- March 28, 2020
Lesson Plan Form
Understand and interpret language presented in form of oral texts such as poems and plays.
Listen carefully to an oral text and actively participate in a discussion concerning the ideas that come up in a text.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or
Listening is a vital tool to understanding of oral texts
II. LEARNING OUTCOME (Objective):
The teacher will present a text of poem to the students by reading it out to the students. Students are expected to note the number of lines of the poem and the genre of the poem and participate in discussing the poem and the author’s point of view according to their understanding.
III. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
This lesson is part of the unit on poetry, which shall prepare students in the lesson that follows on speaking to enable them read out loud oral texts paying attention to stress, intonation and rhythm in order to understand various elements of poetry.
ENGAGEMENT (Motivational Activities): Group learners in threes and ask them to listen attentively to the teacher reading out the poem and note down any difficult words, what the authors point of view is, thereafter students will use their language dictionaries to find meanings of words noted.
INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Teacher reads out loud lines of a poem clearly to students.
Teacher ensures that groups are listening keenly and noting down what the poem presents
Teacher checks on any difficult words identified by students
Teacher asks students to check on the meaning of the words in their dictionaries.
Teacher asks students to form sentences and present them orally so as to bring out the meaning of words as brought out by the poet.
Teacher corrects and ensures all the words are clear to the students.
Teacher engages students on a discussion of what their point of view concerning the poem is about and their critique to the subject presented by the poet.
Teacher re reads the poem putting much emphasis on word stress and intonation present in the poem to assist students in the discussion of identifying the subject
Teacher allocates different stanzas of the poem to the participation group and ask them to recite the lines out loud paying attention to word stress and intonation
Students will then retell the poem each in their own words orally and teacher ensures that even in their speech the subject of the poem is presented in a simpler way.
APPLICATION ACTIVITY (Practice and/or Reflection): When presented with a poem, student can read out loud while the rest pay keen attention to listening and be able to retell the poem in their own words and still capture the poet’s subject of the poem. This will include paying attention to stress and intonation as presented in speech.
MATERIALS & RESOURCES:
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative assessment: teacher observes students’ written responses during the participation activity. As Students in groups share their oral responses, teacher listens to ensure they have an understanding of the subject presented by the poet and have paid attention to teachers stress and intonation of spoken words.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and PRACTICE): Learners who have problems with speech and encounter difficulties presentation of it in form of speaking could be given more time to explain out the poem without disturbance. Learners who encounter difficulties in reading could be provided with texts that have a bigger font and have more time allocated to them as they read out loud the poems.
VII. HOMEWORK (IF APPROPRIATE): Teacher shall present to students a selected poem and ask them to read out loud in groups. Students will the present in writing the meaning of the poem in less than two paragraphs.
Zwiers, J.(2014). BuildingAcademic Language: Meeting Common Core Standards Across Disciplines,Grades 5-12.John Wiley & Sons.