Annotated Learning Plan Template ELEMENTARY & SECONDARY 1

“The Silent Voice” - Group Discussion (period 3/4) Grade Secondary 3 ENRICHED
Title of lesson (group 351 – 26 students)
level

Subject English (3rd period – 11:10 – 12:25) Topic Bullying & Friendship

- To get students to practice communicating in the target language with their partners.
Learning - To get students to think critically about the themes of friendship, peer pressures, and bullying which are relevant to
Objectives their personal lives (BAL-related)
- To collaborate with peers to deconstruct each question asked and answer them fully.
- To use personal experiences to enrich the discussion.
Resources - Smartboard for projecting instructions and evaluation rubric
- Instruction sheets
Required - Students’ notebooks
- Teacher’s evaluation sheets
Broad Areas of Citizenship and Community Life
Learning - For this period, students in their respective groups will use their critical thinking skills to discuss and debate their
understanding of the movie in a respective and collaborative manner.
C1 – Uses information
- Students will use their personal notes to do the discussion with their team members.
- Students will decode the meaning of the discussion questions using the “hint” and “suggestion” provided in the
instruction sheet (see “A Silent Voice Discussion Qs” document).
C3 – Exercises critical judgment

Cross-curricular - Students will be asked to go beyond what is asked in the discussion questions to form deeper opinions regarding the
movie.
Competencies - Students will need to form opinions along with concrete evidence from the movie to justify their position.
- Students will compare and contrast their viewpoints with their team members using respectful conversational
strategies (e.g., For me, I think…; I have to disagree with you because…).
C8 – Cooperates with others
- Students will be asked to maintain respect for different opinions and ideas when discussing in groups (see “Step 1:
Instructions”). As part of the logical consequences model, mutual respect will be part of the teacher's C1 evaluation
rubric.
C1 – Interacts orally in English (will be evaluated)

- Students will be expected to express their personal understandings of the movie as well as viewpoints with their team
members using a clear and respectful language.
- Students will be evaluated on how accurate and detailed their responses are, as well as how they maintain a respectful
tone toward their team members (see “Movie Discussion Rubric” document).
ESL’s
Competencies C2 – Reinvests understanding of texts (in this case the movie) (will NOT be evaluated)

- Students will be expected to elaborate on their team members’ opinions to enrich the discussion.
- Students will be expected to listen to their team members’ inputs and then discuss theirs.
- Students will be expected to use strategies like peer collaboration and visual perceptual skills (listening, observing,
noticing) to decode each question and answer them accordingly.

Professional C2 - To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various
Competencies contexts related to teaching.
- Since the groups that I am teaching are composed of either enriched or advanced ESL students, my spoken language
is faster yet still very comprehensible and level-appropriate; I also often use paraphrasing to further clarify my
explanations. As for the written instructions, I write in concise sentences and verbs in infinitive forms. I also often
write in bullet points instead of long paragraphs.
C4 - To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a
view to developing the competencies targeted in the programs of study.
- As this is both an individual and group task, I will clarify my expectations when instructing (e.g., listen to your
teammates, ask politely to repeat what they said, everyone must speak since I assign both an individual and group

1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
 mark) (CCCs = C8)
- For the resources that students can use, there are (1) their notes, (2) list of characters provided, (3) their peers, (4) me
(CCCs = C1 & C3)
- I will walk around often to guide each group of students what to do (e.g., pick a volunteer to speak next after your
turn, speak only when it’s your turn)
C5 - To evaluate student progress in learning the subject content and mastering the related competencies.
- For the first circulation, I will jot down, in my evaluation sheet, certain students who did not fully elaborate their
answers as per my expectations. I will also note certain groups that have inequitable talking distribution.
- For the second circulation, I will stop at each group to give marks for each student in the group as well as the group
itself.
- The “Why” of learning: Students will get to deepen their knowledge around the themes of bullying, friendship, and
peer pressure (I mentioned this concept at the beginning). Also, they will get to learn how to work collaboratively in
groups in the form of discussing. In short, they are motivated to engage in the activity since the above themes relate
closely to their personal lives.
Universal Design
- The “What” of learning: While discussing, students can refer to their personal notes to have concrete information
for Learning
regarding the movie. They will also work together as a group to decode each question asked; I will assist them with
the questions if needed.
- The “How” of learning: Students will work co-independently with their group by voicing their own opinions while
also demonstrating respect by paying attention to their partner’s ideas.
Lesson Timing Introduction (hook): After this lesson, students will know:
I do:
- Critical thinking skills
- Catch up with students about what they remember about the movie - Key terms mentioned in the discussion
25 and which scene(s) struck them the most and why. questions regarding the movie (e.g.,
indifference, bullying, guilt, etc.)
minutes - Remind students to continue to take notes for the final part of the
movie. Finalize the movie with students.
- Ask for questions from students.
You do:
- Students answer teacher’s questions at the beginning.
- Students ask further questions for clarification.
- Students take notes (while watching the movie).
We do:
- While watching the movie, teacher pauses and asks student questions
for comprehension checks.
o Students volunteer(s) answers teacher’s questions
Development (Learning activities – step by step sequential procedure): After this lesson, students will
Transition 1: understand:

- Instruct students to:
o go sit in a group of 3 or 4 (4 max)
o wait for receiving the instruction sheets with the 20
discussion questions
Step 1: Instructions (I do)
- Look over the instructions and explain each component (see “A
Silent Voice Discussion Qs” document).
- Clarify important things when discussing in groups:
o Speak only when it’s your turn (I give strategies)
10 minutes
o Don’t impose your judgment (I give strategies)
o Before asking me, use the “hint” and “suggestion”
provided in the questions and try to solve what it
means with your partners.
- Main themes and key ideas of the movie
(e.g., forgiveness, frienships, etc.)
- Group work is interdependent (everyone
must involve)
- How the act of bullying is a nuance.
- How friendships can sometimes be
toxic.
After this lesson, students will be able
to do:
- Functional English with STs and peers.
- Collaborative group work
- Response with detailed arguments and
evidence from the source (the movie)
 - Mention about being evaluated for C1. But, to get everyone
involved:
o Assign 1 individual grade and 1 group grade
(participation)
30 minutes
- Questions? Concerns?
- Give approximate time to do the discussion (until 12:15)
Step 2.1: Group Discussion Process (You do)
- Students discuss each question with their partner.
- Students use conversational strategies I explained earlier.
- Students ask me questions for clarification.
Step 2.2: Evaluation process (I do)
Closure: FORMATIVE - Assessment FOR
- 1st circulation:
learning:
Step 3: Post-activity class reflection (We do)
- Before the observation day, I will try
Teacher: After watching the movie, what do you think now? Does it out my discussion activity with other
answer all the concerns you wrote in your journal entries? What about the groups and will re-adjust my
characters? Have you come to like them or still despise them? instructions accordingly for future
groups.
Student(s): Answer the above questions
7 minutes - On observation day, I will walk around
Teacher: Do you think you’d be able to forgive someone who hurt you in and assist the groups. If they ask me
the past? Is there room for forgiveness? questions, I will use the “ask, don’t tell”
Student(s): Answer the above question as well as “paraphrasing” techniques.
Teacher: In one word, tell me what you have learned today? FORMATIVE - Assessment AS
Student(s): Answer the above question learning:
I will do a short post-lesson reflection with
the students (see “Closure”).
SUMMATIVE - Assessment OF
learning:
Free time for students
As part of C1 evaluation, I will assign an
individual grade as well as a group grade. All
grades assigned are followed according to the
“Movie Discussion Rubric” document.
3 minutes

Further considerations:
- When instructing the discussion circle activity, I will make sure to mention that all students should respect their team members' ideas even if their personal
inputs differ from theirs.
- In the final class reflection, for the question “Is there room for forgiveness?”, if I see that nobody volunteers to answer, I can do a survey with students: I will
ask them to give a thumps-up if they think “yes” for forgiveness and thumbs down for “no”. In turn, I will use this opportunity by asking why they give a
thumps-up/down so to get them to talk again.