Lesson Plan in Content-Based Instruction
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Students will learn about content-based instruction through activities like charades acting out key terms. They will discuss the importance of integrating subjects and define what content-based instruction means. As an assignment, students will create their own lesson plan using content-based instruction and research the advantages and disadvantages of this approach.
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Sample Lesson Plan in Content-Based Integration - Filipino (Education)
Parts of a content-based integrated lesson plan.
It also discusses about Content-Based Instruction and Integrative Learning Approach
Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
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Table of specification
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Sample Lesson Plan in Content-Based Integration - Filipino (Education)
Parts of a content-based integrated lesson plan.
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Relies on my photocopy for slide 10.
And the language used are English and Filipino, since our course subject use English as a language and instruction and my topic for this ppt is in Filipino, so I used both languages.
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- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
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Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
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The document outlines a capstone project using differentiated instruction to promote knowledge retention. Students will be grouped based on assessment needs and will work collaboratively to research topics, create lessons, and teach peers. The project incorporates 21st century skills, technology, authentic learning experiences, and assessments to guide instruction and evaluate increased understanding. Post-assessment scores showed most students improved in remedial topics after participating.
MY DLP FOR TEACHING DEMONSTRATION TODAY MARCH 25 2021
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