Lesson Plan and Reflection - Assignment Example

Introduction: At Grade Level K-5, students are able to listen to and speak about a collection of literature, and narrate their own similar incident or even lessons from past teachings. Students would be given a one on one chance to be assessed. Each student will be expected to come up with unique outcomes and presentation style. They are supposed to have a fluent articulation of words and are able to construct full sentences. Learner Outcome: At the end of the activity, the students are expected to have a general understanding of the difference of discussion between small and large groups. Teachers are also to look forward to students’ understanding of the difference of formal and informal language used. As part of further learning, and success indicator, the students will be more active in everyday conversations and will be able to use more complex words. The students will be keener in taking in details to the extents of being able to re-tell a story fully. Pre-assessment Activity: Pre – assessment will include observation focusing on the following aspects: (1) sentence construction; (2) flow of thoughts; (3) way of presentation (formal or informal); (4) vocabulary and articulation skills; and (5) length of their presentation. As a pre assessment activity, the students will be asked to narrate what happened during their weekend. They will be asked to tell what they did during the weekend, what their activities are and how they feel regarding the various activities. Resources: Materials will include the written copies of the poems or pieces to be randomly picked by the students. There will be two sets for the whole class; the sets are for students who would get higher and lower points from the pre-assessment. Two boxes would also be for two separate sets of pieces. Other materials or costumes for presentation will be prepared by the students themselves. Learning Activities: Day 1-2: Pre assessment activity. The students will be asked by the teacher to pick out a piece from two different boxes according to the results of the pre-assessment. Those highly achieving students and low achieving students will be picking from separate sets of selection, so that pieces provided for each student will be highly focused. Thus the pieces are to be sorted according to the complexity of the language used and the length of it. The students in each group will be provided with literary pieces to be picked out randomly. These would be pieces that may be fictional or non-fictional. They would be given two days to read and prepare for the presentation of the poems or pieces. The students will be asked to re-tell the stories of their own pieces, using their own words. The students will need to prepare costumes or prop materials that are connected to their pieces. Day 3: The entire session will be devoted to a 5 minute brainstorming with each student for ideas regarding their presentations. Students will be reminded that the first discussion would be for a small group audience that costumes are not yet needed. Day 4 - 5: There will be a small group type of discussion where the students will be allowed to use informal language. Thus, likened to a conversation. The class will first be divided into four or so, depending on the number of students, assuming that there will be at least five members in each group. The students will be asked to discuss their pieces within the group only. The group members will be making some suggestions to the presenter on how to improve their presentation according to the teacher’s instructions. The rest of the students will only be listening. The members of the group will be asked to rate the presenter with: 5- highly ready for large group discussion, 4- ready for the large group discussion, 3 – slightly ready, 2- presentation can be improved, 1- not ready. Day 6: Students who received two and one rating will be given a few minutes, depending on the length of the class and the number of students who received the rating, to consult on what they can do about their pieces to present them better or whether they need a different piece. Day 7-9: The students will now be asked to present their pieces for the whole class. The students would be prompted to use formal speech language. The costumes and hand props are welcome. Those who had the three to five ratings will be randomly asked to present their pieces first. Then those who had a one and two rating will be added to those randomly picked on the second and third day of the presentation. Day 10: There will be a question and answer activity where the students will be asked some questions regarding the pieces narrated by their fellow students. Differentiating Activities: Depending on the outcome of the pre assessment activity, the pieces originally picked out by the teacher may be modified by checking on the complexity of the language used, and the length. If the students’ stage of articulation appears to be inappropriate for the pieces originally chosen then the pieces may be modified to simpler ones. Learning Activities: Guided practices The Day 10 portion of the activity will check whether the students were able to understand the pieces. This would also help the students remember the different uses of formal and informal languages. Assessment and Evaluation: The aspects that would be given most credits are: (1) sentence construction; (2) flow of thoughts; (3) way of presentation (formal or informal, as needed for the two separate presentations); (4) vocabulary and articulation skills; and (5) length of their presentation. Rubric Scoring: For teachers wanting to give a percent, 3 points could be given for every Advanced score, 2 points for every Basic score, and 1 point for every Needs Help score. A total of 18 points is possible. By dividing the total into the number of points received, a percentile can be found. For instance, a child who scores 17 points out of the total 18 would have a score of 95% by dividing 17 by 18. If you want to grade in categories, the student receiving an "A" would have the majority of items in the Advanced column circled; a "B" would be a combination of the Advanced and Basic columns; a "C" the majority of items in the Basic column circled; and a "D" or below, the majority of items in the Needs Help column. Independent Practice: The students could also be provided with suggested texts to read. This would enhance their knowledge of phonics and word analysis. This activity could also be treated as advance lessons for higher years. And this could develop their love for reading literary pieces. Closure: The students should be able to remember the use of formal and informal words. They would also be familiar with the style of presentation, whether for large groups or small groups. They should also be able to remember a few new words from the selection to broaden their vocabulary. Lesson Reflection: The activity starts with choosing TPE 3: Interpretation and Use of Assessments because of this type of assessment includes information from family backgrounds to assess student knowledge, skills and behaviors. My pre –assessment activity is under this artifact. Most of the time students of this level copy the family members’ manner of speech and sometimes even manners. The students are also given the chance to give a remark on their fellow student’s speeches thus it teaches students to use assessment strategies. Self – assessment strategies for the students are also introduced by the activity when they are given the chance to talk to the teacher about their pieces. This activity will engage students to assess their own knowledge for goal-setting and self-involvement. Each student would be able to identify for themselves whether they are ready for the discussion or speech. The small group discussion would yield a peer group assessment. In this case the learning involved would be through experience. The formal and informal use of language would be experienced. Even the difference in the style of presentation would be presented. The focus of the activity is to assess the following: (1) sentence construction; (2) flow of thoughts; (3) way of presentation (formal or informal); (4) vocabulary and articulation skills; and (5) length of their presentation. So the points system is based on these. The large group discussion that encourages hand props and costumes is beneficial in terms of creativity and students’ boost of confidence, and pride for the parents. Reflecting on this teaching activity, there are benefits not only for the students but for the teachers as well. The teachers would be able to know the families better through their pre assessment activity. The assessment on Day 10 would also provide further details on how the whole activity was regarded. There would also be more learning in terms of their future lessons, like more vocabulary words or proper pronunciation of complex words. This activity can also be put into practice by those in the more advanced grade levels because it the same learning. The formal and informal language and style of presentation can be most helpful for the advancing years. These can help in enhancing students’ confidence and they would consider such as an acquired experience. The higher grade levels can even modify the activity to a more creative one like, performing a song number regarding the piece, or even a full-blown production for more complicated pieces. Read More