Sunday, September 30, 2012

Sample Lesson Plan -Preposition-

LESSON PLAN

SUBJECT                                      : ENGLISH
CLASS                                           : 3 MEGA
NO. OF PUPILS                            : 25
LEVEL OF PROFICIENCY          : INTERMEDIATE
INTEGRATED SKILL(S)              : Listening

FOCUS :
Writing


THEME:
World Of Knowledge


TOPIC:
Place in My Neighbourhood


INTRODUCTION:
Teacher introduces the characters. (Dino and Boxie)


CONTENT STANDARD
By the end of the lesson, pupils will be able to :
1.4 Listen to and follow simple instructions and directions accurately.

4.3 Complete texts with the missing word, phrase or sentence.
LEARNING STANDARD

1.4.2 Listen to and follow simple instructions to do something or make something.

4.3.2 Complete missing words in simple texts such as instructions, directions, descriptions, rhymes stories, and other texts (with guidance in the form of words and pictures).
OBJECTIVE:
1)    Able to read and understand sentences
2)    Respond to questions and instructions
3)    Able to write and complete missing words
TIME:
60 minutes
TEACHING AIDS
Video clip, box, toy




STAGE/TIME
CONTENT
TEACHING AND LEARNING STRATEGY
TEACHING RESOURCES/ VALUES
Set induction

(5 minutes)

1.    Teacher brings a box and tells the pupils about his friend who is inside the box. Then the teacher asks the pupils to guess what is inside the box.
2.    Teacher then asks one of the pupils to come forward and touch the ‘friend’ inside the box without see it. He describes it and tells               other pupils.
3.    Teacher takes out the ‘friend’ and shows them what is inside the box. The ‘friend’ is a toy called Dino the dinosaur.
4.    Teacher tells the pupils about characteristics of Dino who loves to play with his friend Boxie.
Teaching aids:
      1.    Box
       2.    Toy
Presentation
(Activity 1)

          20  minutes

1.    Teacher shows the video clip on prepositions.
2     Write down the preposition learned from the video on the whiteboard.
3.    Next, teacher brings Dino. The teacher stands in the middle of the room or get the pupils into a circle.
4.    Point to a chair. Ask the pupils what it is called. Put Dino on the chair. Ask the students where it is.
Put Dino under the chair. Ask where it is. 
5.    Put the Dino in various locations around the room and ask where it is. Elicit the nouns (door, window, table, board, boy, girl, etc.) Then the prepositions of place. Use only the prepositions of place learned from the video.
Teaching aids:
      1.    Video clip


Teaching aids:
      1.     Dino the toy.
Practice
   (15 minutes)

1.    The pupils practice their understanding on preposition using the web from internet.

Production
(15 minutes)

1.    Sit pupils in pairs, back to back. Give them 3 difference papers; ‘paper A’ is one with sentences, ‘paper B’ is a full picture and ‘paper C’ is a picture without the toy.
6.    Give out “‘paper B” picture to one pupils and “paper C” picture to the student sitting behind him. 
7.    Student A must describe where his toys are and Student B must draw them on his picture. When Student B has drawn the four cats on his picture, they check Student A’s picture and complete the missing words in paper A.

Teaching aids:


Remedial

8.    Teacher distributes the worksheet 2 and 3.
Focus on repetition of the words by helping those who have difficulty remember the prepositions.
Teaching aids:
-Worksheet 2
-Worksheet 3

Enrichment

9.    The teacher helps the pupils gather more information relating the preposition.

Closure
(5 minutes)

10. Teacher concludes the lesson



Appendices

Worksheet 2


Worksheet 3




Video -Prepositions-

Assalamualaikum wbt and Salam Sejahtera.



        This is the video that we have made in order to teach primary school pupils on Preposition. We are using a dinasour toy given a name 'Dino' as an object and an adjustable cute box by the name of  'Boxie'. By referring to the video, pupils are shown the varieties position of Dino and Boxie to indicate the uses of preposition. Roughly, we have taken almost two weeks to complete this video. During the day when the task was given, we have already chose this topic since we have to do a video based on our major course that is English. A lot of discussion have been made including on how to make the video, the setting, the objects used, references and many more. Actually based on our early discussion, we were planned to make this video at the playground. However due to several obstacles like unstable weather, unprepared story line and unsuitable setting finally we have came out with the idea of making the video just in the bedroom. Thank God because finally through all the hardship and the commitment given by the group members the video was able to be completed. We would like to dedicate a special thank to our beloved lecturer, Pn Jauriah Bt Mohd Azali for all the knowledge and guidance that she had gave to us. Since this is our first trial in making a video, hopefully we can make it better in the future.

          This video does not represent all prepositions but only the most common used in everyday's life. As for the brief introduction, let we know first what is Preposition actually.

What is a Preposition?

preposition links nounspronouns and phrases to other words in asentence. The word or phrase that the preposition introduces is called the object of the preposition.
A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
In each of the preceding sentences, a preposition locates the noun "book" in space or in time.
prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without."
Each of the highlighted words in the following sentences is a preposition:
The children climbed the mountain without fear.
In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb describing how the children climbed.
There was rejoicing throughout the land when the government was defeated.
Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of the rejoicing.
The spider crawled slowly along the banister.
The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb, describing where the spider crawled.
The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes.
Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is hiding."
The screenwriter searched for the manuscript he was certain was somewhere in his office.
Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location of the missing papers.

Written by Heather MacFadyen





So now, let we enjoy the video!

ASSURE MODEL

Assalamualaikum wbt dan Salam Sejahtera.


The ASSURE Model

To become skilled in today’s classrooms it is crucial to know when to use a wide range of instructional strategies and passive and interactive media. Heinich, R., Molenda, M., Russell, D. J., &Smaldino, E. S., (2002) stated to use media and technologies effectively a systematic plan for their use is necessary. They suggest utilizing the ASSURE model as a guide, which identifies six major steps in an instructional planning process.  

The Assure Model is:       
Ø      A procedural guide for planning and delivering instruction that integrates technology and media into the teaching process.
Ø      A systematic approach to writing lesson plans.
Ø      A plan used to help teachers organize instructional procedures.
Ø      A plan used to help teachers do an authentic assessment of student learning.
Ø     A model that can be used by all presenters.   

Analyze learners:   
General Characteristics 
 This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity.

Entry Competencies
This is a description of the types of knowledge expected of the learners.  Ask questions such as: Do the learners have the knowledge base required to enter the lesson? Do the learners have the entry competencies and technical vocabulary for this lesson? Have the learners already mastered the skills you are planning to teach? Do the learners have biases or misconceptions about the subject?
This is a description of the learning stylistic preferences of the individual members of the class.  First of all the instructor will want to find the learners perceptual preferences and strengths. The main choices are auditory, visual, and tactile/kinesthetic. Slower learners tend to prefer kinesthetic experiences. The instructor will then determine the information processing habits of the learners. This category includes a broad range of variables related to how individuals tend to approach the cognitive processing of information. Finally the instructor will determine the motivational and physiological factors of the learners. When it comes to motivational factors the instructor needs to consider things such as anxiety, degree of structure, achievement motivation, social motivation, cautiousness, and competitiveness. The most prominent influences in physiological factors are sexual differences, health, and environmental conditions.
State Objectives
Statements describing what the learner will do as a result of instruction.  Things to keep in mind as you write your objectives are:

Ø      Focus on the learner, not the teacher

Ø      Use behaviors that reflect real world concerns

Ø      Objectives are descriptions of the learning outcomes and are written using the ABCD format.
   
Audience:
Who is the audience? Specifies the learner(s) for whom the objective is intended.
      Behavior:
What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill.  Use an action verb from the helpful verbs list if you have difficulty doing this.
      Condition:
Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform. 
      Degree:
How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.)

Examples of Objective Statements:

The Drama I class will be able to identify and draw stage directions using pencils and rulers with 100% accuracy.  (Or) The kindergarten class will identify the colors, red, green, and blue using blocks 9 out of 10 tries.  (Or) The Tenth grade English class will identify and discuss the effects of symbolism in the short story "Young Goodman Brown" using their text, Paper, and Pen in one hour.

Use as many objective statements needed in order to meet the different objectives for the lesson. Use the following questions to assess objectives.

Does the objective allow you to do the following with your lesson?
1.      Identify what the expectations are for the learner
2.      Identify the necessary requirements for the learning environment
3.      Assess learning
4.      Determine needs for appropriate media or materials

How would you classify your objective?  Is the learning outcome primarily:
1.      Cognitive?
2.      Affective?
3.      Psychomotor / Motor Skill?
4.      Interpersonal?
5.      Intrapersonal?


Select, modify, design Methods, Media, & Materials
This is the step where the Instructor will build a bridge between the audience and the objectives. You need to decide what method you will primarily use: a lecture, group work, a field trip, etc. What media you will use: photos, multimedia, video, a computer? Are you using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making something from scratch?

Selection Criteria

Media Selection  
Ø      Media should be selected on the basis of student need.
Ø      We must consider the total learning situation.
Ø      Should follow learning objectives.
Ø      Must be appropriate for the teaching format.
Ø      Should be consistent with the students' capabilities and learning styles.
Ø      Should be chosen objectively.
Ø      Should be selected in order to best meet the learning outcomes.
Ø      No single medium is the total solution.
Ø      Does it match the curriculum?
Ø      Is it accurate and current?
Ø      Does it contain clear and concise language?
Ø      Will it motivate and maintain interest?
Ø      Does it provide for learner participation?
Ø      Is it of good technical quality?
Ø      Is there evidence of its effectiveness (e.g., field-test results)?
Ø      Is it free from objectionable bias and advertising
Ø      Is a user guide or other documentation included?  


Utilize Methods, Media, & Materials
Plan of how you are going to implement your media and materials. For each type of media and/or materials listed under Select, modify, and design describe in detail how you are going to implement them into your lesson to help your learners meet the lesson's objective.  Please write in full sentences; do this for each item.

In order to utilize materials correctly there are several steps to creating good student-centered instruction.
1.      Preview the material- Never use anything in class you haven’t thoroughly checked out.
2.      Prepare the material- Make sure you have everything you need and that it all works.
3.      Prepare the environment- Set up the classroom so that whatever you’re doing will work in the space you have.
4.      Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front.
5.      Provide the learning experience- Teaching is simply high theatre. Showmanship is part of the facilitator’s job. Teaching and learning should be an experience not an ordeal.
Require Learner Participation
Describe how you are going to get each learner "actively and individually involved in the lesson.  Ex:  games, group work, presentations, skit, etc.
Remember that the days of sage on the stage are gone. Our role in the classroom today is one of a guide on the side and students, especially with technology connected lessons, need to experience learning. All activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill. 
  
Evaluate and Revise
Describe how you will, in the future, measure whether or not the lesson objectives were met.  Were the media and the instruction effective?

Evaluate student performance:
How will you determine whether or not they met the lesson's objective?
    
The evaluation should match the objective. Some objectives can be adequately assessed with a pen and paper test. If the objectives call for demonstrating a process, creating a product, or developing an attitude, the evaluation will frequently require observing the behavior in action. 

Evaluate media components:
How will you determine the media effectiveness?    

Evaluate instructor performance:
How will you determine whether or not your own performance as instructor/facilitator was effective?

 References: Assure Model

Introduction

Assalamualaikum wbt dan Salam Sejahtera.

Finally, we managed to create this blog entitled EDU 3105: Technology in Teaching and Learning. We would like to give our special thanks to our beloved lecturer, Pn Jauriah Bt Mohd. Azali.

As we have already known, this course discusses:

  • concepts, theories, practices and development of educational technology; 
  • selection, production, utilization and evaluation of educational media;
  • integration of information and communication technology in teaching and learning;
  • management of educational media and resources.

Other information: