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.

EL 105 Page 2 of 6
 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
procedures included.
Procedures Procedures are
incomplete or missing.
Closure No procedures for lesson
closure are included.
Reflection Reflection is vague and/or
incomplete
Format Clear and logical
presentation; good
development of an
argument; Transitions
are made clearly and
smoothly.
mechanics More than seven
spelling and/or
grammatical errors
and/or most text is
copied
timeliness < 2 days late
The behaviors assessed
are inconsistent with the
behavior described in the
objective and description of
the lesson.
The lesson is poorly
introduced. Procedures are
unclear and difficult to
follow.
Includes vague procedures
for closing the lesson and
transitioning to the next or
follow up activity. Key
points of the lesson are
missing.
Includes a reflection but
does not describe the
lesson, areas for growth,
strengths, and/or
modifications for future
lessons.
The presentation is
organized but does not
present a clear argument
for a given position.
Many spelling and/or
grammatical errors
(between five and seven)
and/or some text is
copied.
2 days late
the behaviors assessed resemble
the behaviors described in the
objective and description of the
lesson.
The lesson is introduced in manner
that may be somewhat confusing to
students in order to know what to
expect and what is expected of them.
Procedures are vague, lacking detail
required for a third party to follow the
lesson.
Includes procedures for closing the
lesson and transitioning to the next or
follow up activity. Key points of the
lesson are included, but poorly
articulated
Includes a somewhat thoughtful
reflection describing the lesson,
areas for growth, strengths, and
modifications for future lessons
and/or lacks detail.
Minor problems of organization or
logic; Needs work on creating
transitions between ideas.
Some spelling errors. Some
grammatical errors. (fewer than 3
total) Text is in the author’s own
words.
1 day late
The behaviors assessed exactly
match the behaviors described in the
objectives and description of the
lesson. (Scoring guides or rubrics are
provided if appropriate.)
The lesson is introduced in a logical
and engaging manner so that
students know what to expect and
what is expected of them. Procedures
are clear and detailed to enable a
third party follow the lesson without
aid.
Includes procedures for closing the
lesson and transitioning to the next or
follow up activity. Key points of the
lesson are clearly articulated.
Includes a thoughtful reflection `
describing the lesson, areas for
growth, strengths, and modifications
for future lessons.
No logical order to the information
provided; sentences rambling;
ideas are repeated.
No spelling errors. No grammatical
errors. Text is in the author’s own
words.
Submits on or before the scheduled
date

Comments: Total Points: 40

.

EL 105 Page 4 of 6
 Demonstration Teaching Rubric
Teacher-Instructor: _________________________________
Course: _________________________
points 4 pts)
Consistently demonstrates enthusiasm
and excitement toward teaching and
students
Has a well-established learning
Commitment to
environment that encourages student
Teaching and
questions, involvement, and debate
Student Learning
Makes students a priority in being
accessible and available to their needs
Encourages and allows for individual
expression
Explains difficult terms or concepts in
depth and in more than one way
Presents background of ideas and
concepts in depth
Mastery of Teaching
Frequently presents best evidence and
Content / Knowledge
up-to-date developments in the field
Answers students’ questions in depth
and admits error or insufficient
knowledge with commitment to seek
out information
COMMENTS
points 4 pts)
Frequently selects examples
relevant to students’
experiences, "real world"
applications, and/or teaching
objectives
Often relates content with what's
taught before and what will
Selection of Teaching come after
Content & Meeting Presents views other than own
Teaching Objectives when appropriate and provides
explanation for possible
differences of opinion along with
evidence
Teaching content and methods
clearly meet stated objectives of
syllabus and as stated by teacher
COMMENTS
Date: ______________________________
Observer: _______________________
(3 pts)
Often demonstrates
enthusiasm and excitement
toward teaching and students
Encourages student questions,
involvement, and debate
Is accessible and available to
students
Allows for individual
expression
Explains difficult terms or
concepts
Presents background of ideas
and concepts
Presents best evidence and
up-to-date developments in
the field
Answers students’ questions
adequately or admits error or
insufficient knowledge
(3 pts)
Selects examples relevant to
students’ experiences, "real
world" applications, and/or
teaching objectives
Relates content with what's
taught before and what will
come after
Sometimes presents views
other than own when
appropriate
Teaching content and
methods are geared to stated
objectives of syllabus and as
stated by teacher
(2 pts)
Exhibits a lack of enthusiasm and
excitement toward teaching and
students
Discourages students’ questions,
involvement, and debate
Makes accessibility and availability
difficult for students
Discourages individual expression
Rarely explains difficult terms or
concepts
Does not present background of
ideas and concepts
Does not present best evidence
and up-to-date developments in
the field
Does not answer students’
questions adequately or does not
admit error or insufficient
knowledge
(2 pts)
Rarely selects examples
relevant to students’
experiences, "real world"
applications, and/or
objectives
Does not relate content with
what's taught before and
what will come after
Does not present views other
than own
Teaching content and
methods do not meet stated
objectives of syllabus or as
stated by teacher
EL 105 Page 5 of 6
 Begins on time in an orderly,
organized fashion
Summarizes and distills main
points at the end of session
Organization &
Classroom Consistently explains directions
Management and procedures
Keeps students engaged in
learning activities, moving
between activities after
ascertaining student readiness
points 4 pts)
Incorporates various instructional
supports like slides, visual aids,
Instructional
handouts, etc. Also provides
Materials
references for materials presented
when appropriate
Uses a large variety of teaching
strategies to address diverse learning
styles and opportunities
Responds to changes in student
attentiveness with comfortable
transition of teaching strategies
Consistently speaks audibly and clearly
Models professionalism and use of
Teaching
humor is positive and appropriate
Methodology and
Presentation Establishes and maintains eye contact
with students while communicating a
sense of enthusiasm toward the
content
Provides demonstrations as
appropriate and has students
demonstrate their understanding
Routinely mentors students in life-long
learning skills
Guides students to be independent
learners
COMMENTS
Total points:_________/100
Begins on time
Summarizes main points at
the end of session
Explains directions and
procedures
Uses time appropriately,
transitioning smoothly
between activities
(3 pts)
Incorporates various
instructional supports like
slides, visual aids, handouts,
etc.
Uses a variety of teaching
strategies to address
diverse learning styles and
opportunities
Responds to changes in
student attentiveness
Speaks audibly and clearly
Models professionalism
Establishes and maintains
eye contact with students
Provides demonstrations as
appropriate
Mentors students in life-
long learning skills
Allows students to be
independent learners
Does not begin on time and
is disorganized
Fails to summarize main
points at the end of session
Does not provide clear
directions and procedures
Does not use time efficiently;
inappropriate transition time
between activities
(2 pts)
Fails to provide students with
instructional materials
Fails to use a variety of
teaching strategies to
address diverse learning
styles and opportunities
Fails to responds to changes
in student attentiveness
Speech is inaudible and un-
clear
Is unprofessional and use of
humor is negative and
inappropriate
Fails to establish and
maintain eye contact with
students
Does not provide
demonstrations when
needed
Does not promote lifelong
learning
Does not promote students
to be independent learners
EL 105 Page 6 of 6