A Detailed Lesson Plan-Developmental Reading Essay

I. ObjectivesAt the end of the lesson, the students are expected toa. Define edition materialb. Enumerate the types of readingc. Specify the purposes of readingd. Demonstrate the proper postures in oral readingII. root MatterDevelopmental Reading IReferences1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene RomeroIII. MaterialsPowerpoint presentation, video clips and picturesIV. outgrowth1. The teacher go forth assign a student to read a selection.2. Discussion of the subjectA. commentary of readingB. Enumeration of the types of readingC. Specify the purposes of readingD. Demonstration of the proper postures in oral readingV. ApplicationAfter the discussion, the teacher testament give students oral reading activity. VI. EvaluationThe teacher pull up stakes ask his/her students to read a selection and check the students if they observed the proper oral reading postures. burnishCriteriaProper standing po tantali zeionConnection with audience4- Outstanding3- Very Satisfactory2- Fair1- needfully improvementVII. AssignmentVIII. ReferenceLandy, Joseph V. Insight A Study of a Short Story. Metro manila National Bookstore, Inc. 1983Purpura, Jeanne F. Runaways for English, Quezon CityJFC Publishing House, Inc. 2006www. google.com.phMario Salamat IIImportance of Lesson PlanBy adasyuhada March 2011Lesson plan prepares a lot of importance and benefit to the teachers and learners. Hence, here there are following importance that let ind in lesson plan. First, lesson plan shows the importance in teacher parts. Mostly, teachers use the lesson plan as their guide to teach the very(prenominal) subject or topic for a presentation. As a result, it keeps them on track to accomplish the objectives. For instance, teachers must(prenominal)iness do arrangement the contents in logi call optiony order to arrive at lesson go in sequence. In addition, to be lesson plan is well organized, usually the teachers w ill do early preparation the lesson plan to make it smooth running of the lesson. As example, teachers should prepared all equipments is needed in their teaching.Examples ofequipment are computer, projector, handouts or albumin board and marker pen. Without all these things absolutely the teaching is not takes placed. Besides that, lesson plan produced an effective teaching. It shows the authorization in teaching when it provides benefit to both sides such as teacher and learner. For example, the learners will more tardily chthonicstand the teaching. From that, it promotes high level of confidence between teachers and learners. Furthermore, lesson plan is possible introduction of education engine room. As we tush see nowadays, most the teaching session will used the materials based on technology products. This sight proved that educational level is developing towards the world. In addition, lesson plan also provides the room to teacher for evaluation and assessment for their teaching.LESSON PLANNING BY HARRY DOODS AND LORNA SMITHThis deals with the absolute bare bones of planning. For a fuller picture, please also look at the related articles, Blooms Taxonomy, Starters and Plenaries, What makes an effective lesson?, and discernment besides read this first. Writing your first lessons plans will take you a long time. Dont despair this will be deduct quicker and easier as you begin to internalise all the information and skills that consist beneath a good plan.Why is a lesson plan important?Because itprovides you with a structured path through your lesson so that you can be sure of meeting your lesson objective(s). gives you a secure base from which you can project to your class the impression that you are organised and that you know what you are doing. (That is one of the important elements of effective behaviour management.) provides you, your mentor, your tutors and colleagues with insights into the way you are approaching your teaching, and shows that you are helping your pupils make progress. offers (over a number of lessons) read that you are addressing the requirements of almost every Standard other than Q17.What is a lesson plan?Its a frank statement ofwhat your pupils are going to learnhow you intend them to learn ithow you will know that the learning has interpreted place.How do I write a lesson plan?Stage 1The starting point for each lesson plan must be, What do I sine qua non pupils to learn? If you begin by answering that question, and call your answer a information Objective, then your planning will stay focused. If you look at the Blooms Taxonomy resource, you will find some active verbs that might help you identify the Learning Objective and build sequences of learning. Unless it is a one off lesson, the Learning Objective will usually come from a Medium Term Plan, or Scheme/Unit of Work either one that you admit prepared yourself, or one prepared by your school.Stage 2Your course documents will include a standard proforma for writing lesson plans. Your school will have its own version, not necessarily the same. (Your university will provide guidance on which proformas to use and when.) A lesson plan will usually contain these elements1.A context. prove where the lesson fits into the Medium Term Plan / Scheme of Work or Programme of Study. Use references to the National broadcast e.g. EN3 1b and / or Assessment Objectives drawn from exam specifications. 2.A statement both of success criteria and of the means by which you will assess the success of the lesson what learning has taken place, and how effectively. Make these explicit to the class, probably early in the lesson. 3.An system of your proposed activities, with an approximation of timings. Anticipate likely difficulties here, and record not just what you will do, but how you will do it.For example, if you want pupils to move to the front of the classroom, think how you will manage the movement so you dont provoke a singl e mad rush of thirty bodies. Pupils move to the front in threes and fours and sit where directed would do. It is crucial to remember that the proposed activities should always lead the pupils in the direction of the Learning Objective you must be clear approximatelyWHY each activity is a necessary element of the lesson (and your university whitethorn ask you to justify the learning outcome of each activity on your plan). In other words, and engaging or fun your idea is, if it doesnt contribute toward the end goal, dont do it (File away your idea for another time) At this point in your planning, be specific closehow you will begin and end the lessonhow you will group pupilshow you will manage transitions between activities and separate phases of the lesson. 4.Statements of single(a) pupils specific learning needs, determined with reference to IEPs, EAL, SEN, G & T, learning and / or behaviour targets, or other requirements, and of how you propose to meet those needs. These are t he first steps towards providing effective differentiation. 5.Acknowledgement of the role a TA or LSA might play in the lesson. 6.An account of the resources you will use everything from texts and worksheets to glue and scissors. Again, make your strategies for managing these resources quite clear. The same goes for your use of audio-visual or other equipment. 7.Use of ICT, with a clear statement of the ways in which it enhances learning. 8.Notes on health and Safety considerations. In the typical English classroom this is usually about stray c suitables and stowing bags under tables, but, again, anticipate. If, for the first two or three lessons you feel safer by writing yourself a script, thats fine, but as you become more confident you should be able to move towards a more frugal model. The exception to this advice is when you are structuring a sequence of questions. Theres nothing wrong with scripting them, just to be sure that you dont miss out something important and try t o be prepared to be flexible.Stage 3 AssessmentHow will you know that any learning has taken place? You cant just assume it, so you must at some point, or points, during the lesson build in opportunities to check pupils understanding, whether that be orally or by more formal means. Again, be specific about how you will do this. Planning in Practice getting the structure rightInspired by the National Strategy, most model lesson plans contain four parts Part 1. A short chalk activity, involving the whole class in some way. This is as much as anything to engage pupils in the lesson and to force out them up, but should also assess or refresh prior knowledge, to bridge learning from previous lessons into the menses one. Five to ten minutes is usually quite long enough. Part 2. An introduction to the main points that you want pupils to learn, perhaps through contextualisation, questioning, or plain exposition.Part 3. Development and consolidation. In this phase, encourage pupils to m ake the new-fashioned learning their own, perhaps by applying it or re-stating it. Pupils might work in groups, pairs, individually, or in a mixture of all three, depending on how you have decided is best to meet the Learning Objectives. Part 4. Plenary. In this phase, you make the learning explicit, perhaps by structured questioning, feedback from pupils as presentations or as brief accounts. Pupils should be able to articulate in some way what they have learnt in the lesson, and you will be able to assess what learning has taken place, and how effectively. When you observe teachers in schools, consider how far each of them follows this four-part plan, and the reasons for any deviations from it. For example, you may see teachers conduct mini-plenaries midway through the lesson. Talk with teachers about how they structure their lessons and their reasons for doing so.