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PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting


Students:

Third grade(ages 7-8). There are 40 children in the class. The students can read and speak
English since English was taught from first grade onward. They belong to the fast learner
group in which they are active in academic activities as well as co- curricular activities.
Setting:

This is a public school where the teacher has the same students daily. English is taught in 60
minutes lesson every day. The teacher arranged the chairs in u shape so that teaching- learning
process will be facilitated well..Students perform , act out, play , dance, and dramatize at the
center of the room. The teacher table is in front ,half meter away from the chalkboard .It has
facilities that could meet the needs of the students, well ventilated, properly structured. It is a
room conducive to learning.
B. Lesson Background:
In the previous lesson, the students learned about sequencing events in the story.
In this lesson,(considered as the last lesson) the students are learning about giving meaning of
new words through pictures and demonstrations, answering the WH- questions from the story
listened to and responding to the story through the following engagement activities.
Group 1 Creating an under the sea scene
Group 2 Imitating animal movements
Group 3 Emoting fear
Group 4 Acting out a part of the story
Students have already done some group activities after listening to a story and so are familiar
with the process of being assign to a group. The student will be grouped into four with ten
members.
C. Learning Objectives/Expected Results:
In this lesson ,the students will be able to give meaning of new words through pictures and
demonstrations, answer the WH- questions from the story listened and respond to the story
through engagement activities.
Moreover, the students will develop their interpersonal, musical, arts and drama skills.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 1

D. Materials and Sources:


Materials

Big book, pictures of sea, baby crawling and a frightened child


Real object such as : mirror, catfish ,crayons, pencil, pentel pen, cartolina, flashcards
Copy of the activity sheets ( 1 for each group)
Copy of the story entitled Under the Sea

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 2

ACTIVITY SHEETS

( for group 1 )
Create an under the sea scene.
Draw animals in the sea and other things you see there.
( Rocks, stones, plants, crabs and others)
Add anything you like.

( for group 2 )
The starfish and rainbow fish swim, the snails crawl and the eels swirl.
Show how they move as you sing Look at Me
Look at me (2x)
I can swim like a little fish ( 2X)
Can crawl like a snail.
Can swirl like an eel.

( for group 3 )
Draw the frightened faces of the animals when they hear the shark coming.
Draw it inside the circles.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 3

For group 4
All the animals are afraid of the shark except the eels. What did the eels do?
Act out this part of the story.

Sources

Balingit, Cuanzon, Dava, Flojo, Visaya ( 2005) Beginning Reading Instructional Guide to Help
Teachers, Pictures taken from www. google.com.
Balajadia J.(2006 ) ,Under the Sea
Pictures taken from www. google.com

E. Procedures / Timing:
Teacher does/says . . .
A. Pre-reading
1. Motivation
Show picture of the sea.
Say: What comes to your
mind when you see this
picture?

Students do/say . . .

Approximate
Time

Students will answer

1 minutes

Students answer

1 minute

( Introduce the big book)


Say : Today, Im going to read to
you a story. The title is Under The
Sea This is written by Justine
Balajadia and illustrated by Larry A.
Diolola.
What do you see in the cover?
2. Unlocking of difficulties
CRAWL
Show picture of a baby
crawling
Say : What does the baby
do?

Respond about the picture

1 minute

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

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Pupil demonstrates

1 minute

Students answer

1 minute

Student s say something about the


picture

1 minute

Students give synonyms of afraid

I minute

Students listen and answer


questions to the whole story.

10 minutes

Can anyone show me how


to crawl?

SHINY AND SLIMY


Show a mirror and a catfish
Say : What can you say
About the picture?
AFRAID, SCARED,SHOCKED,
FRIGHTENED
Show a picture of a frightened or
scared child.
Say: How does the child feel?
Why do you think the child is
afraid?
Can you give other words
Similar to afraid
3. ACTIVE READING
Reading the story and giving
the pupils the opportunity to
interact with the text after
reading the page or several
pages . Ask questions to
help them predict and
monitor their
comprehension.
Say : Listen as I read the
story entitled Under The
Sea
UNDER THE SEA
Its Saturday, time to play,
Shout the seven seahorses.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

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See. See. See.


See the starfish under the
sea.
See them swim.
See them play.
Say : What day is it?
What do the animals do?
Why?
How do the starfish play?

Teacher reads:
See the shiny rainbow fish.
See them, swim, swim,
swim.
See them swimming in the
sea.
See the slow moving snails.
See them crawl, crawl, crawl
See them crawling in the
sun.
See the long shiny eels.
See them swirl, swirl, swirl.
See them swirling in the sea
Say : What do the rainbow
fish do ?
How about the snail?
Shiny eels?

Teacher reads:
Suddenly.
Shark! Shark ! Shark !
Run ! Run ! Run! Shout the
Seven seahorses
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

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Say : Why do the seahorses shout?


What do they say ?
Teacher reads:
The scared starfish scamper.
The frightened fish swim away
The surprised nails hide behind
the sea weeds.
Say : What do the animals do?
Do you think all the animals
Are afraid of the shark?
Who are not afraid of the
shark?

Teacher reads:
But the eels are not afraid.
They have a bright idea.
They form themselves into a big, big
Scary fish.
And the shocked shark turns away.

Say : What do they do?


What do you think will the
shark do?

4. POST-READING
Engagement Activity
Say:
Im going to divide you into four
group for the engagement activity.
Each group will do one activity .
( Distribute the activity sheet to each
group)

Start now the activity.

students will assemble in group

Students do the activity

1 minute

15 minutes

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 7

After the allotted time given, the


students will present their outputs by
group

Students will present their outputs

27 minutes

F . Alternative Assessment:

Assessment is the process of determining students competence and progress. It


is the collection , interpretation, and use of information to help teachers make better
decisions to improve students learning.
Assessment involves measurement ,it may be done by directly observing
behaviors, characteristics and assigning numerical rating to whatever measured using
an instrument. In other words , assessment of learning is keeping track of how pupils are
learning after instruction. This is a moment- to moment occurrence that must be built
into the teaching process.
In this lesson ,the teacher uses peer feedback assessment where their peers are
encouraged to rate the performance of each group using rubrics. The rubrics will serve
as scoring guides or criteria for rating students performance. The key elements of a
rubric are the descriptors for what a performance is like within the allotted time of
possible performance levels.
In the same way,the teacher also uses assessment where the teacher will give
feedback on the processes and performances made by each group before , during and
after presentation. She will also rate the responsibilities given to each member and the
responsibilities of the audience as they give critique to the performances of the other
groups.

Rubric
Check the appropriate column where 5 is the highest and 1 is the lowest based on the
given indicator.
indicator

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 8

1.The group work was a result of planning and active


participation of every member
2. The group followed instructions but added creative
Innovations.
3. Each member shared his/her resources and talents
for the success of the groups task
4.The students manifested enjoyment in working with
The group.
5.The performance of the groups is very creative and
impressive.
Rating : Total score x 10 + 50 = 100%
Ex.

= 5x 10 = 50 + 50 = 100

G. Reflection Phase 1:
The lesson demonstrates the use of integrated skills.This is appropriate for Third
Graders as they may be able to use the language and have comprehension skills better .
The alternative assessment used is Performance Assessment and Peer Assessment
where the peers not only the teacher will give feedbacks on the presentations made by
each group.
This will also help the teacher to find out who needs more help in emoting , drawing ,
imitating and acting.
The rubrics will also help to measure in setting the expectation and to check
whether rules were met and followed.
The students are also required to pay attention as each group will present because
they will be given the chance to ask , discuss , and critique their peers performance.
This is appropriate for Third Graders as this will encourage more of their critical
thinking and creativity with the help of their peers and teachers. It also encourage group
work and collaboration.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.

Phase 1 Lesson Plan Template

Page 9