Task 1: A Semi-detailed Lesson Plan in Social Studies III- World Studies

Interdisciplinary Approach

I. Objectives
At the end of the lesson, the students will be able to:
a. Recognize factors that give birth to Indian civilization and describe the migration of Indo-European
group of people;
b. Demonstrate personal views about the influence of India in world literature, art, religion and society;
c. Perform a 3-minute puppet play showing the interaction of the members of Indian society.
II. Materials
a. Video presentation downloaded from www.youtube.com
b. LCD projector, laptop, speakers
c. Worksheets of :alphabet letters, questions and answers
d. Handouts
e. Rubrics for puppet presentation
f. Power point presentation

III. Reference
Topic: Indian Civilization
Pagayon, Liza S. (2010). Social studies in perspective. Second ed. Diwa Learning System Inc. Makati City,
Philippines. P. 58-62.

IV. Procedure and Developmental Activities

A. Drill
a. The class will be divided into 5. Each group will receive a table of alphabet letters. This activity
is called as “1-minute Enumeration test” wherein the group has to enumerate things, concepts,
or ideas related to INDIA in just 1 minute. The group who finished first or who got the most
number of letters to fill will be the winner and special incentive will be given. This is a speed
test for the students.

B. Motivation
a. The teacher will show a 5-minute video presentation about Harappan civilization (also known
as The Indus Valley Civilization) which has its earliest roots in cultures. The two greatest cities,
Mohenjo-daro and Harappa, emerged circa 2600 BCE along the Indus River valley in Punjab
and Sindh. Video was downloaded from http://www.youtube.com/watch?v=TCYx-_WqcKc
b. Before the showing of the video, the following questions will be asked first so that students will
be guided in their watching.
 i. What body of water contributes to the development of Indian Civilization? How
does it help to the emergence of civilization?
ii. What are the achievements of ancient people?
iii. How did Harappan Civilization considered as Urban Civilization?
iv. How did the Harappan and Mohenjo-Daro Civilization declined?

c. Mentioned questions will be answered by the members of the group. The teacher will
facilitate the sharing activity.

C. Activity
a. Mentioned questions will be answered by the members of the group. The teacher will
facilitate the sharing activity.
b. After the sharing activity, the class will proceed to a new activity which also support to the
factors that bring India into civilization – that is the migration of Aryans. Each group will
receive a text which describe and narrate the arrival of Aryans in India. [Text is attached
here] They are going to accomplish the table below but before accomplishing it, explain to
the class that each Social Science disciplines play vital role to support each other in order
to provide a full knowledge and understanding a social science concept.
c. Also, tell them that there are more than 3 social science disciplines present in the text.
From those disciplines they have found out, each group has to create questions related to
each disciplines and leave it unanswered. Other groups have to answer those questions.
This is the table:

Social Science Disciplines Question(s) Answer(s)

1.

2.

3.

After writing questions, the teacher will collect it, fold it and distribute to other groups.
Once the group had finished answering, they will return it to the original owner of the
paper.
d. The teacher will process the questioning-and-answering activity by asking each group to
tell one of their questions and let the class answer it orally. The group has to analyze if
their classmates’ answer is correct.
e. For reflective questioning:
i. How was the experience of writing questions? Was it easy to formulate questions?
ii. How was the experience of answering classmates’ questions? Do the questions
support your understanding on the topic?
f. After the activity, the teacher will present pictures about India’s contribution to the world
literature, art, religion, and society. Discussion about this will take place.
 World literature Art

Religions Society

D. Summary
a. What are the factors that brought about India into civilization?
b. What are the contributions of India to the world literature, art, religion, and society?
E. Valuing
a. If you were an Indian in today’s time, how will you show or demonstrate the importance of
those contributions? Do you think those ancient contributions will help to raise India’s
economy? Develop a system of government? How?

F. Application
a. India has a distinct social class structure called the caste system. It shows social stratification
and somewhat bring about attitudes and behaviors. The final task that each group has to do is
performing a 3-minute puppet show about ancient India’s social structure. Each group has to
create a short story showing the interaction of people between each class. The puppet show
will be graded based on the given rubric. [rubric is attached here]
b. After the activity, the following question will be asked:
i. Why do you think there’s a need to have class system in a society?
G. Evaluation
Direction: Unscramble the letters to form the correct word. Write your answer on the blank
space. (Note: Hints are given inside the box below.)
1. TIONCARREINA REINCARNATION
2. ETSAC MTYESS CASTE SYSTEM
3. RBHANIMS BRAHMINS
4. AMRDHA DHARMA
5. ASDVE VEDAS
 1. The rebirth of a soul in a new human body.
2. A social structure in India into which certain groups of people have been born and which is
often believed the result of reincarnation
3. Group of priests, scholars, and intelligent men
4. Moral obligation bestowed upon someone from birth
5. The sacred book of hymns

H. Assignment
a. Research more on different civilizations emerged in the world during ancient times.

Prepared by:

John Lawrence G. Carandang and Louie C. Valerio

Task 2. The Lesson Plan basically has 5 components, namely: Objectives, Subject Matter, Procedure, Evaluation and
Assignment. Provide a detail to each of the following component of a lesson plan.

T2.1 Objectives
The learning objectives stated in a lesson plan describe what students will be expected to learn by the end of
the lesson or discussion. Learning objectives should be brief, clear, specific statements of what learners will be able to
do at the end of a lesson as a result of the activities, teaching and learning that has taken place. They are sometimes
called learning outcomes. The Learning objective or objectives that you use can be based on three areas of learning:
knowledge, skills and attitudes. Learning objectives define learning outcomes and focus teaching. They help to clarify,
organize and prioritize learning. They help you and your students evaluate progress and encourage them to take
responsibility for their learning.

T2.2 Subject Matter

It seems obvious that, if you are going to teach a subject, then you should really know a lot about the subject,
right? Certainly in high schools, where teachers often specialize into one or two subject areas, there is a real emphasis
on the subject matter knowledge of the teacher - which is why, the claim goes, that if you want to teach history, you
should first learn a lot about history, and if you want to teach mathematics, then you should get a degree in
mathematics. Teaching is, after all a process of interaction between teacher, student and subject matter. Effective
teaching requires teachers to possess detailed subject matter knowledge intertwined with knowledge of pedagogy,
curriculum, student behavior, learning objectives and outcomes.

T2.3 Procedure
The procedure is the body of your lesson plan, the ways in which you'll share information with students and
the methods you'll use to help them assume a measure of mastery of that material. The three stages (a motivational
opening, the development of the lesson, and the closing), although instructional in nature, can also involve some
formal or informal assessment periodically. Periodic assessment throughout a lesson will alert you to any
misconceptions or misunderstandings students may have long before they reach the conclusion of the lesson.

T2.4 Evaluation
Evaluation is a systematic process of collecting, analyzing, and interpreting information to determine the extent
to which the pupils are achieving the instructional objectives. It is the systematic collection and interpretation of
evidence leading as a part of process to a judgment of value with a view to action.

T2.5 Assignment
Just any assignment admittedly will not improve achievement, but well-crafted assignments hold the potential
to make learning and teaching more focused and relevant because in the crafting process teachers must be deliberate
and highly aware of the context, content, and charge involved in an assignment. Implementing well-crafted
assignments is worth the effort. Assignments create teaching and learning opportunities to think and learn about ideas,
topics, events, and questions—about specific content in the curriculum. This is why a quality assignment is the hallmark
of effective instruction.
Task 3. Explain the importance of a lesson plan.

Lesson planning is at the heart of being an effective teacher. It is a creative process that allows us to synthesize
our understanding of second language acquisition and language teaching pedagogy with our knowledge of our
learners, the curriculum, and the teaching context. It is a time when we envision the learning we want to occur and
analyze how all the pieces of the learning experience should fit together to make that vision a classroom reality. There
are a number of benefits to writing a lesson plan.

First, lesson planning produces more unified lessons (Jensen, 2001). It gives teachers the opportunity to think
deliberately about their choice of lesson objectives, the types of activities that will meet these objectives, the sequence
of those activities, the materials needed, how long each activity might take, and how students should be grouped.
Teachers can reflect on the links between one activity and the next, the relationship between the current lesson and
any past or future lessons, and the correlation between learning activities and assessment practices. Because the
teacher has considered these connections and can now make the connections explicit to learners, the lesson will be
more meaningful to them. The lesson planning process allows teachers to evaluate their own knowledge with regards
to the content to be taught (Reed & Michaud, 2010). If a teacher has to teach, for example, a complex grammatical
structure and is not sure of the rules, the teacher would become aware of this during lesson planning and can take
steps to acquire the necessary information.

The teacher is clear on what needs to be done, how, and when. The lesson will tend to flow more smoothly
because all the information has been gathered and the details have been decided upon beforehand. The teacher will
not waste class time flipping through the textbook, thinking of what to do next, or running to make photocopies. The
teacher’s confidence will inspire more respect from the learners, thereby reducing discipline problems and helping the
learners to feel more relaxed and open to learning. Some teachers feel that lesson planning takes too much time. Yet
lesson plans can be used again, in whole or in part, in other lessons months or years in the future (Jensen, 2001). Many
teachers keep files of previous lessons they have taught, which they then draw on to facilitate planning for their
current classes. In other words, lesson planning now can save time later. Lesson plans can be useful for other people as
well (Jensen, 2001).

Lesson plans can also document for administrators the instruction that is occurring. If a supervisor wants to
know what was done in class two weeks ago, the teacher only has to refer to that day’s lesson plan. Finally, lesson
plans can serve as evidence of a teacher’s professional performance. Teachers are sometimes asked to include lesson
plans, along with other materials, as part of a portfolio to support their annual performance evaluation. Teachers
applying for new jobs might be asked to submit lesson plans as part of their job application so that employers can get a
sense of their organizational skills and teaching style.