking two paragraphs. | Match four memory terms to meanings or examples — 1 point each, max 4 points. Identify one transition between paragraphs — 1 point. Stage maximum — 5 points. | |
| Paraphrase Challenge 8 min |
Instructions:
Organise students into pairs and give each pair a memory-related statement: “I remember information better when I connect it to something I already know.”.
Ask partners to restate the statement without changing its meaning, then correct one deliberately unclear version: “Memory is when you forgot everything quickly.”.
Invite pairs to share their paraphrase and corrected sentence; prompt them to explain how they preserved the meaning.
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Students — work in pairs to paraphrase the statement while keeping its meaning. Students — correct the unclear sentence, for example: “Memory is the ability to store and recall information.” Students — share their responses and explain their language choices. | Paraphrase preserves the original meaning — 2 points. Correction makes the unclear sentence accurate and clear — 2 points. Explanation of one language choice — 1 point. Stage maximum — 5 points. | |
| Text Structure Analysis 10 min |
Questions to the class:
Distribute a short reading about memory with its paragraphs separated and ask students to read it individually.
Ask: “Which paragraph introduces the main idea?” “How does the second paragraph develop it?” “What relationship does the final paragraph show to the earlier information?”.
Direct students to mark transition words and write a brief note explaining the text’s paragraph-level development.
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Students — read the text and identify its introductory idea, supporting development, and concluding relationship. Students — mark transitions and answer the questions, referring to paragraph links and evidence from the text. | Identify the introductory paragraph and its main idea — 2 points. Explain how another paragraph develops the idea — 2 points. Identify a transition and explain its function — 2 points. Stage maximum — 6 points. | |
| Knowledge Check 7 min |
Instructions:
Give students a short individual check covering memory vocabulary, paraphrasing, correction, and paragraph development.
Include these items: define recall; choose the clearer paraphrase of a short statement; correct one inaccurate sentence; identify how a paragraph develops the previous paragraph.
Collect responses and review the correct answers briefly.
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Students — complete the four items independently. Students — check their responses during the brief review: recall means bringing stored information back to mind; the best paraphrase preserves meaning in different words; the inaccurate sentence should be corrected for clarity and accuracy; the paragraph relationship should be identified using textual evidence. | Define recall accurately — 1 point. Select a meaning-preserving paraphrase — 1 point. Correct the inaccurate sentence — 1 point. Explain one inter-paragraph development pattern using evidence — 1 point. Stage maximum — 4 points. | |
| Reflection 7 min |
Runs the "Aim at the target" reflection. Students launch the catapult at the target that matches their feeling about the lesson.
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Students complete the "Aim at the target" reflection and assess their understanding of the topic. | State one accurate learning point about memory or text development — 1 point. Name a relevant paraphrasing, correction, or reading strategy — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep walkways clear and handle printed materials carefully. Students may choose a non-private memory and should not be pressured to disclose personal or sensitive information. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 11
- Language
- English
- Education direction
- Humanitarian
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