PANGILINAN, DENNILYN E.

 
ASSIGNMENT 2
Direction: Using the attached sample on activity preparation and presentation, please prepare your ASSURE for
your assigned/chosen individual reports.
ASSURE Model Lesson Plan

Lesson Title: Indigenous People Curriculum

Grade Level: PhD in Language Teaching

Lesson Length: 60-minute block

I. Analyze Learners

Learners’ general characteristics: The lesson is designed for post graduate school particularly PhD in Language
Teaching students. This is an in-class support class comprised of 15 male and 10 female students. Academic ability
and learning styles vary. In general, students become easily distracted and lose focus quickly. The students are
familiar with Indigenous People Curriculum.

Entry characteristics: The students in this class are skilled in the use of computers and tablets. However, their
proficiency with this technology is limited to the use of social media and entertainment applications.
Learning styles: Although the class is comprised of students of all learning styles, the majority of students in this
class are visual learners.

II. State Standards and Objectives

This lesson is designed to discuss the Indigenous People Curriculum in the Philippines. The standards covered in
this lesson plan include:
            Objective 1: The students will be able to identify different indigenous groups in the Philippines.
            Objective 2: The students will be able to determine the different programs of the government for IPs.
            Objective 3: The students will be able to understand the different programs of the government for IPs.

III. Select Strategies, Methods, Media, and Materials

            Strategies. A variety of teacher-centered and student-centered strategies have been designed for this lesson.

           Technology and Materials. Students will have access to computers, printers, microphones, headphones, word
processing software, video and audio editing software, and the Internet.

          Media. Students will use print, audio, texts, visuals such as photos, and clip art or drawings to create
assignments.

IV. Utilize Technology, Media, and Materials

            Prepare the materials: With the assistance of the instructional technology coordinator,
                        Classroom computers and chrome books will be checked and ready for student
                        use. Appropriate software will be accessible to the students.

            Prepare the environment: Desks are to be arranged in a manner that allows for small
                        group work. Additionally, a computer station must be accessible to all students
                        to complete various aspects of the assignment.

            Prepare the learners: Students will have been prepared for this lesson during the lesson

             Prior. Students have notes on Indigenous People Curriculum, its history and scope and limitations.

V. Require Learner Participation

            Student participation in this lesson will include both large and small group activities. The lesson is
            structured to begin with large group instruction and activities to prepare for the smaller group activities.

            Large group activities: The lesson will begin with students answering the guessing game about culture in
India. 
            Small group activities: The students will break into groups of three or four to reenact Indian English as seen
in a video clip they have just watched. They will use computers to access the internet for research and assistance.
Once rewritten, students will use PowerPoint presentation software to present lesson.

Additional task:

Write an reflection paper on the adaptation of Mother-Tongue under the Indigenous People Curriculum.
Are you in favor of it? Why or why not? Write in 350-500 words.