A Detailed Lesson Plan-Developmental Reading

I. Objectives
At the end of the lesson, the scholars are expected to:
a. Define reading
b. Enumerate the types of reading
c. Specify the needs of reading
d. Demonstrate the correct postures in oral reading

II. Subject Matter
Developmental Reading I
References:
1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene Romero

III. Materials:
Powerpoint presentation, video clips and pictures

IV. Procedure:
1. The trainer will assign a student to learn a variety.
2. Discussion of the subject
A. Definition of reading
B. Enumeration of the types of reading
C. Specify the needs of reading
D. Demonstration of the proper postures in oral reading

V. Application
After the dialogue, the instructor will give students oral studying exercise. VI. Evaluation
The trainer will ask his/her students to learn a selection and examine the students’ if they noticed the correct oral reading postures. Rubric
Criteria
Proper standing position

Connection with audience

4- Outstanding
3- Very Satisfactory
2- Fair
1- Needs improvement

VII. Assignment
VIII. Reference:

Landy, Joseph V. Insight A Study of a Short Story. Metro Manila: National Bookstore, Inc. 1983

Purpura, Jeanne F. Runaways for English, Quezon City:
JFC Publishing House, Inc. 2006

www. google.com.ph

Mario Salamat II

Importance of Lesson Plan
By adasyuhada | March 2011

Lesson plan prepares a lot of importance and profit to the lecturers and learners. Hence, here there are following significance that included in lesson plan. First, lesson plan shows the significance in trainer components. Mostly, academics use the lesson plan as their guide to show the identical subject or matter for a presentation.

As a end result, it retains them on observe to perform the aims. For instance, lecturers must do association the contents in logically order to make lesson go in sequence. In addition, to be lesson plan is nicely organized, usually the lecturers will do early preparation the lesson plan to make it clean running of the lesson. As example, academics ought to prepared all equipments is needed in their teaching.

Examples of tools are laptop, projector, handouts or white board and marker pen. Without all these items absolutely the instructing isn’t takes positioned. Besides that, lesson plan produced an efficient teaching. It shows the effectiveness in instructing when it provides benefit to each side similar to instructor and learner. For example, the learners will more easily perceive the teaching. From that, it promotes excessive stage of confidence between lecturers and learners. Furthermore, lesson plan is possible introduction of schooling expertise. As we can see these days, most the educating session will used the supplies primarily based on technology merchandise. This can proved that educational stage is creating in the path of the world. In addition, lesson plan additionally supplies the room to teacher for evaluation and assessment for their teaching.

LESSON PLANNING BY HARRY DOODS AND LORNA SMITH
This deals with absolutely the bare bones of planning. For a fuller image, please also take a look at the associated articles, ‘Bloom’s Taxonomy’, ‘Starters and Plenaries’, ‘What makes an efficient lesson?’, and ‘Assessment’ – but learn this first. Writing your first lessons plans will take you a long time. Don’t despair – this will turn into faster and easier as you begin to internalise all the information and expertise that lie beneath an excellent plan.

Why is a lesson plan important?
Because it:
•provides you with a structured ‘route’ via your lesson to find a way to make sure of meeting your lesson objective(s). •gives you a secure base from which you’ll project to your class the impression that you’re organised and that you realize what you’re doing. (That is considered one of the important components of efficient behaviour administration.) •provides you, your mentor, your tutors and colleagues with insights into the way you would possibly be approaching your instructing, and shows that you’re helping your pupils make progress. •offers (over a quantity of lessons) proof that you’re addressing the necessities of virtually each Standard apart from Q17.

What is a lesson plan?
It’s a easy statement of:
•what your pupils are going to learn
•how you plan them to study it
•how you’ll know that the educational has taken place.

How do I write a lesson plan?
Stage 1
The place to begin for any lesson plan have to be, ‘What do I want pupils to learn?’ If you start by answering that question, and call your reply a ‘Learning Objective’, then your planning will stay focused. If you have a glance at the ‘Bloom’s Taxonomy’ useful resource, you will find some lively verbs that may assist you to determine the Learning Objective and build sequences of learning. Unless it is a ‘one off’ lesson, the Learning Objective will often come from a Medium Term Plan, or Scheme/Unit of Work – either one that you’ve got prepared your self, or one ready by your faculty.

Stage 2
Your course documents will embrace a standard proforma for writing lesson plans. Your school may have its personal model, not essentially the same. (Your college will provide steerage on which proformas to use and when.) A lesson plan will usually comprise these components:

1.A context. Indicate where the lesson matches into the Medium Term Plan / Scheme of Work or Programme of Study. Use references to the National Curriculum – e.g. EN3 1b – and / or Assessment Objectives drawn from exam specifications. 2.A statement each of success criteria and of the means by which you’ll assess the success of the lesson – what learning has taken place, and how effectively. Make these explicit to the category, probably early in the lesson. three.An outline of your proposed activities, with an approximation of timings. Anticipate probably difficulties right here, and document not just what you will do, but how you’ll do it.

For instance, if you’d like pupils to move to the front of the classroom, think how you will manage the motion so you don’t provoke a single mad rush of thirty bodies. ‘Pupils transfer to the entrance in threes and fours and sit the place directed’ would do. It is crucial to do not forget that the proposed actions should all the time lead the pupils within the direction of the Learning Objective: you have to be clear about WHY every exercise is a needed factor of the lesson (and your college could ask you to justify the training outcome of every exercise on your plan). In different phrases, however partaking or enjoyable your idea is, if it doesn’t contribute toward the end aim, don’t do it! (File away your thought for one more time…) At this level in your planning, be specific about:

•how you will begin and finish the lesson
•how you’ll group pupils
•how you will handle transitions between activities and separate phases of the lesson. four.Statements of individual pupils’ specific learning wants, determined with reference to IEPs, EAL, SEN, G & T, studying and / or behaviour targets, or different necessities, and of how you propose to fulfill these needs. These are the first steps towards providing efficient differentiation. 5.Acknowledgement of the role a TA or LSA would possibly play within the lesson. 6.An account of the resources you will use – every little thing from texts and worksheets to attach and scissors. Again, make your methods for managing these assets fairly clear. The similar goes for your use of audio-visual or other tools. 7.Use of ICT, with a transparent statement of the ways in which it enhances studying. 8.Notes on Health and Safety concerns. In the standard English classroom that is usually about stray cables and stowing luggage under tables, but, once more, anticipate. If, for the primary two or three classes you’re feeling safer by writing your self a script, that’s fantastic, but as you turn out to be more confident you need to be able to transfer in the path of a more economical model. The exception to this recommendation is when you are structuring a sequence of questions. There’s nothing mistaken with scripting them, simply to make sure that you don’t miss out something essential – and attempt to be ready to be versatile.

Stage three – Assessment
How will you realize that any studying has taken place? You can’t just assume it, so you should at some point, or factors, during the lesson build in opportunities to verify pupils’ understanding, whether or not that be orally or by extra formal means. Again, be particular about how you’ll do this. Planning in Practice – getting the structure right

Inspired by the National Strategy, most ‘model’ lesson plans contain four elements: Part 1. A quick starter activity, involving the entire class in some way. This is as much as anything to engage pupils within the lesson and to wake them up, however should also assess or refresh prior data, to bridge learning from previous classes into the present one. Five to 10 minutes is usually fairly lengthy sufficient. Part 2. An introduction to the major points that you want pupils to study, perhaps by way of contextualisation, questioning, or plain exposition.

Part 3. Development and consolidation. In this part, encourage pupils to make the new learning their very own, maybe by applying it or re-stating it. Pupils might work in teams, pairs, individually, or in a mixture of all three, depending on how you have determined is finest to satisfy the Learning Objectives. Part 4. Plenary. In this part, you make the educational explicit, perhaps by structured questioning, feedback from pupils as displays or as transient accounts. Pupils ought to be capable of articulate in some way what they have learnt in the lesson, and it is feasible for you to to evaluate what studying has taken place, and the way successfully. When you observe teachers in schools, consider how far each of them follows this four-part plan, and the explanations for any deviations from it. For instance, you may even see teachers conduct ‘mini-plenaries’ halfway via the lesson. Talk with teachers about how they structure their lessons and their causes for doing so.

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