What are guidelines on preparing the lesson Sọ Dừa for grade 6 students in Vietnam? What is the allocated time for teaching reading in grade 6 Literature in Vietnam?
What are guidelines on preparing the lesson Sọ Dừa for grade 6 students in Vietnam?
Below is the latest lesson plan for the story "Sọ Dừa" for the academic year 2024-2025.
| I. Preparing to Read "Sọ Dừa" - Grade 6 Question 1: Have you ever evaluated others merely based on their appearance? Is such an evaluation accurate? There have been a few instances where I judged others solely based on their appearance. For instance, I saw a classmate dressed untidily and thought they were a troublemaker. However, it turned out that the classmate was very kind and gentle, but had a hard time commuting to school from a distant home. In my opinion, judging others based on their appearance is not accurate and might lead to misunderstandings. Appearance is just a small part of a person and does not fully reflect their nature, personality, or capabilities. Question 2: What does the title of the text suggest to you? Before reading the text, the title made me think of a coconut shell. II. Experiencing the Text "Sọ Dừa" - Grade 6 Question 1: What details in the opening section help you learn about the character Sọ Dừa? In the opening section, I learned about the strangeness of Sọ Dừa. Specifically, Sọ Dừa's mother drank water from a coconut shell at the base of a big tree while collecting firewood and then became pregnant. Subsequently, she gave birth to a child without arms or legs, round like a coconut, who could speak and begged his mother to keep him rather than discard him. Question 2: Do you think Sọ Dừa will find the ceremonial gifts? Why? In my opinion, Sọ Dừa will find the ceremonial gifts. Sọ Dừa is a peculiar character, so... III. Reflecting and Responding to the Text "Sọ Dừa" Question 1: Fairy tales often depict characters who are unfortunate, heroic, or intelligent. Which type do you think Sọ Dừa belongs to? I think Sọ Dừa belongs to the unfortunate type, as he has a hideous appearance with no arms or legs, round like a coconut. Question 2: Arrange the events in the correct order as they occur in the story: a. The mother goes to collect firewood, drinks water from a coconut shell, then becomes pregnant and gives birth to the misshapen Sọ Dừa. h. Sọ Dừa requests to herd cattle for a wealthy man to help his old mother. d. While at the wealthy man's house, Sọ Dừa meets the youngest daughter and marries her, shedding his ugly appearance. b. Sọ Dừa studies hard, becomes a mandarin, and goes on a diplomatic mission. đ. The two elder sisters harm their younger sister, pushing Sọ Dừa's wife into the sea. e. By following her husband's instructions, Sọ Dừa's wife escapes and survives on a deserted island. c. Sọ Dừa returns from his diplomatic mission, overjoyed to reunite with his wife on the island. g. The two elder sisters, ashamed, leave and are never seen again. Question 3: How are the qualities of characters in fairy tales usually revealed through their actions across the story? How is this demonstrated in the character Sọ Dừa? Sọ Dừa is portrayed as very talented and intelligent through various details: - Exceptionally good at herding cattle: rain or shine, every cow is well-fed. - Plays the flute beautifully (melodious flute). - Asks his mother to propose marriage to the wealthy man's daughter and manages to prepare all the requisite ceremonial gifts (a crock of gold, ten silk pieces, ten fat pigs, ten casks of wine). - Becomes a mandarin. - Displays foresight and prudence (when parting from his wife, he gives her a flint, a knife, and two chicken eggs for potential use). Question 4: Identify the magical elements used in the story "Sọ Dừa." In your view, what role do these magical elements play? - Magical elements in the story "Sọ Dừa": + The mother drinks water from a coconut shell at the base of a tree and becomes pregnant, giving birth to a child without arms or legs, round like a coconut. + Sọ Dừa herds cattle for a wealthy man, and despite having no arms or legs, he excels at it. + Sọ Dừa transforms into a handsome boy and plays the flute while herding cattle. + When Sọ Dừa's wife is pushed into the sea by her sisters, she kills a fish with a knife and survives. - Role of the magical elements: + Create attractions and interest in the story. + Highlight admirable qualities of people (hardworking, kind, intelligent...) more clearly despite their ugly appearance. + Allows unfortunate characters to improve their lives, reflecting the people's desire for good to be rewarded and evil to be punished. Question 5: Identify the theme of the story. The theme of the story "Sọ Dừa" is to emphasize the value of inner beauty. It asserts that the true value of a person lies in their internal qualities, not their external appearance. Question 6: State the main idea of the story. The story "Sọ Dừa" expresses people's dreams and aspirations for disadvantaged individuals to have a better life and for social justice. The talented and virtuous should live happily, while the wicked and greedy should receive appropriate punishment. Question 7: What do you learn about how to perceive and evaluate people from the story "Sọ Dừa"? From the story "Sọ Dừa," I learned to perceive and evaluate people more objectively and holistically. We cannot judge a person solely based on their appearance. That's merely the outer shell. We need to look deeper into their qualities, personality, intelligence, and actions to evaluate them. |
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What are guidelines on preparing the lesson Sọ Dừa for grade 6 students in Vietnam? What is the allocated time for teaching reading in grade 6 Literature in Vietnam? (Image from the Internet)
What are required reading comprehension outcomes for grade 6 Literature in Vietnam?
Based on the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the required reading comprehension outcomes for Grade 6 Literature are as follows:
Reading comprehension of content
- State a general impression of the text; recognize prominent details, themes, stories, and characters in the work's entirety.
- Recognize the theme of the text.
- Recognize the emotions and sentiments of the author conveyed through the text.
- Summarize the text briefly.
Reading comprehension of form
- Recognize some elements of legends, fairy tales, and fables such as: plot, characters, narrator's voice, and character's speech.
- Recognize and analyze character traits expressed through appearance, gestures, actions, language, and thoughts.
- Recognize first-person and third-person narration.
- Identify the number of sounds, lines, rhymes, and rhythm in six-eight poetry.
- Identify and initially comment on the uniqueness of a poem through words, images, and literary devices.
- Identify and state the effects of narrative and descriptive elements in poetry.
- Recognize the form of recording, storytelling approach, and first-person narration of memoirs or travelogues.
Connections, Comparison, and Linkage
- Recognize similarities and differences between two characters in two texts.
- State the lesson on individual thinking and behavior suggested by the read text.
Extended Reading
- In one academic year, read at least 35 literary texts (including texts guided to read on the Internet) that are similar in genre and length to the texts studied.
- Memorize favorite excerpts or poems from the curriculum.
What is the allocated time for teaching reading in grade 6 Literature in Vietnam?
According to the General Education Program for Literature issued with Circular 32/2018/TT-BGDDT, the reading section requires the following:
Proportion of time allocated for educational content
The time allocated for educational content is arranged by textbook authors and teachers based on the required achievements for each grade and actual teaching. However, it is necessary to ensure a reasonable balance among the following components:
- Between knowledge acquisition and skill practice (focus on skill practice and application).
- Among types of texts for reading, writing, speaking, and listening (allocate more time for reading literary texts).
- Among skills of reading, writing, speaking, and listening (allocate more time for practicing reading skills); specifically, the time allocation for skills in each grade is as follows:
| Group of Grades | Reading | Writing | Speaking and Listening | Periodic Assessment |
| From Grades 1 to 3 | about 60% | about 25% | about 10% | about 5% |
| From Grades 4 to 5 | about 63% | about 22% | about 10% | about 5% |
| From Grades 6 to 9 | about 63% | about 22% | about 10% | about 5% |
| From Grades 10 to 12 | about 60% | about 25% | about 10% | about 5% |
Thus, the reading section in Grade 6 Literature occupies 63% of the curriculum duration.
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