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The lesson plan
Institution:
Name:
The lesson plan
The lion and the mouse story
Do not judge a person by the size
Relevant Questions from the story
What are the characteristics of a mouse?
What are the characteristics of a lion?
How did the lion assist the mouse?
How did the mouse assist the lion?
What can you lion from the story?
Text type: discussion of a narrative text
Level: primary school 4-5 years
Methodology: Teacher facilitation
Teacher facilitation
Students having independent reflection to facilitate the learning process
Aims
Learning outcomes
Learners will be in a position to:
Learning activities
The learners will work in groups. The teacher will facilitate the learning process in order to achieve
Assessment formative to summative
Resources
The teacher will create instructional materials, books and photocopy.
Building the context for learning- will be teacher directed
Highlighting the features of a mice and of a lion
-discussion the circumstances
- the concept of humility
1-identify the characteristics of a lion and a mice
2. the learners communicate ideas effectively and develop competency
2. Identify the key vocabularies in the story . the story will be read out loudly so that the learners can follow it.
4. The learners should identify as well as discuss the purpose of the narrative.
1. the teacher request the students to sketch a picture of a mice and takes them through the sketching process.
-Using the sketched images, the teacher will lead a discussion.
2. the students work in pairs to identify the characteristics of a mice and of a lion.
The teacher gathers students thoughts/ideas and opinions and lead the discussion using the same.
3. the students presents the features of a monkey and a mice and the concept of not judging someone/something based on size.
The vocabularies will also be identified and discussed
4. The students will further work in groups with an aim of identifying the importance and relevance of the text based on the questions provided.
They present the answers to the teacher and the teacher facilitates the discussion.
The formative assessment
The students will demonstrate informed understanding and well considered knowledge of not judging a person by size
-Formative assessment
The students demonstrate effective analysis and presentation of opinions
Formative assessment
Demonstration of effective synthesis of thoughts and opinions from the story
-Formative assessment
The students should show effective knowledge of the presented text
Copies of handout on the sketches of a mouse
Copies of handout- the features of mouse
Copies of handouts- the features of a lion
Copies of handouts- how the lion saved the mouse
Copies of a handouts- how the mouse helped the lion
Copies of handouts for analysis and discussion
Independent reflection
The students independent reflection
The students undertake a writing activity in order to respond to the narrative questions that were discussed in groups which are related to the story the lion the mouse.
5. the lessons summative assessment
Establishing the relationship between the purpose of the text and the existing relationships.
Performance standards for stage 1
Procedure for the lesson
Blooms taxonomy
Multiple intelligence
Teaching for effective learning
Intercultural awareness
The teacher requests students to sketch a mouse
Creating
Knowing
Memorizing concepts
Visual spatial
Developed from a community of learners
Active participation and engagement
The students present and discuss the illustrations
Analyzing
Application
Verbal linguistics
The learning is negotiate
Establish connections
The teacher facilitates and leads discussion on the characteristics of a mouse and a lion
Evaluation
Analysis of concepts, ideas and thoughts
Verbal linguistics
To improve the public speaking skills and developing effective debating skills
Improved social interaction
Students work in pairs of three in order to identify the characteristics of a mouse and a lion. They are asked to write the identified ideas on paper and share it
Evaluation
Analyzing
Interpersonal
Verbal linguistic
The learners build on the prior knowledge and understanding.
Dialogue is used as a learning strategy
Establish social connections
Teacher facilitates a discussion on the story the lion and the mouse drawing on their key characteristics and the concept of treating each other equally and not judging by the size. The discussion is further based on the students thoughts and opinions.
Evaluation
Analyzing
Interpersonal
Verbal linguistic
The learners learn via key physical features through observation and critical analysis
Active participation/engagement
The teacher reads and asks students to identify some of the key words in the story
Memorizing
Knowing
Remembering
Visual spatial
Establish and improve conceptual knowledge
Establish connection between concepts and ideas.
The teacher uses a power point presentation to read the story to the students. This enables the students to have a visuals on the screen.
Knowing
Memorizing
Interpersonal
Visual spatial
The students have the opportunity to explore the available learning resources hence learning is self-directed.
Establish social interaction
Establish connections
The class takes part in a discussion on various aspects of the story focusing on the key areas
Evaluation
Analysis
Verbal linguistic
The dialogue is applied as a strategy for learning
It contributes to successful communication, analytical and debating skills
The students personal reflect on the narrative questions by writing down the answers and sharing them among themselves.
Reflecting
Evaluating
Analyzing
Intrapersonal
Verbal
Linguistic
The students engage themselves in self-learning
Reflection
Developing analytical skills
Improved writing skills
Knowledge and understanding
Analysis
Application
Communication
A
To attain comprehensive knowledge as well as sophisticated understanding of the presented text
There should be comprehensive knowledge of the existing knowledge between the texts and the contexts.
The aim is to gain thorough understanding and knowledge of the ways in which the texts are composed for specific audiences and purposes.s
There should be comprehensive analysis that exists between language features, the context, the purpose and structure of the text.
There is comprehensive selection of the text as well as use of information from various sources.
Identification of various language features to make meaning
Effective use of vocabulary, coherence writing, debating skills
Using language appropriately to convey meaning
B
Effective knowledge and understanding of ideas and language concepts
Establish the existing relationship between the text and the context
-To effectively consider the knowledge as well as the understanding of various ways in which texts are constructed.
There will be effective analysis of the existing relationship between the structure, purpose, and language features of the text.
Effective analysis and synthesis of presented information, ideas and opinions from the texts
Selection of information from the presented text
Using appropriate language features to form meaning
Effectively use vocabulary, coherent writing and speaking skills
Use of language to convey both complex and simple meaning
Appropriately use interpersonal language in order to sustain interaction
Appropriately use of language in order to pass simple meaning in both familiar and unfamiliar contexts
C
Consider the existing knowledge as well as understanding of the opinions and ideas in the texts.
Establish the appropriate understanding and knowledge of the existing relationship between texts and contexts.
Some considered understanding and knowledge of the ways that presented texts are composed for specific audiences and purposes
Achieve appropriate analysis of the relationship between the structure, purpose and the language features of the texts.
Appropriate location of the text context, effective analysis and critical synthesis of information, ideas and opinions from the selected text
Appropriate application of the selected information from various sources
Using of various language features to form the meaning
Achieve general effective speaking skills and coherent writing using vocabulary that is appropriate and drawn from the selected texts.
D
Recognizing as well as understanding the ideas presented in the texts
Create awareness on the relationship between texts and the established contexts
Identify ways in which the selected text is composed for the audience as a whole as well as for specific purpose
There should be partial recognition of the relationship between the text structure, purpose and the language features in various texts
Use of information from narrow kinds of sources
Partial use of language features to make meaning
Coherent speaking and writing by using restricted vocabulary
Using language appropriately to convey the correct meaning
Appropriately using the interpersonal language with an aim of sustaining spoken interaction
E
Sufficient recognition of ideas in the text
Sufficient awareness of the relationship between the texts and the contexts
Limited awareness of the various ways that the texts are composed for particular audiences and purposes
There should be limited recognition as well as creation of awareness between the language features, the structure and purpose and the wide range of texts
Recounting simple ideas, opinion of information from the chosen text
Sufficient application/use of information from various texts
Using language features appropriately in order to form meaning
Sufficient coherence in speaking and writing by using limited vocabulary drawn from the narrative
Appropriately using language to convey the right meaning that is familiar with the established context
Using interpersonal language in order to sustain the social interaction
Framework for effective learning
It is important to understand how both self and others learn
-The learners as well as the teachers establish effective understanding of how the existing learning theories assist in forming the teaching and learning design.
Develop content and pedagogical knowledge-both the teachers and the learners work together in ensuring that they strengthen the existing knowledge as well as changing the learning theory into teaching practice (Panter, 2009).
Plan, organize and design for the purpose of teaching and learning- the teachers and the educational leaders should develop structures as well as features that ensure effective teaching and learning progress.
Teachers establish learning opportunities with the learners
It is important for the teachers to create safe learning condition to facilitate the learning process. This can be achieved if both the teachers and the educational leaders shares power with the learners and perceive it as key aspect in the learning process.
It is important for the teachers to teach their students how to learn in order to facilitate effective learning process. This can be achieved if the teacher develops the student understanding of learning as well as expanding the strategies for not only learning and thinking but also working as a team (Panter, 2009).
Building on the understandings of the learners-It is important for the teacher to identify the prior knowledge as well as the cultural practices of the students as the key focal point in the learning process and designing the language curriculum. The aforementioned will assist in personalizing and connect the learning process. This is because the teacher will first identify what the learners know prior to introducing new concepts or ideas. The teacher should further be aware of the students’ cultural context and relate the same to the learning process. The teachers should also ensure that the students are comfortable in class and thus can freely ask question on the topic without fear hence facilitate the learning process (Panter, 2009).
Finally, it is important to engage the learners into various practical activities in order to facilitate the learning process.
References
Panter, G. (2009). 85 Esl Grammar Lesson Plans. Bloomington, IN: Authorhouse.
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