EDUC 130 SY 2021-2022 1st Sem: Lesson Plan

Your Name/s: Jacob Elrick C. Publico, Jaime Josef Rey Cruz IV

I. SUBJECT AREA

SUBJECT AREA: (Specify the general course/subject and specific topic/s covered)
English Grade 3 level

Topics:
● Distinguishing sentences from non-sentences
● Use different kinds of sentences (e.g. declarative, interrogative, exclamatory,
imperative)

Basis for your specific subject/topic (link to DepEd Curriculum Guide/CHED or other
standards)
Website for DepEd Curriculum Guides:
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/grade-1-to-10
-subjects/
English DepEd Curriculum Guide:
https://www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

II. CONTEXT OF STUDENTS

Describe your learners’ context comprehensively.

A. TARGET YEAR LEVEL: The target level chosen is in the Elementary level, more specifically,
Grade 3 Elementary level.

B. (Assumed) # OF STUDENTS PER CLASS: 30-40 students

C. (Relevant) PRIOR KNOWLEDGE/EXPERIENCE:

● Almost every student at this time already had access to gadgets at an early age and
were exposed to videos on alphabets, rhyming songs and children’s music because of
YouTube.
● Aside from the internet, students during their toddler stage are more likely now to be
exposed to nursery books.

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 ● With students’ access to technology, digital platforms are readily made available,
particularly one-stop search engines such as Google and the like, as a result they use
these platforms to search simplified resources on a particular topic tackled in school
and even search assignment questions online to name a few.

D. IMPLICATIONS IN INSTRUCTION (Based on these assumptions about your students, what

are at least 3 things that you will need to keep in mind in designing this lesson)
1. Attention span on online setting. Since the students are mainly still children, they
can get easily distracted while studying in an online setting so create an engaging
lesson plan for them.
2. Connectivity issues. Come up with alternative media for relaying lesson plans. Better
yet, prepare downloadable modules that can be done asynchronously by students
with difficulty accessing.
3. Students’ learning habits/behavior from levels Grade 3 and above, since they don’t
have any guardians anymore to guide them during online class, they use the chat
feature to talk with their classmates while class is in session and submitting
assignments late from the assigned due date so try to be lenient to kids’ behavior as
much as possible
4. Assisted learning. Parents or guardians might interfere with the learning process of
students through answering the modules for them. Make sure to advise guardians to
avoid answering tasks for students.
5. Household infected by COVID. Constantly coordinate with parents regarding course
adjustments to accommodate students. Prepare shortened modules for students with
COVID to lighten their workload. Prepare asynchronous learning materials.
6. Workload for students. Ensure that the workload for the students isn’t too much so it
doesn’t completely burn them out. Try to make sure that the workload is not too
difficult for the students to perform.
7. Platform Interface. Students might find it difficult to navigate through the platform
and affect how they perform in class. Make sure to avoid using complicated
applications. Consolidate all school-related tasks in an easy and straightforward
platform.

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 II. LEARNING OUTCOMES
The plan presented should be for a minimum of 2 and a maximum of 3 sessions/days.

TRANSFER/ACTION GOAL:
This is a long term goal for your students. In 3-5 sentences, describe what you want students
to be able to do in the long term or in their lives - even beyond your class, having learned what
you want them to learn in this class/course

English is commonly known as the universal language that is frequently spoken in most
countries alongside their native languages. Having said this, the long term goal of this lesson
plan is to help students integrate their learnings to their daily engagements and become
proficient enough to exercise English in both confidence and competence as they face
relevant events in the future These events may include as simple as communicating with
others and expressing themselves in English to more advanced applications like masterfully
writing papers in English and conversing about intellectual topics with their peers using
English.

COURSE/UNIT LEARNING OBJECTIVES:

At the end of the class, students should be able to
(Indicate at least 3 learning outcomes (max. of 5) and label the type and level of objective
based on Bloom’s Taxonomy)
● When presented with a set of statements, students should be able to distinguish
between sentences and non-sentences and the different kinds of sentences with
75% accuracy. (Understand)
● After looking at pictures, students should be able to create at least two sentences
describing what they saw. (Apply)
● Without the use of any references from the teacher, students should be able to
construct at least 3 sentences based on their surroundings. (Create)
● Given a situation, students should be able to write a conversation demonstrating the
use of all four kinds of sentences: declarative, interrogative, exclamatory, and
imperative with complete accuracy. (Create)

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 III. ASSESSMENTS
Describe at least 2 assessments: with one of them being an authentic assessment. For
projects, include detailed instructions and criteria for grading. For tests, include at least 2
sample test items.

You can assume that the students will work on the assessment outside the class session
described below.

TRANSFER/ACTION GOAL:
This is a long term goal for your students. In 3-5 sentences, describe what you want students
to be able to do in the long term or in their lives - even beyond your class, having learned what
you want them to learn in this class/course

English is commonly known as the universal language that is frequently spoken in most
countries alongside their native languages. Having said this, the long term goal of this lesson
plan is to help students integrate their learnings to their daily engagements and become
proficient enough to exercise English in both confidence and competence as they face
relevant events in the future These events may include as simple as communicating with
others and expressing themselves in English to more advanced applications like masterfully
writing papers in English and conversing about intellectual topics with their peers using
English.

ASSESSMENTS: ALIGNMENT WITH COURSE LEARNING

How will you see the objectives being met?
How will you measure the attainment of the
objectives stated?
OUTCOMES
Identify the specific learning outcomes that
the assessment aligns to (you may copy and
paste the learning outcomes from the table
above).

Traditionalized Assessment: A Summative When presented with a set of statements,

Test will be given to the students to students should be able to distinguish
measure their understanding on the between sentences and non-sentences and
differences between sentences to the different kinds of sentences with 75%
accuracy. (Understand)
non-sentences and the different kinds of
sentences
Sample test items:
Identify whether the statements sentences
and non-sentences
1. The man smiled.
2. The tiny mouse
3. Stop!
4. Drive the car.

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 Identify which kind of sentence is used in
the statements. (Declarative, interrogative,
imperative and exclamatory)
1. James is in town to buy groceries.
2. Is James in town?
3. James, go to town to buy groceries.
4. James bought a lot from the town!

Authentic Assessment: Students will be After looking at pictures, students should be

asked to write three sentences on a piece able to create at least two sentences
of paper describing the photo flashed on describing what they saw. (Apply)
the screen and show it to the teacher.

Criteria: 9 pts
Content: 6 pts (3 pts for construction, 3 pts
for correctness)
Proper sentence construction - 3 pts;
Content Correctness - 3 pts
Grammar: 3 pts
Proper grammar exhibited - 3 pts

Authentic Assessment: Asynchronously,
the students will check the surroundings of
their home, then during the synchronous
class, they will create and recite at least 3
sentences based on it.
Without the use of any references from the
teacher, students should be able to construct
at least 3 sentences based on their
surroundings. (Create)

Criteria: 10 pts
Content: 3 pts
Proper sentences usage - 3 pts
Grammar: 3 pts
Proper grammar exhibited - 3 pts,
Minor grammar errors - 2 pts
Pronunciation and Articulation - 2 pts
Well-articulated, no stutter - 2 pts,
Minor stuttering and mispronunciation - 1 pt
Observing proper online
behavior/etiquette - 2 pts
Observes proper attentiveness during
recitation with little to no help - 2 pts,

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 Needs minor help during recitation and has
minor attentive issues during the recitation -
1 pt

Authentic Assessment: Students will be Given a situation, students should be able to

grouped and tasked to create and perform
a short skit/conversation demonstrating
the proper usage of different kinds of
sentences
write a conversation demonstrating the use
of all four kinds of sentences: declarative,
interrogative, exclamatory, and imperative
with complete accuracy. (Create)

Criteria: 10 pts overall

Content: 3 pts
All 4 different kinds of sentences used in the
presentation - 3 pts,
2-3 kinds of sentences used in the
presentation - 2 pts,
Only 1 kind of sentence used - 1 pt
Grammar: 3 pts
Proper grammar exhibited - 3 pts,
Minor grammar errors - 2 pts
Pronunciation and Articulation: 2 pts
Well-articulated, no stutter - 2 pts,
Minor stuttering and mispronunciation - 1 pt
Observing proper online
behavior/etiquette - 2 pts
Observes proper attentiveness during
recitation with little to no help - 2 pts,
Needs minor help during recitation and has
minor attentive issues during the recitation -
1 pt

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 IV. INSTRUCTION
Below, fill up the table comprehensively, describing in detail what you intend to do/what you
intend for students to do. Complete a plan for 2-3 sessions. Given the objectives you set above,
it is possible that you will need several sessions to attain your objectives. Just provide details
for 2-3 class sessions. The # of sessions expected will depend on the number of members of
your group (ex. 3 members = 3 sessions). For this exercise, assume that each session is for 1
hour only.

SESSION # 1
Designed by: Jaime Josef C. Rey Cruz IV and Jacob Elrick C. Publico

SESSION LEARNING OBJECTIVE:

(This may be drawn from the unit learning objectives or a subset from it)
● When presented with a set of statements, students should be able to distinguish the
different kinds of sentences with 75% accuracy. (Understand)
● Given a situation from the teacher, students should be able to write a conversation
demonstrating the use of all four kinds of sentences: declarative, interrogative,
exclamatory, and imperative with complete accuracy. (Create)

Duration: 20 mins

How is this session related to the previous session?

Activity Detailed description of activities Instructional Intention

Duration
(in mins)

2 mins Prepare - Students will be shown short
videos with English as the language
(preferably, videos that the students have
an interest in).
Doing this activity enables the
teachers to set the context of the
lesson while also capturing the
attention of the students at the
beginning. In this activity, the A or
Activate From Context from the A-C-E
principle is used.

7 mins, Present & Process - The purpose of this activity is to teach

Flash on screen some lines taken from the
short videos presented. Afterwards, pair
together sentences and ask students to
differentiate each one. Repeat two (2)
times.
Transition to lecture: Discuss the four
kinds of sentences (Imperative,
the students about the different kinds
of sentences by first using the videos
presented to help stimulate the
students’ mind, then connecting the
content coming from the videos from
earlier into the topic before
proceeding to the lecture. This activity
also uses the Active From Context and

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 Declarative, Interrogative, Exclamatory) Connect to Content from the A-C-E
principle.

1 min Questions & Clarifications The time given is for students to ask if
they ever have questions or
clarifications that they didn't
understand about the topic.

4 mins Pre-practice Activity Not only does this measure students’

A Jamboard link will be sent to class and understanding of the concept, but it
students will be asked to access it. elicits class participation. This activity
uses the Connect to Content from the
A-C-E principle.

4 mins Practice - The students will be grouped
with 2-3 members in which each group
will be given a certain scenario (e.g.
people at the mall, people at school,
family at home, etc.) and they will
construct a skit/conversation where all 4
kinds of sentences are used. The groups
will present their skit/conversation in
front of the class
This activity enables the students to
use the learning that they’ve attained
in the discussion and try to make
something new about it and this
activity also prepares them for such
scenarios that could happen to them
in their lives in the future. The E or
Evaluate to Validate from the A-C-E
principle is used as this activity aligns
to the saying “If you don’t use it, you
lose it” where the students use the
learnings they’ve acquired so that
they could apply it.

SESSION # 2
Designed by: Jaime Josef C. Rey Cruz IV and Jacob Elrick C. Publico

SESSION LEARNING OBJECTIVE:

(This may be drawn from the unit learning objectives or a subset from it)
● After looking at pictures, students should be able to create at least two sentences
describing what they saw. (Apply)
● Without the use of any references from the teacher, students should be able to
construct at least 3 sentences based on their surroundings. (Create)

Duration: 20 mins

How is this session related to the previous session?

By this time, students should fundamentally know the different kinds of sentences. This
lesson jumps off from that and, as a whole, aims to allow students apply their ability to create
multiple sentences at ease.

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 Activity Detailed description of activities Instructional Intention
Duration
(in mins)

5 mins Ask - Bring an object and show it to the Doing this activity enables students to
class, and say “I have an (object)” then be able to come up with sentences
ask the students if what was said was a using their environments as their
sentence. Then, use the question earlier basis. By doing this, it helps them not
and ask what kind of sentence the only properly identify sentences, but
question was. Next, call a student and ask be able to practice it in real life
him/her to jump, then ask them if what situations.
the teacher said was a sentence. Then,
reply to them with a shocking expression
as the
students answer, and then ask if the
shocked expression used was a sentence.
After that, ask the students what they’ve
thought about sentences in that exercise.

Student question - students inquiry about

the sentences they’ve encountered from
that short exercise

5 mins Investigate - Help students in the student
question by recalling some events from
the past (etc. being asked to help the
house by their parents, reading/watching
something where a character brings out
an expression with emotion, being asked
some questions) to help notice if there
were any differences between them. Ask
them for some examples of sentences
that they normally encounter and use in
their everyday lives, and give some
examples as well to encourage the
students.
This activity makes use of context
learning. Students are asked to recall
their own past experiences and relate
it to the lesson. Using this method
helps students pick up the relevance
of learning the lesson.
On the teacher’s end, this method
makes use of student input to come
up with a teaching approach.

Take note or write down in a blackboard

app (Jamboard) for all the students to
see.

4 mins Create - After noting all the examples
given by the students, make 4 columns
indicating the four kinds of sentences in
Jamboard and ask the students to group
the sentences according to its type, and
This activity enables students to
evaluate their own sentences,
whether they are grouped under the
correct sentence type.

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 guide them by taking note of the form
used in the sentences such as the
punctuations used and the delivery of the
sentence.

4 mins Discuss - Let the students share what This activity further emphasizes the
they’ve understood about the activity and application of the different kinds of
what they’ve learned about the different sentences in a students’ everyday life,
kinds of sentences they’ve encountered. and makes sure that students have
Share and/or clarify to the class that there fully understood the lesson. In some
are 4 different kinds of sentences which way, this serves as the summary
are declarative, imperative, interrogative, portion of the lesson.
and exclamatory and they’ve experience
these before they
even knew of that concept with
declarative sentences when the students
are having normal conversations,
imperative sentences whenever someone
is asking them to do
something or a favor, interrogative
whenever a question is being asked, and
exclamatory whenever a statement or
sentence has notable emotion used, also
explain that in materials that are read
these sentences can be seen which can
be differentiated through the use of
punctuations which they’ve learned from
the activity as they wrote
the sentences that they usually
encounter.

2 mins Questions & Clarifications The time given is for students to ask if
they ever have questions or
clarifications that they didn't
understand about the topic.

REFLECTION (Group)
How does this lesson design show evidence of effective teaching? Provide specific examples
from the design and discuss references to theories/research discussed in the course when
applicable. Explain your answer in no more than 150 words.

Jaime: I think this lesson design shows effective teaching because instead of the teachers
having a one-sided discussion with the students, there are activities in the lesson design that
make the students active and participative in the learning process and apply the learnings that
were given from the topics. Examples that could be gathered to support this are from the
assessment and the session made for the microteaching demonstration shown in this lesson

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plan. The fourth assessment made in the lesson plan, which was also adapted for the
microteaching demo session, makes the students apply what they’ve learned and how they can
also use them properly for the rest of their lives and in part of the discussion in the microteaching
demo, there is a jamboard activity that makes the students actively participate in the discussion
in which these activities coincide with Hirst’s definition of teaching is a polymorphous activity
where these activities bring out learning, as well as the quote of Benjamin Franklin “Tell me and
I forget, teach me and I may remember, involve me and I learn.” which coincides with Indirect
Instruction, which the activities are based from.

Jacob: In an online setup, effective teaching is demonstrated through class participation and
the teacher’s ability to elicit learning by doing. To achieve this, we have designed our lesson plan
guided by Hirst’s principles of teaching as a polymorphous activity and the utilization of
activities with the intent of evoking learning. Our lesson plan is carefully designed in such a way
that it considers the context of students in order to pique their interest. Having said this, we
made sure that the lesson also makes use of the ACE method wherein it contextualizes the
lesson, connects it to content, and allows them to validate their understanding of the concept. By
committing to this way of teaching, we make sure that students are able to further understand
the lesson by relating it to past experiences, such as watching scenes from pop culture, learning
it by doing, through the pre-practice activity, and finally test themselves for any evidence of
learning, through the practice activity.

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