Critical Reading, Meaning, Steps and Surveying for JSS 2

Class: JSS 2
Term: First Term
Week: 7
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Reading
Previous Lesson: Poetry, Meaning, Content and Language
Topic: Critical Reading, Meaning, Steps and Surveying
Subject Matter: Meaning and steps of critical reading: reading to evaluate information presented; Surveying: a quick glance of what book or passage contains by looking at table of contents or section by section sub- heading

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define critical reading.
• Identify the steps involved in critical reading.
• Explain the meaning of surveying a text.
• State how to survey a book or passage.

Affective Domain

• Appreciate the importance of critical reading in evaluating information.
• Develop an interest in surveying texts before detailed reading.

Psychomotor Domain

• Apply the steps of critical reading to a given passage.
• Demonstrate the process of surveying a selected passage or book.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected passages for reading practice
• Selections from other subject areas (e.g., Science, Social Studies textbooks)
• Whiteboard/Blackboard
• Markers/Chalk

Rationale for the Lesson

This lesson is important as it equips students with essential reading skills beyond basic comprehension. Critical reading enables them to evaluate information, identify author’s bias, and form informed opinions, while surveying helps them quickly grasp the main ideas and structure of a text before deep reading, improving reading efficiency.

Prerequisite/Previous Knowledge

Students should have a basic understanding of reading for comprehension and identifying main ideas in simple passages.

Lesson Content/Board Summary

Critical Reading, Meaning, Steps and Surveying

Meaning of Critical Reading

Critical reading is a careful and active way of reading that involves more than just understanding the words on the page. It means evaluating the information presented, questioning the author’s ideas, and forming your own informed opinion about the text.

It involves reading to:

1. Understand what the author is writing about.
2. Identify the author’s technique (how they present their ideas).
3. Evaluate the author’s point of view or argument.

Steps in Critical Reading

The process of critical reading typically involves these steps:

1. Understanding the Author’s Message: This involves reading for basic comprehension, identifying the main ideas, supporting details, and the overall purpose of the text.
2. Identifying the Author’s Technique: This means looking at how the author writes. Consider their tone, style, use of language, evidence, and rhetorical devices.
3. Evaluating the Author’s Point of View: This is where you assess the author’s arguments, biases, assumptions, and the credibility of their sources. You determine if the arguments are logical and well-supported.

Meaning of Surveying

Surveying is a quick glance at what a book or passage contains. It is a pre-reading strategy that helps you get an overview of the text before you start reading it in detail.

How to Survey a Text

To survey a book or passage, you can:

1. Look at the title and subtitle.
2. Read the introduction or preface.
3. Scan the table of contents.
4. Look at section-by-section sub-headings.
5. Examine any bolded words, italics, or highlighted text.
6. Look at pictures, charts, graphs, or diagrams.
7. Read the conclusion or summary.
8. Check for any questions at the end of chapters or sections.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Guided Practice, Question and Answer, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Questioning

Teacher’s Activity: The teacher greets the students and asks them what they usually do before reading a new book or a long passage. The teacher then introduces the topic: Critical Reading and Surveying.

Pupils’ Activity: Students respond to the questions and listen attentively to the introduction.

Learning Point: Introduction to topic

Step 2: Meaning of Critical Reading

Time: 8 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher explains the meaning of critical reading as reading to evaluate information presented, not just to understand. The teacher highlights that it involves understanding, identifying technique, and evaluating point of view.

Pupils’ Activity: Students listen and ask clarifying questions about critical reading.

Learning Point: Definition of critical reading

Step 3: Steps of Critical Reading (Understanding)

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains the first step of critical reading: understanding what the author is writing about. The teacher uses a short, selected passage to demonstrate how to identify the main idea and supporting details.

Pupils’ Activity: Students listen, observe the demonstration, and attempt to identify the main idea in the passage.

Learning Point: Understanding author’s message

Step 4: Steps of Critical Reading (Identifying Technique)

Time: 7 minutes

Teaching Skill: Explanation/Analysis

Teacher’s Activity: The teacher explains the second step: identifying the author’s technique. The teacher guides students to look for how the author uses language, evidence, or tone in the same passage.

Pupils’ Activity: Students participate in identifying the author’s technique with guidance from the teacher.

Learning Point: Identifying author’s technique

Step 5: Steps of Critical Reading (Evaluating Point of View)

Time: 7 minutes

Teaching Skill: Explanation/Critical thinking

Teacher’s Activity: The teacher explains the third step: evaluating the author’s point of view. The teacher encourages students to question the author’s arguments and consider potential biases in the passage.

Pupils’ Activity: Students engage in a brief discussion about the author’s point of view and potential biases.

Learning Point: Evaluating author’s viewpoint

Step 6: Surveying a Text

Time: 6 minutes

Teaching Skill: Explanation/Practical application

Teacher’s Activity: The teacher explains the meaning of surveying and demonstrates how to survey a selected book or passage by looking at the title, table of contents, and sub-headings. The teacher guides students to practice surveying a text.

Pupils’ Activity: Students observe the demonstration and then practice surveying a passage or book provided by the teacher.

Learning Point: Meaning and practice of surveying

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is critical reading?
2. Mention two steps involved in critical reading.
3. What does it mean to survey a text?
4. List two ways you can survey a book.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on critical reading and surveying into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Summarising

Teacher’s Activity: The teacher summarises the key points of the lesson, reminding students that critical reading and surveying are vital skills for academic success and everyday life.

Pupils’ Activity: Students listen and prepare for the next lesson.

Learning Point: Consolidation of concepts

Continuous Assessment/Further Study

Type: Homework

Instruction: Read a newspaper article or a short story from your English textbook and answer the following questions in your notebook:

1. What is the main idea of the article/story?
2. What technique did the author use to present their ideas (e.g., facts, opinions, storytelling)?
3. What is the author’s point of view on the topic? Do you agree or disagree, and why?
4. Before reading, how would you have surveyed this text? List at least three things you would look for.

Lesson Keywords

• Critical Reading – Reading to evaluate information, question ideas, and form informed opinions.
• Surveying – A quick glance at a text to get an overview before detailed reading.
• Evaluate – To judge or assess something carefully.
• Point of View – The author’s perspective or opinion on a topic.
• Technique – The method or skill used by an author to present ideas.

Differentiation

For weaker learners: Provide simpler, shorter passages for critical reading practice and guide them step-by-step through the surveying process. Use visual aids like highlighted text to demonstrate surveying. Focus on identifying only the main idea and one simple technique.
For faster learners: Challenge them with more complex passages or articles from different subjects. Encourage them to write a short paragraph evaluating the author’s credibility and potential biases in a chosen text. Ask them to compare and contrast the surveying techniques for different types of texts (e.g., a novel vs. a news article).

Suggested Lesson Videos

For further understanding of critical reading and surveying, students can search on YouTube for:
critical reading skills JSS2
how to survey a text JSS2

Teacher Guide for Using This Lesson Plan

Before the lesson, select a variety of short, age-appropriate passages from different subjects that lend themselves to critical analysis. Have a textbook or a longer article ready to demonstrate surveying effectively. Begin by engaging students with questions about their current reading habits. Clearly explain each step of critical reading, using the selected passages for practical demonstration. Encourage students to actively participate in identifying author techniques and evaluating points of view. When teaching surveying, physically show students how to quickly scan a book’s table of contents, headings, and visual elements. Provide ample opportunity for students to practice both skills individually or in pairs. Monitor their progress closely, offering support to weaker learners by simplifying tasks and providing additional guidance. For faster learners, encourage deeper analysis and independent application of the skills. Ensure students copy the Board Summary notes accurately during the note-taking stage. Emphasise that these skills are not just for English class but for all subjects.