Lesson Plan in English
For Hearing Impairment – Primary
March 15, 2013
I. Objective:
At the end of the lesson, the HI Primary Pupils will be able to:
Identify he or she pronouns
Use he or she in the sentence correctly II. Subject Matter:
Topic: He She Pronouns
Materials: Flower graphic/text organizer, sun design graphic/text organizer, sign maker, sentence strips, picture cards of boys and girls, evaluation worksheets
III. Lesson Proper
A. Preliminary Activities
1. Classroom Management 2. Greetings
3. Drill – Identify the names of each person in the classroom B. Discussions/Demonstrations/Activities
1. Game – Scavenger Hunt
Hide different pictures around the classroom. For each round, the teacher will let the students look for the pictures that match the BOY, GIRL the teacher mentions. Ask them to post these pictures on the board under the corresponding heading.
2. Teacher Discussion
a. Introduce the He and She Pronoun.
b. Pronoun Patch – using flower and sun text organizer, assign a student to write a name on the petal (for She) or the sun rays (He) and post on the board.
3. Follow-up Activity
Provide each student with a copy of the same news story from a newspaper.
Challenge students to circle all the pronouns (He and She) in the article. Provide time for students to share the pronouns they circled.
C. Generalization
We use He when we refer to a boy. He is also used in exchange of the boy’s name. We use She when we refer to a girl. She is used in exchange of the girl’s name.
D. Activity
1. For Grade I and II Students
Allow the pupils to choose several pictures. Have them write one sentence describing the picture using nouns and one picture describing the same picture using pronouns. Have the students pair up and read their sentences to each other. Have them tell each other the pronouns that can replace the nouns.
2. For Grade III Students
Have them write paragraphs using the same format as the sentences.
IV. Evaluation:
Attached worksheets
V. Assignment
Tell something about your mother. Use She. Tell something about your father. Use He.
Three sentences each.
Instructional Materials
Noun Patch Flower Design Noun Patch Sun Design Newspaper
He, She Sign Maker Sentence Strips Flashcards
Teaching & Learning: Effective Strategies
http://learningcurveplanner.com.au/resources/teacher/professional-readings/teaching-and-learning-effective-strategies-88.html
For many of us, teaching is a learned behaviour, beyond our professional studies. So long as we possess the desired personal attributes and are
prepared to try new things, reflect, adjust and enter into dialogue with colleagues about our core
business of teaching and learning we will develop a professional practice.
Following are strategies well worth trying in order to build our professional practice:
Firstly, getting our classes off to a good start:
be punctual and arrange the chairs and tables how we want them
ask students to line up in an orderly fashion outside the class room
as students enter the class room, greet them with a hello and a smile using first names
chat positively with them as we prepare to begin the class
greet the class as a whole and begin with something such as, ―How is everyone, today we are going to….‖
start each lesson with a joke of the day/what‘s making news/ anything special happening in
anyone‘s family - the reality is that both our students and us learn better when are happy
ask whether they encountered any problems with
―learning in another settings‖(homework)or understanding what was learnt in the previous lesson
try to ―catch‖ students doing good things early in the class and praise them individually and privately;
this will set the tone for the lesson.
early in the class, don‘t ignore any behaviour that doesn‘t meet the class expectations
be consistent and adopt the broken record approach
should students come from a previous class in which expectations were low welcome them positively and remind of the shared class
expectations; ―the way we do things around here‖
if there was physical activity in the previous class which significantly increased their heart rates, chat with students outside the classroom in an orderly line about being about to enter the ―learning zone‖;
a calming time
always have spare paper, pens, etc to cover students who don‘t have what they require to learn and
participate positively in class
choose before class the formats we will employ in the lesson such as, in groups, individual,
presentations, discussions, etc.
Secondly, during class we can provide a strong impetus for learning by:
role modelling positive 'want to be there' and 'can do' behaviours that show our students that we enjoy learning, teaching and their company
this sends the message that we care for them as people showing a genuine interest in wanting to listen, discuss, investigate, think, take up a
challenge and learn with them as a team together
use 'we'and 'us' not 'you', because that is exactly what quality learning is
avoid sitting passively at the teacher‘s desk; it is poor role modelling for active, interested and alive team learning
circulate around the room assisting, talking to and praising students one to one and in groups to
develop their personal attributes and qualities as learners for lifelong learning
when helping them, kneel down or sit on a chair so that they are at eye level with us; don‘t hover, it is quite intimidating for our students
while circulating write notes in students‘ planners highlighting positives (more than negatives) to show their parents
You can conquer from your horse, but you must dismount to lead - Napoleon
21st Century: Teaching & Learning
http://learningcurveplanner.com.au/resources/teacher/professional-readings/21st-century-teaching-and-learning-8.html
The 20th century was a knowledge based era in which
remembering and reproducing information was the main focus
it was not so much about how or why, but concerned with what = content
our teaching encouraged left brain linear thinking with little emphasis on patterning or discovering connections to create new understandings
The 21st century is a conceptual age, all about creativity and making connections and seeing patterns
the net is the new paradigm for learning; to quote Mark Treadwell, ―we can ignore it, but it won‘t go away‖
our teaching needs to encourage right brain thinking to foster innovative ideas
linking thinking and learning to build deeply rich understandings
George and Lisa Otero from New Mexico, have pioneered new pedagogies which engage students called ―Relational Learning‖
it‘s about teaching that encourages students to use both the left and right sides of their brains
time spent investigating their work will enhance both student engagement and learning outcomes.
Some ideas to integrate into learning and teaching that will help our pedagogies move from traditional 20th to contemporary 21st century include
students framing their own questions through thinking tools such as KWHL, PMI, Six Hats, Y diagram etc. Replacing students answering
questions from us
students expanding their understanding through shared dialogue of their experiences, replacing
building knowledge banks through individual study
students being encouraged to use their individual multiple and emotional intelligences and learning styles. Replacing the belief that IQ fits all
students linking their thinking and learning through habits of the mind and thinking tools.
Replacing a dominance of left brain thinking that focuses on remembering.
Information and knowledge is being created at an astonishing rate and our students have excellent filters on what they are prepared to take in
it is an overload situation and we must be
discerning and creative on the ―what ― we teach; it must be relevant in their worlds or their brains will disregard it
personalised education is what we must strive for; it has chaos written all over it and pushes us outside our comfort zones, but it‘s essential for us to role model 21st century creative right brain thinking The key is to nurture a learning environment in
which students can learn different things in different ways in different places at different times from
different people; replacing learning the same things in the same ways in the same places at the same
times from the same people.
“The future is already here, it’s just not evenly distributed” Prakash Nair
Dimensions Of Learning
http://learningcurveplanner.com.au/resources/teacher/professional-readings/dimensions-of-learning-101.html
In the late 1980‘s, Dr Robert Marzano developed a practical planning framework called Dimensions of Learning, which is about linking thinking and
learning, that:
combines the best teaching and learning approaches, strategies and practices
can improve learning outcomes in all Key Learning Areas.
The Dimensions of Learning have continued to be refined and are used in schools globally to develop consistent and productive school wide pedagogies.
There are five types of thinking, called the five dimensions of learning that are essential to successful learning.
When using the Dimensions of Learning planning framework, it is essential for us to have a clear understanding of a number of ‗musts‘ we need to adhere to:
our teaching must align with our knowledge of how students learn best
learning is interactive with a number of thinking types involved; the five dimensions
we need to explicitly teach attitudes and habits of mind to enable quality learning and teaching
teaching must include both teacher centred and student centred instruction, and
students need to be assessed on how they can use, apply and reason with knowledge, rather than recall information.
When planning units of learning it is important for us to ensure that all of the five dimensions are
incorporated.
Dimension 1 – Positive Attitudes and Perceptions – relates to helping our students to grow positive
attitudes and perceptions about the classroom and learning, thus having ‗want to‘ and ‗can do‘ outlooks.
Dimension 2 – Acquiring and Integrating Knowledge – relates to guiding our students through a series of steps when learning new knowledge to connect it to what they already know; leading to them being able to perform the process or skill easily and effectively.
Dimension 3 – Extending and Refining Knowledge – relates to extending and refining their knowledge by making new connections, clarifying misconceptions
and arriving at conclusions by applying reasoning processes and analysis perspectives.
Dimension 4 – Using Knowledge Meaningfully –
relates to providing opportunities for our students to use the knowledge meaningfully through decision making, problem solving, invention, investigation, experimental inquiry and system analysis.
Dimension 5 – Productive Habits of the Mind – relates to our students being enabled to think
creatively, ethically, responsibly, accurately and be in control of their behaviours; linking, thinking and learning.While the Dimensions of Learning
represent individual parts of the overall learning process, they complement each other to ensure an enhanced quality of teaching and learning.
If offers us as teachers a strategic way:
- of thinking about the complex process of learning - of gaining insights into how the processes interact as we help our learners reach expected outcomes.
The Dimensions of Learning framework helps us as teachers to:
- maintain a focus on learning - study the learning process
- plan curriculum, instruction and assessment scaffolded by the five dimensions.
At a whole school level, they are an effective way of de-privatising the classroom and reducing the
variation in learning and teaching between
classrooms. Investigating DOL‘s will benefit teaching and learning in all schools who adopt them.
Further Perspectives On Our Brains
http://learningcurveplanner.com.au/resources/teacher/professional-readings/further-perspectives-on-our-brains-33.html
The more angles something is viewed from, the better our understanding of it is. Following are additional aspects relating to our brains that will raise our awareness and thus enhance learning and teaching in our classrooms:
Some facts about our brains:
- over 20% of the body‘s oxygen intake is used by the brain
- the brain weighs about 1.5 kilograms
- we use about 5% of its capacity in our everyday lives
- for efficient brain functioning, quality nutrition, regular exercise and at least two litres of water daily are necessary
- there are hundreds of thousands of electrical connections made in the brain each and every second.
To optimise our students‘ learning, we need to cater for both the left and right brain in our teaching.
For example, when listening to music, the left brain hears the words and the right brain hears the music - the brain initially processes images then it
processes words
- 20th century teaching focused predominantly on using the left brain through teacher instruction, involving
an ordered knowledge based society; knowing stuff was important
information transfer the key; understanding not a priority
a linear dimension only; making very few connections
To quote Harpaz, it was all about
Learning was Listening
Teaching was Telling
Knowledge was an Object
Now, in the 21st century, our focus has changed to using the whole brain, both sides in sinc. Today is a conceptual and creative age, not an information transfer and retention age.
Our challenge as teachers is to create a classroom environment in which our students are encouraged to link their thinking and learning to:
- ponder about possibilities and discover new connections and understandings in their worlds - make thinking visible for our students by using thinking tools; could you imagine learning to dance not being able to see other peoples‘ feet?
- be more metacognitive, thinking about their
thinking, by using Multiple Intelligences and Habits of Mind.
I remember saying to one of my students many years ago who wasn‘t on task, ―what are you doing?‖ He replied, ―Thinking sir,‖ to which I said quite
authoritatively, ―Stop that and get on with your work‖
- my preoccupation with content was limiting my students‘ capacity to create new understandings and apply what they had learned.
“When the brain is thinking it is talking to itself - Plato
Five Phases of Professional Development
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htm
The North Central Regional Educational Laboratory (n.d.) has developed a research-based professional development framework that promotes ongoing
professional development and encourages individual reflection and group inquiry into teachers' practice.
In practice, the five phases overlap, repeat, and often occur simultaneously:
Building a Knowledge Base. The purpose of this phase is to acquire new knowledge and information and to build a conceptual understanding of it.
Activities in this phase might include goal setting, assessing needs, participating in interactive
workshops, and forming a study group.
Observing Models and Examples. The purpose of this phase is to study instructional examples in order to develop a practical understanding of the research. In this phase, one might participate in activities such as school and classroom visitations, peer observation, using instructional artifacts,
co-planning, and listening to or watching audio and video examples.
Reflecting on Your Practice. The purpose of this phase is to analyze your instructional practice on the basis of new knowledge. Activities in this phase
might include the use of journals or teacher-authored cases for collegial discussion and reflection.
Changing Your Practice. The purpose of this phase is to translate your new knowledge into individual and collaborative plans and actions for curricular and instructional change. Activities might include action research, peer-coaching, support
groups, and curriculum development.
Gaining and Sharing Expertise. The purpose of this phase is to continue to refine your instructional practice, learning with and from colleagues while also sharing your practical wisdom with your peers.
Activities in this phase might include team planning, mentoring or partnering with a colleague, and
participating in a network.
Teacher-Student Interactions: The Key to Quality Classrooms
By: University of Virginia Center for Advanced Study of Teaching and Learning
http://www.readingrockets.org/article/28812/
The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development.
Each dimension falls into one of three board categories: emotional support, classroom organization, and instructional support.
Every day, teachers make countless real-time decisions and facilitate dozens of interactions
between themselves and their students. Although they share this commonality, educators all over the country often talk about these decisions and
interactions in different ways. The Classroom
Assessment Scoring System (CLASS), developed at the University of Virginia‘s Center for Advanced Study of Teaching and Learning, helps educators
view classrooms through a common lens and discuss them using a common language, providing support for improving the quality of teacher-student
interactions and, ultimately, student learning.
How is the CLASS organized?
The CLASS describes ten dimensions of teaching that are linked to student achievement and social development. Each of the ten dimensions falls into one of three broad categories: emotional support, classroom organization, and instructional support.
Emotional support refers to the ways teachers help children develop warm, supportive
relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence. This includes:
Positive climate — the enjoyment and emotional connection that teachers have with students, as well as the nature of peer interactions;
Negative climate — the level of expressed negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom;
Teacher sensitivity — teachers‘ responsiveness to students‘ academic and emotional needs; and
Regard for student perspectives — the degree to which teachers‘ interactions with students and classroom activities place an emphasis on students‘
interests, motivations, and points of view.
Classroom organization refers to the ways
teachers help children develop skills to regulate their own behavior, get the most learning out of each
school day, and maintain interest in learning activities. This includes:
Behavior management — how well teachers monitor, prevent, and redirect misbehavior;
Productivity — how well the classroom runs with respect to routines, how well students understand the routine, and the degree to which teachers
provide activities and directions so that maximum time can be spent in learning activities; and
Instructional learning formats — how teachers engage students in activities and facilitate activities so that learning opportunities are maximized.
Instructional support refers to the ways in which teachers effectively support students' cognitive
development and language growth. This includes:
Concept development — how teachers use
instructional discussions and activities to promote students‘ higher-order thinking skills and cognition in contrast to a focus on rote instruction;
Quality of feedback — how teachers expand participation and learning through feedback to students; and
Language modeling — the extent to which teachers stimulate, facilitate, and encourage students‘ language use.
After graduating, I will apply for a teaching position in any educational institution. I will apply what I learned from my alma mater while acquire experiences that will further help my teaching abilities. To improve my teaching performance and to get updated in the world of teaching, I will pursue a master’s degree. Getting a master’s degree will also help me in finding for a better position in my school.
Two years from now maybe I will have a teaching item
Two years from now maybe I will have a teaching item