St. Peter’s College of Toril Inc.

EL 105- MS. FABRO Mc Arthur Highway, Toril, Davao City

College Department
1st Term 1st Semester AY 2021-2022
Course Code EL 105
Course Title Language Learning Materials Development

Topic LESSON PLANNING

Intended Learning At the end of the lesson, the students must have:
Outcome (ILO) 1. reviewed the Bloom’s taxonomy;
2. discussed the key components in writing a lesson plan;
3. incorporated the framework made in the lesson plan; and
4. crafted their lesson plan for their demonstration teaching
Teaching and Learning Independent Reading
Activities (TLAs) Online Discussion
Assessment Tasks Essay
Online/Short Quizzes
Written Output
Illustration/Drawing
Assessment Rubrics Please see attached rubrics
Introduction
At this point we will attempt to incorporate and ultize all the learning from week 1-6 into drafting,presenting a
comprehensive lesson plan to be the bases of your Demonstration teaching which is part of your final examination in this
subject.

Considering the topic you have chosen in the previous week, craft your lesson plan based on it.

In writing your lesson plan, ensure to:

 Identify the goal/learning objective of your lesson
 Plan specific learning activities – this includes the language learning material you will be utilizing (based on the text-
driven framework you have already crafted)
 Plan to assess student understanding

A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during
the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on
student learning. Having a carefully constructed lesson plan for each 3-hour lesson allows you to enter the
classroom with more confidence and maximizes your chance of having a meaningful learning experience with your
students.

1. Identify the goal/learning objective of your lesson

A learning objective describes what the learner will know or be able to do after the learning experience rather than
what the learner will be exposed to during the instruction (i.e. topics). Typically, it is written in a language that is
easily understood by students and clearly related to the program learning outcomes. The table below contains the
characteristics of clear learning objectives:

Characteristic Description

Clearly stated tasks Free from jargon and complex vocabulary; describe specific and achievable tasks (such as ‘describe’, ‘analyse’ or
‘evaluate’) NOT vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).

Important learning goals Describe the essential (rather than trivial) learning in the course which a student must achieve.

Achievable Can be achieved within the given period and sufficient resources are available.

Demonstrable and Can be demonstrated in a tangible way; are assessable; achievement and quality of achievement can be observed.

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measurable

Fair and equitable All students, including those with disabilities or constraints, have a fair chance of achieving them.

Linked to course and Consider the broader goals - i.e. course, program and institutional goals.
program objectives

The Bloom’s Revised Taxonomy of Educational Objectives is a useful resource for crafting learning objectives that
are demonstrable and measurable. See attached Bloom’s Taxonomy.

2. Plan the specific learning activities

When planning learning activities you should consider the types of activities students will need to engage in, in order
to develop the skills and knowledge required to demonstrate effective learning in the course. Learning activities
should be directly related to the learning objectives of the course, and provide experiences that will enable students
to engage in, practice, and gain feedback on specific progress towards those objectives.

Some questions to think about as you design the learning activities you will use are:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help students understand the
topic?
 What will students need to do to help them understand the topic better?

Many activities can be used to engage learners. The activity types (i.e. what the student is doing) and their
examples provided below are by no means an exhaustive list, but will help you in thinking through how best to
design and deliver high impact learning experiences for your students in a typical lesson.

3. Plan to assess student understanding

Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students to
demonstrate and practice the knowledge and skills articulated in the learning objectives, and for
instructors to offer targeted feedback that can guide further learning.

https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning

Remember This:

What we are aiming is to see how you will be able to utilize your language learning materials
in teaching English Language to Grage 10 students.

Make sure to send your lesson plan on or before October 15, 2020 to give me time to check your
work. Your shadow demonstration will follow after you have received your corrected lesson plan.
Submit your edited lesson plan during the examination day. Your videos should be uploaded in
our Facebook group page on or before October 24, 2020.

Format: Arial 10

Follow the matrix attached to this worksheet. Incorporate the framework you made last week in the
lesson plan.

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 St. Peter’s College of Toril, Inc.
Toril, Davao City
A.Y. 2019-2020

LESSON PLAN ON THE POEM ROAD NOT TAKEN BY ROBERT FROST

Duration 50 minutes
I. Learning Objectives At the end of the lesson the student must have:
 Explained what the poem is about
 Identified the figures of speech present in the poem
 Critiqued/analyzed the poem
 Compose a 4 lined poem using metaphor
 Summarized in a word the lesson that they got from the topic.
II. Learning Content
a.) Topic The Road Not Taken by Robert Frost

b.) Reference/s Jack C. Richards and Theodore C. Rodgers Approaches and Methods in Language
Teaching, pp. 44-50
III. Learning Experience

a. Lesson Preliminaries Prayer

(5 mins.) Checking of Attendance
Recapitulation of the Previous Lesson
b. Presentation/ Objectives (discreet presentation)
IV. Activity Proper ACTIVITY:

FOUR CORNERS ( 10 mins.)

 The teacher will formulate four divergent opinions related to the topic. Then post these
on chart paper in the four corners of the classroom.
 Ask students to move one of the four corners.
 Students will be presented with a controversial scenario.
 Students will then express their opinion about the scenario by standing in front of one of
four statements with students who share their same opinion.
 In each corner, they are going to select a representative to discuss their stand.

ˉ Reading on the poem ROAD NOT TAKEN by Robert Frost

Language Focus: Figure of speech

Metaphor

Ask students to read selected lines from the poem, for example:

And looked down one as far as I could

To where it bent in the undergrowth;

What do the lines mean?

Can we interpret it literally?

A metaphor is an implicitly made comparison between two seemingly unlike things.

Metaphor is probably this poem's most obvious example of figurative language. In fact, the
metaphor applies throughout the entire poem, which makes it an extended metaphor if you're
being picky about it. The road in the poem is a metaphor for life and the path we take through
it. The fork in the road is a metaphor for the choices we must make as we navigate our path.

How does Metaphor differ from Simile?

Similes use the words like or as to compare things—“Life is like a box of chocolates.” In
contrast, metaphors directly state a comparison—“Love is a battlefield.”

Poetry Composition

Ask students to write a 4 lined poem using metaphor in 10 mins. They can get inspiration
from the poem recently read or the very feeling they have at the moment, the things or
thoughts that dwell in their head at the moment.
Then let students present their poem to clas.. see attached rubric for the evaluation.

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 FOUR-TWO-ONE
V. SUMMATIVE The students are going to reflect, evaluate, and integrate their own learning into prior
ASSESSMENT knowledge. They are going to have learning partners or small teams to foster in-depth
reflection and integration of significant information. ( 2 GROUPS ONLY)

Procedure:

1. Ask students to individually generate four words that capture the most important
aspects of the learning experience.
2. Share, with learning partners or in small teams, their four words and compile a list of
the words they have in common. From this list, determine two words that they agree
to capture the most important aspects.
3. Determine one word or big idea that best represents the most important learning of
the experience.
4. Share the various lists generated by their group for the whole class to make as many
learning connections as possible.

_____________________________________

Prepared by: MARIANNE G. DUMANGCAS and ANDRO JADE AGAD

____________________________________

Checked by: Ms. KESHIA CARLA A. FABRO

Note: this is just a sample matrix for your lesson plan. You can add more activities that you deem fit/ appropriate
to the lesson considering the time duration

Lesson Plan rubric

_____________________ Lesson Plan Title______________ ________________

Criteria 2 3 4 5 Points
Objective(s) Objectives unclear or not Objectives given but Observable relates to purpose Observable, relates to purpose,
related to purpose. unclear. include higher level thinking skills

Assessments No assessment The behaviors assessed the behaviors assessed resemble The behaviors assessed exactly
procedures included. are inconsistent with the the behaviors described in the match the behaviors described in the
behavior described in the objective and description of the objectives and description of the
objective and description of lesson. lesson. (Scoring guides or rubrics are
the lesson. provided if appropriate.)
Procedures Procedures are The lesson is poorly The lesson is introduced in manner The lesson is introduced in a logical
incomplete or missing. introduced. Procedures are that may be somewhat confusing to and engaging manner so that
unclear and difficult to students in order to know what to students know what to expect and
follow. expect and what is expected of them. what is expected of them. Procedures
Procedures are vague, lacking detail are clear and detailed to enable a
required for a third party to follow the third party follow the lesson without
lesson. aid.
Closure No procedures for lesson Includes vague procedures Includes procedures for closing the Includes procedures for closing the
closure are included. for closing the lesson and lesson and transitioning to the next or lesson and transitioning to the next or
transitioning to the next or follow up activity. Key points of the follow up activity. Key points of the
follow up activity. Key lesson are included, but poorly lesson are clearly articulated.
points of the lesson are articulated
missing.
Reflection Reflection is vague and/or Includes a reflection but Includes a somewhat thoughtful Includes a thoughtful reflection `
incomplete does not describe the reflection describing the lesson, describing the lesson, areas for
lesson, areas for growth, areas for growth, strengths, and growth, strengths, and modifications
strengths, and/or modifications for future lessons for future lessons.
modifications for future and/or lacks detail.
lessons.
Format Clear and logical The presentation is Minor problems of organization or No logical order to the information
presentation; good organized but does not logic; Needs work on creating provided; sentences rambling;
development of an present a clear argument transitions between ideas. ideas are repeated.
argument; Transitions for a given position.
are made clearly and
smoothly.
mechanics More than seven Many spelling and/or Some spelling errors. Some No spelling errors. No grammatical
spelling and/or grammatical errors grammatical errors. (fewer than 3 errors. Text is in the author’s own
grammatical errors (between five and seven) total) Text is in the author’s own words.
and/or most text is and/or some text is words.
copied copied.
timeliness < 2 days late 2 days late 1 day late Submits on or before the scheduled
date

Comments: Total Points: 40

.

EL 105 Page 4 of 6
 Demonstration Teaching Rubric
Teacher-Instructor: _________________________________ Date: ______________________________
Course: _________________________ Observer: _______________________
points 4 pts) (3 pts) (2 pts)

Consistently demonstrates enthusiasm Often demonstrates Exhibits a lack of enthusiasm and

and excitement toward teaching and enthusiasm and excitement excitement toward teaching and
students toward teaching and students students

Has a well-established learning

Commitment to Encourages student questions, Discourages students’ questions,
environment that encourages student
Teaching and involvement, and debate involvement, and debate
questions, involvement, and debate
Student Learning
Makes students a priority in being Is accessible and available to Makes accessibility and availability
accessible and available to their needs students difficult for students

Encourages and allows for individual Allows for individual

Discourages individual expression
expression expression

Explains difficult terms or concepts in Explains difficult terms or Rarely explains difficult terms or
depth and in more than one way concepts concepts

Presents background of ideas and Presents background of ideas Does not present background of
concepts in depth and concepts ideas and concepts

Mastery of Teaching Presents best evidence and Does not present best evidence
Frequently presents best evidence and
Content / Knowledge up-to-date developments in and up-to-date developments in
up-to-date developments in the field
the field the field

Answers students’ questions in depth Does not answer students’

Answers students’ questions
and admits error or insufficient questions adequately or does not
adequately or admits error or
knowledge with commitment to seek admit error or insufficient
insufficient knowledge
out information knowledge

COMMENTS

points 4 pts) (3 pts) (2 pts)

Frequently selects examples Rarely selects examples

Selects examples relevant to
relevant to students’ relevant to students’
students’ experiences, "real
experiences, "real world" experiences, "real world"
world" applications, and/or
applications, and/or teaching applications, and/or
teaching objectives
objectives objectives

Often relates content with what's Relates content with what's Does not relate content with
taught before and what will taught before and what will what's taught before and
Selection of Teaching come after come after what will come after
Content & Meeting Presents views other than own
Teaching Objectives when appropriate and provides Sometimes presents views
Does not present views other
explanation for possible other than own when
than own
differences of opinion along with appropriate
evidence

Teaching content and Teaching content and

Teaching content and methods
methods are geared to stated methods do not meet stated
clearly meet stated objectives of
objectives of syllabus and as objectives of syllabus or as
syllabus and as stated by teacher
stated by teacher stated by teacher

COMMENTS

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 Begins on time in an orderly, Does not begin on time and
Begins on time
organized fashion is disorganized

Summarizes and distills main Summarizes main points at Fails to summarize main
points at the end of session the end of session points at the end of session
Organization &
Classroom Consistently explains directions Explains directions and Does not provide clear
Management and procedures procedures directions and procedures

Keeps students engaged in

Uses time appropriately, Does not use time efficiently;
learning activities, moving
transitioning smoothly inappropriate transition time
between activities after
between activities between activities
ascertaining student readiness

points 4 pts) (3 pts) (2 pts)

Incorporates various instructional

Incorporates various
supports like slides, visual aids,
Instructional instructional supports like Fails to provide students with
handouts, etc. Also provides
Materials slides, visual aids, handouts, instructional materials
references for materials presented
etc.
when appropriate

Uses a variety of teaching Fails to use a variety of

Uses a large variety of teaching
strategies to address teaching strategies to
strategies to address diverse learning
diverse learning styles and address diverse learning
styles and opportunities
opportunities styles and opportunities

Responds to changes in student

Responds to changes in Fails to responds to changes
attentiveness with comfortable
student attentiveness in student attentiveness
transition of teaching strategies

Speech is inaudible and un-

Consistently speaks audibly and clearly Speaks audibly and clearly
clear

Is unprofessional and use of

Models professionalism and use of
Teaching Models professionalism humor is negative and
humor is positive and appropriate
Methodology and inappropriate
Presentation Establishes and maintains eye contact
Fails to establish and
with students while communicating a Establishes and maintains
maintain eye contact with
sense of enthusiasm toward the eye contact with students
students
content

Provides demonstrations as Does not provide

Provides demonstrations as
appropriate and has students demonstrations when
appropriate
demonstrate their understanding needed

Routinely mentors students in life-long Mentors students in life- Does not promote lifelong
learning skills long learning skills learning

Guides students to be independent Allows students to be Does not promote students

learners independent learners to be independent learners

COMMENTS

Total points:_________/100

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