Curriculum Guide Page3
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This document provides an instructional plan that utilizes various teaching methods and considers multiple intelligences. It includes the following key elements: 1. Objectives of the lesson on agreement between subjects and predicates. 2. Instructional materials such as visual aids, a jumbled dialogue, and short story with missing verbs. 3. An allotment of time for pre-activity, lesson proper, and evaluation using techniques like partner work, presentations, visual learning, and filling in blanks.
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Curriculum Guide Page5
The document outlines a lesson plan for teaching present tense verbs. It includes objectives, instructional materials, allotted time, and learning experiences that apply multiple intelligences. The plan involves dividing students into groups for a charades game using present tense verbs. It then has students read and analyze a poem to identify uses of the present tense before completing individual and group worksheet exercises to practice applying the grammar rule. The evaluation philosophy focuses on realism, progressivism, and existentialism by assessing student understanding through application.
Teaching vocabulary to advanced students
This document discusses strategies for teaching vocabulary to advanced language learners. It notes that advanced learners have a receptive knowledge of vocabulary but limited productive use, especially for expressing themselves in a wide range of situations. It recommends teaching vocabulary in context and focusing on collocations, idioms, and multi-word phrases to help learners sound more fluent. Strategies include grouping vocabulary semantically, using imagery and other memory techniques, and having learners discover meanings through guided activities rather than direct instruction. The overall goal is to help learners independently expand their vocabulary and use it appropriately.
Modul kls xi unit 5 spoof funny story
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
E3 Det Rg2.2 Oral Exam Marking Sheet1st Term2009 2010
This document is a marking sheet for an English class assessing students' performance in several areas over the first term. It evaluates students on tasks performed, vocabulary, grammar, pronunciation, coherence, interaction, fluency, risk-taking, and survival skills. For each category, it provides descriptors to determine if a student's performance is excellent, good, sufficient, or not sufficient. The marking sheet also includes spaces for a final assessment, marks given, and teacher feedback.
MODUL KLS XI UNIT 5 spoof FUNNY STORY
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
Teaching vocabulary to advanced students summary
The document discusses strategies for helping students broaden their vocabulary. It recommends that teachers (1) help students learn how to appropriately use new words in a variety of oral and written situations, (2) consider factors like word meanings, pronunciation, and grammar when teaching vocabulary, and (3) use techniques like images, sounds, mental linkages and actions to engage different learning styles and help students remember new words.
Curriculum Guide Page2
This document outlines an instructional plan with the objectives of analyzing sentence patterns and using basic patterns to formulate sentences. It includes:
1. A pre-activity review using questions about sentence patterns.
2. A lesson proper where students discover general rules to determine patterns using prior knowledge, and additional drills for practice.
3. An evaluation of student preparation, understanding of visual aids, importance of basic knowledge, and examples written for each pattern.
Rubric Task
note: do not consider this task as a great one because honestly it is not, just saying (based on the results in terms of mark)
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Curriculum Guide Page5
The document outlines a lesson plan for teaching present tense verbs. It includes objectives, instructional materials, allotted time, and learning experiences that apply multiple intelligences. The plan involves dividing students into groups for a charades game using present tense verbs. It then has students read and analyze a poem to identify uses of the present tense before completing individual and group worksheet exercises to practice applying the grammar rule. The evaluation philosophy focuses on realism, progressivism, and existentialism by assessing student understanding through application.
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This document discusses strategies for teaching vocabulary to advanced language learners. It notes that advanced learners have a receptive knowledge of vocabulary but limited productive use, especially for expressing themselves in a wide range of situations. It recommends teaching vocabulary in context and focusing on collocations, idioms, and multi-word phrases to help learners sound more fluent. Strategies include grouping vocabulary semantically, using imagery and other memory techniques, and having learners discover meanings through guided activities rather than direct instruction. The overall goal is to help learners independently expand their vocabulary and use it appropriately.
Modul kls xi unit 5 spoof funny story
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
E3 Det Rg2.2 Oral Exam Marking Sheet1st Term2009 2010
This document is a marking sheet for an English class assessing students' performance in several areas over the first term. It evaluates students on tasks performed, vocabulary, grammar, pronunciation, coherence, interaction, fluency, risk-taking, and survival skills. For each category, it provides descriptors to determine if a student's performance is excellent, good, sufficient, or not sufficient. The marking sheet also includes spaces for a final assessment, marks given, and teacher feedback.
MODUL KLS XI UNIT 5 spoof FUNNY STORY
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
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The document discusses strategies for helping students broaden their vocabulary. It recommends that teachers (1) help students learn how to appropriately use new words in a variety of oral and written situations, (2) consider factors like word meanings, pronunciation, and grammar when teaching vocabulary, and (3) use techniques like images, sounds, mental linkages and actions to engage different learning styles and help students remember new words.
Curriculum Guide Page2
This document outlines an instructional plan with the objectives of analyzing sentence patterns and using basic patterns to formulate sentences. It includes:
1. A pre-activity review using questions about sentence patterns.
2. A lesson proper where students discover general rules to determine patterns using prior knowledge, and additional drills for practice.
3. An evaluation of student preparation, understanding of visual aids, importance of basic knowledge, and examples written for each pattern.
Rubric Task
note: do not consider this task as a great one because honestly it is not, just saying (based on the results in terms of mark)
Lesson plan 2.1 syllabus of english class x smt 1 & 2
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2
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This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
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Definitions for labels
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Curriculum Guide Page1
This document provides a curriculum guide for a 1st year English class at Holy Cross College High School. It outlines objectives, instructional materials, time allotment, learning experiences, multiple intelligences, values, and evaluation philosophy for a lesson on using prepositions, 3 kinds of verbs, and subject-verb-indirect object patterns in sentences and simple conversations. The lesson includes listening to a song, discussing verb types and the patterns, creating a skit in groups using the patterns, and writing a narrative using subject-verb-indirect object structures.
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Lesson plan 2.1 syllabus of english class x smt 1 & 2
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2
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Curriculum Guide Page4
1. The document outlines a 10 minute English lesson plan on special nouns and verbs for 3rd year students.
2. The lesson plan includes listening to a news report about the tsunami in Japan and identifying special nouns, discussing rules for using collective and indefinite nouns, and assigning students to write an article using special nouns about environmental protection.
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This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
For the listening competency, students will listen to dialogs involving expressions like advice, complaints, possibilities and more. They will practice identifying meanings and responding appropriately. The speaking competency focuses on role plays to work on expressing different expressions accurately. Writing assignments will help students comprehend and respond to meanings in various text types.
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This lesson plan involves students practicing guessing the meanings of unknown words from context. It has 4 stages: 1) Promoting discussion to prep students for the text, 2) Introducing the text and having students notice italicized words, 3) Having students analyze the texts in pairs to guess word meanings, 4) Integrating the reading skill with a writing activity. Students complete a chart with word clues from contexts and their guesses. For homework, students find examples of the words outside class and share. The goal is for students to learn to determine word meanings from context clues.
Lesson plan meaning_from_context
This lesson plan aims to teach intermediate English learners aged 16-17 how to guess the meanings of unknown words from context. It involves 4 stages: 1) promoting discussion of the topic, 2) introducing the text, 3) interacting with and analyzing the text, and 4) integrating the reading skill with writing. Students will read two texts containing italicized target words. Working in pairs, they will analyze context clues in the texts to guess meanings and fill out a chart. Afterwards, students will write new endings to one of the stories, and find examples of target words outside class for discussion. The goal is for students to practice determining word meanings independently from context.
Definitions for labels
Pragmatics refers to the rules that govern how language is used in different contexts and environments. Language use varies based on social factors like who one is speaking to. For example, language is more formal when speaking to authority figures and more casual when speaking with peers. Some children have difficulty understanding and applying these subtle social rules of language use, which can lead to perceived inappropriate behavior.
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We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
RUBRICS - ALL GRADES
The document contains rubrics for evaluating writing, speaking, and blog presentations.
The writing rubric assesses ideas/content, organization, voice, word choice, sentence fluency, conventions, and publishing/finished look.
The speaking rubric evaluates objectives, preparation, structure, comprehension, verbal techniques, fluency, and presentation.
The blog presentation rubric examines publishing/finished look criteria like visual presentation, formatting, and personality.
Specially Designed Instruction Grid
This document provides a specially designed instruction grid for 5th grade language arts that outlines individualized supports for 7 students (Students A-F). The grid lists reading, math, language arts, science and social studies and specifies testing accommodations and instructional supports for each student, such as small group instruction, extended time, repetition, positive reinforcement, and modifications to assignments and tests.
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Story & rhymes through the times new
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Rpp cinderella
This lesson plan is for an 8th grade English class at State Islamic Junior High School Jeketro. The plan focuses on narrative texts and involves students reading aloud a narrative text, identifying vocabulary and grammar, and then writing their own short narrative text. The lesson will be taught over 2 class periods using the ICARE teaching method and aims to improve students' reading, writing, and English narrative skills. Student progress will be assessed through a written test and assignments involving answering questions, filling sentences, and arranging jumbled sentences.
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The Outsiders
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Trait Writing Rubric
The document discusses ideas for writing pieces and rates them on a scale from 1 to 5 in terms of proficiency. A rating of 3 indicates a basic level where the topic is supported but does not deal with key issues. Details are present but are too limited in number. The author "shows" the topic through one or two examples from personal experience. Most of the reader's questions are answered.
Planning NB6
This document contains a semester plan for an English course with four units over two semesters. Each unit outlines the number of class hours, objectives, contents to be covered, and expected learning outcomes. The first semester includes units on cultural elements and self-care, while the second semester focuses on different lives, people and places. Each unit aims to develop students' English language skills through vocabulary acquisition, comprehension activities, and written and oral exercises related to the unit topics.
Yearly scheme of work yr 6 (1)
The document is a yearly scheme of work for English language for Year 6 pupils. It outlines the weekly themes, topics, and learning outcomes for each month. It includes skill specifications, grammar and language functions, and vocabulary that will be covered. It also lists the resources that will be used, such as the textbook and pages as well as teaching courseware. The document provides a comprehensive plan for the English curriculum for the year.
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Lesson plan 2.1 syllabus of english class x smt 1 & 2
Lesson plan 2.1 syllabus of english class x smt 1 & 2
Lesson plan 2.2 syllabus of english class xi smt 1 & 2
Lesson plan 2.2 syllabus of english class xi smt 1 & 2
Lesson plan 2.3 syllabus of english class xii smt 1 & 2
Lesson plan 2.3 syllabus of english class xii smt 1 & 2
Understanding ASL Grammatical Features and Discourse Mapping
Understanding ASL Grammatical Features and Discourse Mapping
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Project in English 9M
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This document provides a curriculum guide for a 1st year English class at Holy Cross College High School. It outlines objectives, instructional materials, time allotment, learning experiences, multiple intelligences, values, and evaluation philosophy for a lesson on using prepositions, 3 kinds of verbs, and subject-verb-indirect object patterns in sentences and simple conversations. The lesson includes listening to a song, discussing verb types and the patterns, creating a skit in groups using the patterns, and writing a narrative using subject-verb-indirect object structures.
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The document summarizes an English lesson plan on teaching the future tense. It includes the objectives, instructional materials, time allotment, and learning experiences. Students will review the past tense, participate in a question-and-answer activity about their weekend plans, discuss uses of the future tense, and complete an exercise on applying the future tense in writing sentences. They will then work in groups to create a video depicting one member's future, developing skills in verbal linguistics, logical thinking, and cooperation.
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K to 12 Curriculum Guide for Music and Arts
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
English K to 12 Curriculum Guide
This document presents the K-12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy, principles, and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and literacy skills through engaging with various texts and multimedia. It recognizes that today's students, known as Generation Z, are digital natives who are highly technology-savvy but may have reduced attention spans due to multi-tasking. The goal is to produce graduates who can effectively communicate, continue learning, and succeed in their chosen fields using English language skills.
Music K to 12 Curriculum Guide
The document is the K to 12 Music Curriculum Guide published by the Department of Education of the Philippines in December 2013. It lays out the conceptual framework, philosophy, standards, learning competencies, and curriculum for music education from Kindergarten to Grade 10. The curriculum is designed to be student-centered and performance-based to empower students to develop their cultural identity and understanding of the world through actively engaging with and participating in music. It covers musical elements like rhythm, melody, form, timbre, dynamics, tempo, and texture and is organized in a spiral progression with increasing complexity from year to year.
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English curriculum guide grades 1 10 december 2013
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The document provides an instructional plan for a lesson on using the past tense in writing and speaking. It includes the following key elements:
1) Objectives are to correctly apply past tense usage.
2) Materials include an English textbook and video example of a flashback.
3) Time allotted is 5 minutes for review, 35 minutes for group activities analyzing a video and creating their own past-tense play, and 10 minutes for discussion.
4) Learning experiences focus on analyzing examples and practicing past tense in a group role-playing activity and individual exercises.
Promoting speaking in the classroom
This document contains materials to help promote speaking skills in English, including vocabulary words, pictures to describe, questionnaires, and an evaluation rubric. The materials include word banks and pictures to use for describing objects, people, and rooms. There are also tables to collect information about healthy eating habits and personal profiles. Finally, the document ends with an evaluation rubric to assess proficiency in speaking English based on grammar, vocabulary, fluency, listening skills, and voice/non-verbal communication.
Speech acts
This document discusses speech acts, which are functional units of communication. It defines locutionary, illocutionary, and perlocutionary aspects of speech acts. It also discusses research methods used to study speech acts, including role plays, discourse completion tasks, and interviews. Finally, it notes the importance of teaching speech acts to language learners and recommends techniques like modeling dialogues, role plays, and feedback.
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This document provides details about an online course on conflict resolution taught by Eileen McNamara and Sarah Orban. The course is aimed at adult learners seeking continuing education credits. It will use discussions, role plays, and reflections to teach students how to identify and resolve conflicts that occur online. Students will learn skills like negotiation, mediation, and using third party negotiators. The course is divided into weekly modules and will assess students based on their participation, demonstration of conflict resolution skills, and a final paper.
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This document contains information about an online course on conflict resolution for adult learners seeking continuing education hours. It provides details on the course goals, topics that will be covered each week, grading criteria, and expectations for discussion posts and exercises. The main goals are to give students tools to resolve conflicts through writing and identify best practices for dealing with conflict online. Topics include the nature of conflict, personal experiences with conflict, role playing exercises, and a final exam. Students will be evaluated on timely and thoughtful posts that demonstrate understanding of concepts and move discussions forward.
11th grade
- Students will learn vocabulary, language structures, dialogues and texts. They will practice constructing knowledge and applying what they've learned.
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- Students will be assessed on their ability to have simple conversations, understand instructions, express opinions and ideas in writing and orally using the vocabulary and structures covered. They will learn evaluation and learning techniques to improve their English skills.
Lesson plan
This lesson plan is for an English class for intermediate students aged 20-30. The objectives are to discuss interpersonal communication, describe types of costumes and traditions from different countries, and analyze a video about rare traditions. The class will involve group activities where students perform and discuss traditions from other cultures. The lesson aims to teach grammar points like infinitive and gerund phrases while engaging students in conversations about cultural topics. Potential issues include students not actively participating due to a lack of confidence or not fully understanding reported speech.
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The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
Readers Theater assessment rubric
The rubric assesses students on creating a reader's theater on acceptance of differences in a team. It evaluates sharing ideas respectfully (1 point), clearly writing the story line and sentence structure (2 points), using correct sentence structure and voice (3 points), and clearly presenting with eye contact and fluency (4 points). The highest level is "Above Expectations" which exceeds all expectations, followed by "Proficient" which meets all expectations correctly, "Partially Proficient" which completes some correctly, and "Novice" for incomplete work.
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The rubric assesses reflective writing skills across 5 levels for 4 criteria: depth of reflection, use of textual evidence, language use, and conventions. For each criteria, level 5 demonstrates thorough understanding and mastery, level 4 demonstrates thoughtful understanding, level 3 demonstrates basic understanding, level 2 demonstrates limited understanding requiring revision, and level 1 demonstrates little understanding requiring revision.
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This document provides an overview of cognitive linguistics and its approach to language and language learning. It discusses key aspects of cognitive linguistics including word grammar theory, which views language as a network of words and meanings rather than as a set of rules. The document also outlines how cognitive linguistics informs communicative language teaching practices through principles such as using meaningful tasks and focusing on language function and communication. Examples are provided to illustrate how vocabulary and grammar can be understood as interconnected networks.
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This document discusses teaching vocabulary to advanced students using a lexical approach. It emphasizes the importance of teaching vocabulary not just as isolated words but as chunks of language like idioms, collocations, and multi-word verbs. When teaching new vocabulary, teachers should consider aspects like boundaries between conceptual meanings, polysemy, pronunciation, and how students' memory and learning styles can be leveraged. Authentic materials from real contexts that contain partly understood language can facilitate acquisition. Group work allows students to exchange knowledge and clarify unknown items.
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This document provides examples of speaking and listening activities that can be used to develop children's language skills. It includes pair and group activities focused on conversation, storytelling, debates, problem-solving, and role-playing scenarios. The activities emphasize active listening, clear communication, considering different perspectives, and using language expressively through variations in tone, emphasis and meaning.
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Teaching vocabulary to advanced students
This document discusses teaching vocabulary to advanced students using a lexical approach. It outlines several aspects of vocabulary that should be considered, including conceptual meaning, polysemy, pronunciation, and style/register. The document also discusses how memory works and effective techniques for teaching vocabulary like grouping words, using imagery, and employing action. It advocates using authentic materials, guiding discovery of meaning, and having students notice collocations. The rationale is to plan a lesson exploring collocations using authentic materials and having students look up unknown words in dictionaries to notice examples of collocations.
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There are three important types of multi-word items: phrasal verbs, fixed phrases, and idioms. Multi-word items present challenges in teaching foreign languages due to their variability, potential for errors, and because they operate together semantically rather than through simple composition. Effective pedagogical techniques include using short dialogues and choosing topics based on frequency, need and transparency to teach multi-word items.
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This homework calendar assigns reading, math, Spanish, vocabulary, and extra credit assignments to a student for the week of November 14th-18th, 2011. It details that each night the student should read for 20 minutes and record their reading in a log. Math assignments include addition strategies, place value, and math fact practice. Spanish has the student study vegetable vocabulary on the learning link. Vocabulary work includes Wordly Wise lessons and activities. An extra credit pumpkin bread baking project is also scheduled for the 21st.
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The document discusses various aspects of teaching vocabulary, including pronunciation, grammar, conceptual meaning, and translation. It provides memory strategies for learning new vocabulary like using imagery and keywords. It also addresses learning style preferences, different ways to use vocabulary like in expressions and collocations, and techniques for organizing vocabulary through word trees, mind maps and dictionaries. Effective vocabulary instruction depends on student needs, motivation and using authentic materials and tasks.
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This lesson plan aims to teach fourth year students about cause-effect relationships and conjunctions. It includes objectives, subject matter, procedures, and an evaluation. The procedures involve motivating students with questions, presenting conjunctions/connectives of cause and effect, discussing the relationships and examples, applying the knowledge through exercises, and evaluating with a writing assignment using conjunctive adverbs. Students are expected to be able to identify cause-effect relationships, use conjunctions to show them, and compose a paragraph using conjunctive adverbs.
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This document outlines a lesson plan on active and passive voice for 4th year students. It includes objectives, subject matter, procedures, and an evaluation. The procedures section demonstrates active and passive voice examples, discusses how to identify and change between the two voices, and provides exercises for students to practice identifying and changing sentences from active to passive voice and vice versa.
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a semi detailed lesson plan for the PowerPoint presentation found here http://www.slideshare.net/ToninaMarwin/digging-by-seamus-heaney-lesson-plan
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The document is an assignment asking students to find vocabulary words hidden in a word search puzzle. It provides 10 vocabulary words and their meanings. Students are to encircle the words they find in the puzzle.
Semi detailed lesson plan
This lesson plan introduces grade 7 students to poetry through an analysis of an "Ambahan" poem used by the Mangyan people of the Philippines to court women. The plan has three parts: objectives, subject matter, and procedure. The objectives section outlines what students should be able to do regarding poetry by the end of the lesson. The subject matter presents the specific poem to be analyzed. The procedure details activities like defining poetry, reading and discussing the assigned poem, and evaluating students' understanding through questions and a writing assignment.
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The document outlines a lesson plan for teaching literature to 7th grade students. It includes objectives, subject matter, procedures, evaluation, and assignment. The objectives are for students to understand vocabulary, interpret story events, cooperate in groups, and identify conflicts and resolutions. The procedures involve motivating students with a word game, presenting the story of Aliguyon, having student groups perform live picture frames of the story based on rubrics, and completing comprehension questions and an activity identifying sentences and rearranging words.
Detailed: Lesson plan in literature for grade 7 students
Thank you for the feedback. I will work on providing more concise summaries in the future.
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The most significant part of Piaget's theory for the author was the formal operational stage. As a future teacher, understanding adolescent development will help the author design lessons that are appropriately challenging. Asking hypothetical "what if" questions also significantly impacts learning by engaging students' problem-solving and critical thinking skills, preparing them for challenges both in and out of school. The theory overall provides principles for influencing students' intellectual and character development.
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Curriculum Guide Page3
- 1. Objectives Instructional Time Learning Multiple Values Evaluation Philosophy Materials Allotment Experiences Intelligences To know Better Pre-Activity: what English 3rd 5 minutes 1. Let students get Intrapersonal Respect How do Progressivism determines Edition a partner and let Verbal each you see & the Lesson 3: them ask each Linguistics other’s each other Existentialism agreement Agreement other about their differences now that between the of Subject favorite pastimes you know subject and and as well as hobbies your predicate Predicate they would enjoy classmate pp. 88-96 doing together. better? 1. Visual 20 minutes 2. Let each Verbal Confidence Realism aids partner stand in Linguistics containing front to say the the sentences they pronouns in formed. the 1st, 2nd Lesson Proper: and 3rd 5 minutes 1. Show the Visual Naturalism person Pronouns visual 2. A jumbled aids and let them dialogue for study it. Here is a the students 10 minutes 2. Distribute Interpersonal Indepen- short story Pragmatism to read dialogue for the Naturalist dence with 3. A short students to fix the Logical missing story with jumbled verbs. Fill missing conversation that out the verbs to be includes extra sentences filled out verbs that don’t with the during belong in the correct evaluation discourse. verbs.