A Detailed Lesson Plan-Developmental Reading Essay

I. ObjectivesAt the intercept of the lesson, the students are expected toa. position readingb. Enumerate the types of readingc. decide the purposes of readingd. Demonstrate the right(a) postures in oral readingII. Subject MatterDevelopmental interlingual rendition IReferences1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene RomeroIII. MaterialsPower full stop presentation, video clips and picturesIV. military operation1. The instructor will assign a student to read a selection.2. Discussion of the subject areaA. Definition of readingB. Enumeration of the types of readingC. Specify the purposes of readingD. Demonstration of the proper postures in oral readingV. performanceAfter the discussion, the instructor will give students oral reading activity. VI. evaluationThe t all(prenominal)er will ask his/her students to read a selection and memorise the students if they keep upd the proper oral reading postures . RubricCriteriaProper standing(a) positionConnection with audience4- Outstanding3- Very Satisfactory2- funfair1- Needs improvementVII. AssignmentVIII. ReferenceLandy, Joseph V. Insight A arena of a Short Story. Metro Manila National Bookstore, Inc. 1983Purpura, Jeanne F. Runa focuss for English, Quezon CityJFC produce Ho hire, Inc. 2006www. google.com.phMario Salamat IIImportance of Lesson PlanBy adasyuhada March 2011Lesson conception prepares a lot of importance and benefit to the teachers and learners. Hence, here there are by-line importance that admitd in lesson innovation. First, lesson plan shows the importance in teacher parts. Mostly, teachers use the lesson plan as their guide to teach the same subject or topic for a presentation. As a result, it keeps them on cross to accomplish the objectives. For instance, teachers must(prenominal) do arrangement the contents in logic totallyy order to use up lesson go in sequence. In addition, to be lesson plan is well organ ized, usually the teachers will do early preparation the lesson plan to make it smooth running of the lesson. As example, teachers should prepared all equipments is require in their teaching.Examples ofequipment are computer, projector, handouts or white 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 dominance in teaching when it provides benefit to both sides such as teacher and learner. For example, the learners will more easily understand the teaching. From that, it promotes high level of bureau between teachers and learners. Furthermore, lesson plan is possible asylum of education technology. As we force out chequer nowadays, most the teaching session will used the materials ground on technology products. This can proved that educational level is ontogeny towards the world. In addition, lesson plan also provides the room to teacher for evaluation and sou nd judgment for their teaching.LESSON PLANNING BY HARRY DOODS AND LORNA SMITHThis deals with the absolute bare drum of planning. For a fuller picture, please also look at the colligate articles, Blooms Taxonomy, Starters and Plenaries, What makes an effective lesson?, and Assessment but read this original. physical composition your first lessons plans will take you a long time. Dont despair this will become quicker and easier as you begin to ascribe all the information and skills that lie beneath a good plan.why is a lesson plan important?Because itprovides you with a structured route through and through your lesson so that you can be sure of meeting your lesson objective(s). gives you a rock-steady base from which you can project to your class the impression that you are organized and that you know what you are doing. (That is genius of the important elements of effective behaviour management.) provides you, your mentor, your tutors and colleagues with insights into the wa y you are approaching your teaching, and shows that you are helping your pupils make progress. offers (over a effect of lessons) evidence that you are addressing the requirements of almost every Standard other than Q17.What is a lesson plan?Its a simple bidding ofwhat your pupils are spillage to learnhow you intend them to learn ithow you will know that the learning has interpreted place.How do I write a lesson plan? acquaint 1The starting point for any lesson plan must be, What do I want pupils to learn? If you begin by solvinging that question, and call your answer a Learning Objective, then your planning will verification focused. If you look at the Blooms Taxonomy resource, you will find rough active verbs that magnate help you identify the Learning Objective and take a crap sequences of learning. Unless it is a one off lesson, the Learning Objective will usually come from a metier Term Plan, or Scheme/ social unit of Work either one that you have prepared yourself, o r one prepared by your school.Stage 2Your course documents will include a standard proforma for writing lesson plans. Your school will have its sustain 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. Indicate where the lesson fits into the Medium Term Plan / Scheme of Work or Programme of Study. expenditure references to the National Curriculum e.g. EN3 1b and / or Assessment Objectives drawn from exam itemations. 2.A statement both of achievement 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 outline of your proposed activities, with an approximation of timings. Anticipate likely difficulties here, and record not exclusively what you will do, but how you will do it.For example, if you want pupils to bo wel movement to the move of the classroom, think how you will manage the movement so you dont provoke a single 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 constantly lead the pupils in the direction of the Learning Objective you must be work out aboutWHY each activity is a infallible element of the lesson (and your university may ask you to justify the learning outcome of each activity on your plan). In other words, however 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 abouthow 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 exclusive 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 the 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 cables and stow 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 economic modelling. The exception to this advice is when you are structuring a sequence of questions. Theres slide fastener wrong with scripting them, just to be sure that you dont overleap out something important and try to 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 acquire the structure rightInspired by the National Strategy, most model lesson plans contain four parts protrude 1. A short churl activity, involving the whole class in some way. This is as much as anything to engage pupils in the lesson and to wake them up, but should also assess or refresh prior knowledge, to bridge learning from previous lessons into the current one. flipper to ten minutes is usually quite long enough. Part 2. An introduction to the main points that you want pupils to learn, mayhap through contex tualisation, questioning, or plain exposition.Part 3. Development and consolidation. In this phase, encourage pupils to make the new learning their own, peradventure 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 go around 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 doin g so.