NAME: AIRON KENT A.

TIJAM BPED 3-A

SUBJECT: BUILDING AND ENHANCING NEW LITERACY SKILLS ACROSS
CURRICULUM

LESSON 4: INTEGRATING NEW LITERACIES IN THE CURRICULUM

Imagine yourself during your elementary days. United Nations has come again
and in celebration of that, your Arts teacher has instructed the class to choose the flag of
the country that each one wants to draw. The teacher then asks for every student to
identify in front of the class which country the said flag represents. He then proceeded
in giving you a brief background of each country.

Is the subject confined to a lesson in Arts? If not, what other subjects do you
think forms the closest connection to the subject matter?
Answer: I think the subject is confined to a lesson in art because the student is
instructed to choose a flag that they want to draw and identify which country the said
flag represents. It is clear that the students are performing an activity which is drawing
that can be associated as an art lesson.

I. Essay

Direction: Answer the following questions comprehensively in (5-8) sentences. The

rubric for scoring is provided below. The highest point you can get is ten (10) points.

1. How can integration be practiced in class?

Answer: The integrated method gives students a coherent perspective of reality
and improves their capacity to learn real-world skills. This is accomplished by
connecting learning content across and within academic areas. Incorporating the
thematic and integrated curriculum in the daily schedule and daily or weekly lesson
plan, fostering an environment that welcomes and encourages creativity in the
classroom, and using age-appropriate materials and techniques in teaching are all
ways to practice integration in the classroom. As a result, these factors are critical in
 ensuring that students learn more and are properly equipped for the next steps in
their education.

2. What course subjects can be integrated? In what way can this integration
be done?
Answer: Integrated curriculum is a valuable innovation. Its effectiveness is
widely supported. We feel that an interdisciplinary or integrated curriculum is
strongly supported by the social learning theory. However, school districts need to
evaluate the degree to which this innovation will be effective within the district and
within which classrooms integrated curriculum will allow for optimal success. For
me it can be integrated to any course subject in the classroom and this could be done
through presenting the lessons in a power point presentation and by allowing
students to engage in relevant, meaningful activities that can be connected to real
life.

3. How are the three approaches to integration similar to each other? How
are they different?
Answer: The Design thinking, Invention Education, and Participatory Design are
the three approaches to integration. These three methods mix curriculum and
computer skills instruction. Rather than studying computer skills in their computer
class, students are given projects which involve technology in all of their classes.
Design Thinking is a widely-used term to describe the creation of solutions to
challenges using what is often called ‘a human-based approach’. The term human-
centered means placing users and their needs as the starting point of developing any
new product or solution. Innovation is based on people generating ideas using
creative thinking and doing to develop insights. Insights are acted on, used to try
things out that allow us to assess if those ideas are the right ones or if we can
improve upon them and make them better ideas that when acted on, produce a
benefit. On the other hand, Participatory design is an approach where the end-user
and stakeholders actively contribute to decision-making throughout app
development in order to create products that are applicable and valuable to end-
users (Schuler & Namioka, 1993).

II. Direction: Obtain a copy of a semi- detailed lesson plan and use one approach
to integration to connect at least two subjects.

Components Subject A: Subject B: Subject C:

English Math PE
I. Learning Outcomes Students will be Students will be Students will be
able to learn about able to learn about able to learn about
writing measurements music
measurement measurements/
words counting
II. Topic/ Jack and the Jack and the Jack and the
Subject Matter Beanstalk beanstalk beanstalk
Values Integration Cooperation Cooperation Cooperation
III. Materials Visual aids, Visual aids, Visual aids,
References Projector, Manila Projector, Manila Projector, Manila
 Paper, Markers Paper, Markers Paper, Markers
IV. Strategy/ies
Journal about bean Measure Beanstalk Theatrical Play
seeds while talking about
Activities time
Journal about Measuring block of
beanstalk activities beanstalks
Writing
measurement
words

Thematic Culminating Activity :

Role play

Brief Description:

Role playing as the Thematic Culminating activity will be a great fit to integrate English,
Mathematics and Physical Education in one. Thus, it can create a cooperative interaction
in large and small groups and responsible for individual learning.

Objectives:

Students will be able to learn about beanstalks in the field of English, Math, and Physical
Education.

V. Assessment Formative Formative Formative

Assessment- Assessment- Assessment-
Individual pupils to Individual pupils to Individual pupils to
board with their board with their board with their
answers and whole answers and whole answers and whole
class discussion. class discussion. class discussion.