PHASE 2 LESSON PLAN SAMPLE for TEENS-YOUNG ADULTS
A. Students and Setting
Students:
Pilot section class of Fourth Year high school, mostly 15 years of age.
The class is composed of students who got a GPA of 85 and above in 3rd yr. These students are the last Batch to take the subjects listed in the BEC curriculum as the Philippine educational system adopted K to 12 curriculum in 2012. Most of them speak English in high proficiency level.
Setting:
Private school,35 students in the class, English IV class is held 60 minutes a day, Monday to Friday. Each classroom has a platform at which the teacher’s table is placed. This serves as our stage during class performances.
B. Lesson Background:
This lesson is on S-LV-PN and S-LV-PA sentence patterns which were previously taught. And since students are in the fourth year level, they are already familiar with phrase and clause modifiers. Thus, the teacher will make them use these to expand sentences in the said patterns. Task-based strategy in the execution of the lesson and alternative assessments in both formative and summative levels will be employed so as to make students demonstrate LRWS skills. For the summative assessment the teacher will give a task involving MI / Individual Differences.
C. Learning Objectives/Expected Results:
For today’s lesson students will:
1. listen to an informative text to get details;
2. construct expanded sentences in the S-LV-PN and S-LV-PA sentence patterns;
3. compose data for oral presentation; and
4. design costumes and perform in an oral presentation based on the material viewed.
D. Materials and Sources:
Materials
A laptop computer, an LCD projector, rubrics for the tasks given
Old newspapers, scissors and scotch tape for the making of book characters’ costumes. Students may use any material that they have like handkerchief, accessories etc. for the enhancement of their outputs.
Sources
Printed Books and internet
Ghaith Ghazi. (2002). Using cooperative learning to facilitate alternative assessment. English Teaching Forum.
Retrieved May 19, 2014 from
https://d396qusza40orc.cloudfront.net/shaping2paths/week2/phase1_all_files.zip.
How Noise And Classroom Management Can Promote Learning In The Classroom. (n.d.) Retrieved June 1, 2014
from http://www.classroom-management-success.org/noise-and-classroom-management.html.
Luna, J.M., Suarez, E.E.L., & Salazar, E.S., (2011). Phoenix Language Package:Skill Builders for English Proficiency.
Quezon City :Phoenix Publishing House, Inc.
Murcia, M.C. & Freeman, D.L. (1999). The Grammar Book : An ESL/EFL Teacher’s Course (2nd ed.). Boston, MA :
Heinle & Heinle.
Listen A Minute.com
The Joy of Books - by Type bookstore in Toronto. (n.d.). Retrieved June 9, 2014 from
http://www.youtube.com/watch?v=qYcSrIkVpzM
E. Procedures / Timing:
Teacher does/says . . .
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Students do/say . . .
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Approximate Time (60 mins.)
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Whenever you do your schoolwork, which do you basically refer to? printed books or internet?
Why?
On the board are instructions for Task 1. Please read. (calls on a student to read the instructions)
Kindly listen. (The teacher will let students listen to an informative text entitled “Books.”)
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Printed books.
Internet.
(Answers may vary)
Task 1: “Books” (Point of Departure, 1-min. audio material)
1.Listen closely to the informative text.
2.Taking down notes as you listen is optional.
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2 mins.
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What is talked about in the audio material?
What is said about books?
What is said about the following:
- Autobiographies?
- Novels?
- Encyclopedias?
(The teacher writes on the board each of the answers.)
Very good answers.
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Books.
Books are the best thing in the world.
Autobiographies are interesting.
Novels are great.
Encyclopedias are cool.
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2 mins.
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Discussion : Expansion of sentences in S-LV-PN and S-LV-PA patterns
Everybody eyes on the board. See what happened to the sentences. (shows the expanded version of each sentence)
Read the first one.
What makes the sentence long?
What about the next sentence?
What element lengthens the sentence?
See the last sentence.
What has been added to the sentence?
Does adding a word, a phrase or a clause modifier to a sentence affect its meaning?
All right. Let us examine the examples given.
How does the phrase modifier, of famous writers in the world, affect the meaning of the subject autobiographies?
Is this also observed in the subjects novels and encyclopedias?
So, what does adding a word, a phrase or a clause modifier to a sentence suggest?
Excellent.
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Autobiographies of famous writers in the world are interesting.
A phrase modifier is added after the subject.
Novels which deal with man’s struggles and triumphs are great.
A clause modifier.
Colorful encyclopedias are cool.
An adjective or a word modifier.
Yes.
It becomes specific.
Yes.
It suggests that the process does not only make the sentence longer
but also changes the meaning of the word or the sentence as a whole.
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5 mins.
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Now, pair with a seatmate and let us have a drill on sentence expansion.
On the board are the instructions and the sentences. Kindly read. (calls on a student to read the instruction)
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Task 2 : Dyad – Sentence Expansion (Formative Assessment)
Directions:
Pair with a seatmate and work on the following sentences in 3 minutes:
1. Knowledge is power.
2. Life is challenging.
3. Pride rules.
Use a word, a phrase or a clause modifier in expanding each sentence.
Check your partner’s answer or see to it that you agree to each other’s answer before you come up with a final sentence.
Write your answers legibly on a sheet of paper.
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3 mins.
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Checking of the answers
Done? Now exchange papers with the pair next to you.
Write your answer on the board for all of us to see.
(3 representatives from different groups will be called on to write their answers on the board.)
(The teacher will identify the correct answers and should there be incorrect answers, revisions and explanations will be provided.)
Now, are there questions regarding the topic discussed?
(Questions asked will be answered. Should there be none, the teacher will proceed to the next task.)
Your answers reflect your excellent teamwork.
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(Answers may vary)
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5 mins.
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Now, watch this video closely to get ideas for the next task.
(After playing the video)
What does the video present?
Among the books shown, which is your favorite? Why?
Excellent.
Please count off 1 to 7.
(After counting off the teacher will assign students an area in the room to occupy for a group task.)
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Task 3 – Video
“The Joy of Books” (1:52)
Different types of books.
(Answers may vary)
(count off 1 to 7)
(proceed to the area assigned by the teacher for the group)
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2 mins.
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This is your summative test for the lesson discussed. Work with your groupmates and kindly maintain classroom noise level 4. Should you go beyond that, your group will earn 1 for the discipline criterion. Each member of the group put on this colored arm band so that identifying a group member and the group itself will be easy for us all.
Group 1 – green
Group 2 – red
Group 3 – orange
Group 4 – blue
Group 5 – yellow
(The teacher supervises as she completes the observation checklist of the students.)
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Task 4 – Parade of Book Characters (Individual Learner Differences and Alternative Assessment)
You are a group of students advocating the love for reading among your fellows. To motivate them to read books, you are to present a parade of interesting book characters showcasing your creativity as you use old newspapers, hankies, accessories and others for the characters’ costumes. Your proper use of the English language and excellent delivery must be observed for you to ensure their attentiveness all throughout the process.
Work depending on the role given to you. Refer to the following guidelines:
Group 1 will choose the book characters to be portrayed by five persons. Two will be the program’s hosts.
Group 2 will compose the speeches to be delivered by each book character as he/she introduces himself/herself to the audience.
Group 3 and 4 will be costume designers (to come up with costumes to be worn by the characters). Two persons will work on each costume.
Group 5 will be monitors (to check on each of their classmate’s participation as the task is done.
Note the following:
1. Use sentences in S-LV-PN and S-LV-PA pattern in your characters’ speech.
2. Refer to the rubric as you do the task to ensure a passing or more than a passing grade.
3. Get your group’s materials from the teacher. You may add anything you have to enhance your costumes like hankies, accessories etc. However, you should see to it that your costumes’ main element is the newspaper.
6. You may exchange roles if you feel like you are not capable of fulfilling the task assigned to you.
(work on the task)
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25 mins.
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(After 25 minutes) Done?
Presenters prepare for the presentation as I call in your audience.
(The teacher distributes copies of the rubric to the audience and keeps one for herself.)
(The audience grades the performers as they watch.)
(After the presentation)
Very good work students.
Thank you audience.
Before you go, I would like to remind everyone that today’s performers will be tomorrow’s audience. So, prepare for that.
(Audience will then go out quietly and proceed to their room.)
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(wait for the audience)
(perform)
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(10 minutes)
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Go back to your seats.
Get ¼ sheet of paper and complete the sentence on the board.
Do not forget to turn in your paper before you go.
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(Complete the exit slip)
Exit Slip:
Today, I learned about __________. I clearly understand __________ but I am confused of __________ because __________.
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3 mins.
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F. Alternative Assessment:
Peer work and feedback, observation and oral presentation suit this plan since the teacher aims to make the learners construct expanded sentences in S-LV-PN and S-LV-PA patterns. Further, she wants them to come up with an oral performance based on material viewed and on their prior and own knowledge of the topic presented. The assessments draw the students’ linguistic competence by letting them write data for the characters and making them speak before the class as they present their work.
G. Classroom Management:
Classroom management is evident as the teacher sets clear expectations by presenting the task and the rubric for grading the output. She considers students’ range of abilities as she employs MI in the summative assessment. Allowing student choices is also observed as learners are given the chance to exchange roles with their classmates. She rewards students by giving encouraging remarks as they respond to her questions. Setting consequences surfaces as she reminds students that they will be given 1 in the discipline criterion should they be observed misbehaving. Involving students in grading their fellows is a manifestation of the teacher’s trust in her class, an act which promotes mutual respect between the teacher and the learners. As a whole, classroom management has been carried out well.
H. Reflection – Phase 2:
The alternative assessments – peer work/feedback and observation are retained. However, revision in the oral presentation is observed as the teacher employs individual learner differences and classroom management. Utilizing peer work and feedback gives the teacher the opportunity to closely monitor each student’s progress and difficulties as she goes around while partners work on the task. The same is acquired by the teacher as she observes groups working on a task. Her giving each group a chance to play a certain role for the completion of the group task enable students to demonstrate each of their talents – writing, acting, designing, hosting, and others. Assigning them color coded arm bands as they perform the group task facilitates classroom management for the teacher. As students process and present an oral performance the teacher realizes her goal of letting the former use the target language in actual purposes, demonstrate things learned from the discussion or outside of it, and most of all exhibit sense of responsibility and discipline. The writing part of the task requires them to apply the grammar points that they have leaned whereas the speaking part test their oral language proficiency. The summative assessment which is given in the form of an alternative assessment provides students the opportunity to demonstrate their individual differences and multiple intelligences as each responsibility requires them to do what they want or fulfil the task based on each of their capacities.
Appendix 1- Observation Checklist (Johnson and Jonhson 1996b as cited in Ghaith, 2002)
Group No. __________________________________________________________________________________
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Behavior Checklist
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Yes
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No
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Comments
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1. Do students understand the task?
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2. Are students thinking aloud by explaining step by step how to complete the assignment?
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3. Are students challenging each other’s reasoning and searching for new information and understanding?
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4. Are students using the social and cognitive skills they are expected to practice in this lesson?
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Appendix2 – Monitor’s observation checklist
Group No. _________
Student’s Name : _________________________________________
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Behavior
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Yes
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No
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Comment
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1. Does he/she understand the task?
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2. Is he/she thinking aloud by explaining step by step how to complete the assignment?
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3. Does he/she challenge other members of the group by reasoning and searching for new information and understanding?
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4. Does he/she use the social and cognitive skills he/she is expected to practice in this task?
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Appendix 4 – Rubric on Oral Presentation with Costumes
Elements
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5
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4
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3
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2
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1
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1. Topic
Ideas are well organized and conformed to the subject matter presented.
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2. Voice and Diction
a. The characters speak loud enough to be heard by the audience.
b. The characters’ voice was expressive to catch and hold the attention of everyone in class.
c. Words are correctly and clearly pronounced.
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3. Language
a. Ideas are properly sequenced.
b. Vocabulary used was carefully chosen to fit the ideas and the situation.
c. Sentences are grammatically correct and go with the required structure and pattern.
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4. Costumes
a. The costumes make the oral presentation effective and interesting.
b. Costumes are primarily made of newspaper.
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5. Time
Presentation complies with the time limit.
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6. Audience Impact
Attention and interest are sustained throughout the presentation.
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7. Discipline
The students behave in a manner expected of them before and during the presentation.
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Graded by:
_____________
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