An Annotated Lesson Plan

Applying the Principles of Levels

of Thinking in the Language
Class
Maurie Liza M. Nivales*
Department of English
Institute of Arts and Sciences
Far Eastern University
Subject : English A-Introduction to Language Arts
Level : First Year College
Time Frame : 3 hours or 2 class meetings
Prepared by : Maurie Liza M. Nivales
Objectives : By the end of the lesson, the students will be able to
Arrange sentences following the rules on word order;
Write logically arranged sentences; and
Appreciate unseen objects, people and places through vivid and
logically arranged descriptions.
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An Annotated Lesson...
Subject Matter : Word Order in Declarative Sentence
Assumptions :
Students have background knowledge of parts of speech
The students have thoroughly studied modifiers on word level.
The class has discussed structure of declarative sentence
The students were asked to bring big handkerchief and any object
that they should keep from their classmates.
Materials :
A copy of either painting or picture which is richly-detailed or
has a number of images.
copies of blank worksheets for Word Order
Written exercise from http://perso.wanadoo.es/autoenglish/
gr.adwo.a.htm accessed 8/27/06
Any object of various smell, size, texture etc. brought by the
students.
big handkerchief brought by the students
References
Villanueva, et.al, English Skills for College Freshmen
http://perso.wanadoo.es/autoenglish/gr.adwo.a.htm accessed 8/27/06
Procedure
Motivation
Show a painting or a picture to the class. Teacher tells background
information about the picture/painting.
Ask the students to list on the board anything that they see on
the painting/picture.
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Nivales, Maurie Liza M.
Discussion and checking of output. Teacher facilitates crossing
out of double or similar entries which the students will point out.
This stage elicits from students verbs, nouns, adjectives and adverbs without
necessarily calling their attention to mind the form; hence it draws on their previous
knowledge.
Input and Discussion
Review Nouns and Modifiers. Students will identify nouns and
modifiers written on the board and later on deduce the definitions and
rules of usage.
This stage asks students to rely on their stock knowledge.
1. Output
In pairs, students complete the table by placing the words on the
board in its appropriate column.
Table 1
Worksheet
WORD
ORDER
Ordinal Noun Cardinal Determiners Compound Adjectives Possessives
Numbers Modifiers Numbers Adjectives of quality
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An Annotated Lesson...
This stage involves organizing the words elicited earlier in its proper grid
(category). This activity makes students pay attention to and identify the parts of
speech.
2. The class will be divided into groups of three members each. They
pick out one item from each column and form five sentences. They
will write these in a Manila paper and post on the board when they
are through.
Forming sentences requires students to use the given information and to
deduce rules of word order.
3. Input: Rules on word order. Use the output in number 3 as examples.
4. Written Exercise for Word Order. Students will write their answers
on the board after. Teacher asks students if the sentences on the
board are in correct word order. If it a sentence is incorrect, they have
to state what made it wrong and they have correct it.
Written Exercise on Word Order
Instruction: Form a logical sentence out of these words:
1. my teacher old math smelly
2. black small box Turkish a old
3. man a fat friendly young
4. tall our headmaster boring
5. wooden dark a table long
6. city a Spanish beautiful old
7. arts nice teacher our French
8. new a perfect system
9. 18th century a Scottish fantastic castle
10. a businessman horrible greedy
11. a big old brown bear
12. student self-righteous a middle-class
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Nivales, Maurie Liza M.
13. spoilt boy nasty a little
14. green-eyed gorgeous black-haired a girl
15. flowers the ridiculously broke arranged boy a
Students judge if the sentences written are correct or not, this can only be
done if they have working knowledge of Word Order.
5. Speaking Exercise 1: Find a partner to work with.
a. Think of a place. Imagine how this place looks like.
b. Pretend that your partner is lonely and you would like to help by
convincing him or her to go to this place.
c. Describe to your partner this place and the things you can see
and do there.
d. Your partner must listen carefully and jot down everything that
you say so he/she can later on go back to the list and decide if it
really is a must-see place.
e. Take turns.
Solving a life-like problem that requires the identification of parts of speech
and using rules of word order.
6. Class Sharing
a. Were you able to visualize and recognize the place chosen by
your partner?
b. Were you convinced to see this place? Why?
7. Speaking Exercise 2
The class will be divided into groups of 3 members and each will
assume the following roles.
1st member will assist the 3rd member in touching, smelling, tasting
etc the object. This member can only say That is right or No, that
is wrong in response to the description of the 3rd member. 1st
member should have a prepared description of the object s/he brought.
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An Annotated Lesson...
2nd member-will act as secretary and write everything the 3rd member
says. This member should not say anything.
3rd member - will be blindfolded and is the first to describe the object
brought by the first member.
a. Instructions will be given.
b. 1st member assists the 3rd member.
c. 3rd member describes the object while the 2nd member acts as
scribe.
d. They change roles after until everyone has performed all roles.
e. After everyone has assumed roles, they check the written copies
of their activity for word order.
Students identify an object and describe by applying his knowledge of the
rules of word order.
8. Differentiated Activities. Students can choose from these suggested
activities.
a. Make a phone conversation skit about: a person that the other
has not seen yet.
b. Compose an email for a foreigner chatmate describing your
favorite place in the Philippines.
c. Make a dialogue recommending your favorite restaurant and the
dishes you like ordering in that restaurant.
d. Make a skit suggesting to the other to try out your leisure time
activity.
These differentiated activities involve solving a problem that requires
original, creative thinking.
9. Task: The Institute of Accounts, Business and Finance is preparing
for its 5th Business Show. Different products and services by the
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Nivales, Maurie Liza M.
*Maurice-Liza Mauricio-Nivales is an FEU alumna who earned her Bachelor of
Arts in English Language and Literature. Soon after she graduated, she worked
for The Internet E-mail Corporation as a web writer. Realizing that teaching is
really her passion, she decided to pursue her Master of Arts in English Language
Teaching at the Ateneo de Manila University. She is currently the coordinator for
e-PLDT Call Center Fundamentals, a linkage company of FEU through the
Department of English.
students will be exhibited. Your task is to prepare a brochure for any
of these products and services.
a. Get in touch with the Exhibit Project Manager and request for
the list of exhibitors.
b. Get information about a product or services.
c. Make a brochure.