SEMI DETAILED LESSON PLAN

TROY NICOBHRIAN S. ABLAN

RUBY PALARAN

I. OBJECTIVES
•At the end of the lesson, the students should be able to:
a. Discuss the different strategies,
b. Understand the significance of different strategies, and
c. Perform the assigned task

II. SUBJECT MATTER

A. Topic: Learning Strategies
B. Materials: PowerPoint Presentation
C. Values Integration: Active participation and collaboration
D. Reference: https://leadinglearnerdotme.files.wordpress.com/2018/04/eefmetacognition-self-
regulated-learning-summary-of-recommendations.jpg

III. PROCEDURE
Teacher’s Activity Student’s Activity

A. Preparatory Activities

a. Prayer
Let us all stand for a prayer.
_____Lead the prayer. (One of the students will lead the prayer)

b. Greetings
Good morning class! Good morning Sir!

c. Checking of Classroom condition

Let us commend our cleaners for today
for maintaining the cleanliness of the
(Students will clap five times)
classroom. Let us give them five claps.

d. Checking of classroom attendance

Class Monitor, do we have any absent None Sir!
for today?
Very Good! It seems that it is a great
day because no one is absent today.

e. Energizer
It seems that you are clumsy today. So, I (Students will do the energizer)
 have here an energizer that will boost
you.

f. Recap
Earlier you discuss about the learning
strategies. What are those direct
(One of the students will answer the question)
strategies in learning language?

Great! It seems that you still

remembered the discussion last time.
B. Presentation
(Student will read)
This morning we will discuss the indirect
strategies in language learning. Metacognitive Strategies

_____Kindly read what is metacognitive
strategies.
People who adopt the metacognitive strategy
plan, arrange, focus, evaluate on their own
learning process. They identify and monitor
their own learning style preferences and needs,
such as gathering and organizing L2 materials,
arranging a study space and a schedule for 12
revision and learning. Monitoring mistakes
made in L2, and evaluating task success, and
evaluating the success of any type of learning
strategy.

Metacognitive strategies evaluate and

monitor your learning. It centre your
learning, arranging and planning your
learning and evaluating your learning

Metacognitive strategies used in the

didactic guide.

• Directed Attention – Students focus on

the materials used by the teacher.

•Selective Attention – Students prepare

their speech in advance in relation to
pronunciation, intonation, and its
expression. Self-Management It helps
students to measure their ability and
practice some activities which develop
 their speaking skills.
•Self-Monitoring it allows students to
know the pronunciation, grammar,
vocabulary, and accuracy that are
important components in order to
develop speaking skills.
•Self-Evaluating – it permits student to
evaluate their speaking skills through
conversation among them to make the
consensus about their progress skills.
I will group you into seven and I will
assign a topic that you will discuss in
front of your classmate. About
metacognition and self-regulated
learning.
I will give you two minutes for you to
read and prepare for your presentation.
(Distributing assign topic)
(After two minutes)
(Let’s give them five clap.)
(Students will go in front and explain the assign
topic)
(Students will explain)
1. Teacher should acquire the professional
understanding and skills to develop
their pupil’s metacognitive knowledge.
• Self-regulated learners are aware of their
strengths and weaknesses, and can motivate
themselves to engage in, and improve, their
learning.
•Developing pupils metacognitive knowledge of
they learn – their knowledge of themselves as
learner, of strategies, and of tasks – is an
effective way of improving pupil outcomes.
•Teacher should support pupils to plan,
monitor, and evaluate their learning.
(Students do the clap)
(Students will explain)
2. Explicitly teach pupils metacognitive
strategies, including how to plan,
monitor, and evaluate their learning
knowledge.

Teacher must or should have professional
learning and skills in order for them to develop
the learning strategies of the students as well
as their knowledge in improving a student's
outcome.
(Let’s give them five claps)
Teacher must teach metacognitive strategies in
order for the students to monitor or identify
the errors, evaluate their speaking skills
through conversation or they will evaluate their
learning knowledge through other.
• Explicit instruction in cognitive strategies
can improve pupils learning
• While concepts like plan, monitor,
evaluate can be introduced generically, the
strategies are mostly applied in relation to
specific content and tasks, and are
therefore best taught this way.
• A series of steps-beginning with activating
prior knowledge and leading to
independent practice before ending in
structured reflection-can be applied to
different subjects, ages and contents.
(Students do the claps)
(Students will explain)
3. Model your own thinking to help pupils
develop their metacognitive and
cognitive skills.
• Modelling by the teacher is cornerstone of
effective teaching: revealing the thought
processes of an expert learner helps to
develop pupils metacognitive skills.
• Teacher should verbalize their
metacognitive thinking as they approach
and work through a task.
• Scaffolded tasks, like worked examples,
allows pupils to develop their metacognitive
skills without placing too many demands on
their mental resources.
(Students do the claps)

(Let’s give them five claps)
As a teachers you should model on how you
think. So that the students will learn to reason
out and monitor their mistake.
(Let’s give them five claps)
As a teacher you should give an activity that will
challenge your students as well as will practice
their metacognitive. On other part the activity
should be attainable by the students. So the
(Student swill explain)
4. Set an appropriate level of challenge to
develop pupil’s self-regulation and
metacognition
• Challenge is crucial to allow pupils to
develop and progress their knowledge of
tasks, strategies, and of themselves as
learners.
• However, challenge needs to be at an
appropriate level.
• Pupil must have the motivation to accept
the challenge.
• Tasks should not overload pupil’s
cognitive processes, particularly when
they’re expected to apply new strategies.
(Students do the claps)
(Students will explain)
5. Promote and develop
metacognitive talk in the classroom.
As well as explicit instruction and modelling,
classroom dialogue can be used to develop
metacognitive skills.
• Pupil to pupil and pupil teacher talk can
help to build knowledge and understanding
of cognitive and metacognitive strategies.
• However, dialogue needs to be
students will develop.
(Let’s give them five claps)
There should be a collaboration inside the
classroom, which is the students participate
and engaging connection with other students
and teacher. Which is they have a long
conversation not just a normal dialogue but a
purposeful Through that they will have a self-
evaluate which they compare themselves and
they will practice their intonation,
pronunciation and its expression.
( Students do the clap)
purposeful, with teachers guiding and
supporting the conversation to ensure it is
challenging and builds on prior subject
knowledge.
(Students do the claps)
(Student will explain)
6. Explicitly teach pupils how to organize
and the effectively manage their
learning independently.
• Teacher should explicitly support pupils to
develop independent learning skills.
• Carefully designed guided practice, with
support gradually withdrawn as the pupil
becomes proficient, can allow pupils to
develop skills and strategies before applying
them in independent practice.
• Pupils will need timely effective feedback
and strategies to be able to judge accurately
how effectively they are learning.
• Teachers should also support pupil’s
motivation to undertake the learning task.
(Students will read)
7. Schools should support teachers
to develop knowledge of
these approaches and expect
them to be applied appropriately.
• Develop teacher’s knowledge and

(Let’s give them five claps)
The teacher should teach the students to work
independently before applying them in
independent practice. Also they need effective
feedback from you. So they can identify what
improvement they need. At the end they
should motivate their students.
understanding through high quality
professional development and resources.
• Senior leader should provide teacher with
time and support to make sure approaches
are implemented consistently.
• Teachers can use tools such as traces and
observation to assess pupil’s use of self
regulated learning skills. Metacognition
shouldn’t be an extra task for teachers to do
but should be built into their activities.

(Students do the claps)

(Student will read)

(Let's give them five claps) Social/Affective Strategy
People who adopt the social/affective strategy
control their feelings, motivations and attitudes
The teacher should need a support from an
when In social situations such as asking
institution so that the teacher will implement
questions, communicating with others,
this approaches consistently.
facilitate conversation and interaction.
Now we will proceed to the next strategies in
language learning

________, kindly read what

Social/Affective strategy is.
Social is to empathize and learn from and with
others
. Asking questions
. Cooperating with others
. Empathizing with others

Affective strategy deals with your emotion,

The three strategies are metacognitive,
motivations, and values in a successful way.
affective and social strategies.
• Lowering your anxiety
The metacognitive strategies use in the didactic
• Encouraging yourself
guide are:
• Taking your emotional temperature
6. Directed Attention
7. Selective Attention.
Things they do: They encourage themselves to 8. Self-Management
speak in SL even when they are afraid of 9.Self-Monitoring
making a mistake. They reward themselves for 10. Self-Evaluating
good performance. They remind themselves
that it is okay to make mistakes. They tell
themselves to be confident and not be afraid to
make mistakes. They try to speak in SL to
others. They ask for clarifications of a confusing
point of the L2, or when communicating. They
are people to correct their speech when
communicating. (Students do the task)

D. Generalization

That’s the end of our discussion. Again what are

those strategies that we discuss?

What are those metacognitive strategies used

in the didactic guide.

E. Application

I will group you into two, then I have here an

envelope. Inside this envelope is your task.
After you make your task you will present it in
front. You will choose one representative in (Students will present their work)
your group to explain.
You have three minutes for you to do that. Your
time start now.

Direction: Differentiate the three strategies.

Metacognitive Affective Social

This is the criteria for you to have a guide on

how are you going to present your work.

Criteria:
Content - 30%
Presentation - 20%
Cooperation - 30%
Clarity -20%

100%

(After three minutes)

The difference between the three strategies.

Metacognitive strategies it is talking with or it is
something to do with learning through thinking
meaning to say it related to self-evaluation and
self monitoring. Social strategy it is learning
through communication by asking a question,
and the last the affective strategy it is learning
through motivation by encouraging yourself.

F. Evaluation
It seems that you really understand our lesson
for today.

Get one fourth sheet of paper and answer the

following question.

1. This strategy, arrange, focus, and

evaluate on their own learning process.

2. This strategy control their feelings,

motivations and attitudes when in social
situations such as asking questions,
communicating with others, facilitate
conversation and interaction.

3. It allows students to know the

pronunciation,grammar, vocabulary,
and accuracy that are important
components in order to develop
speaking skills.

4. It permits student to evaluate their

speaking skills through conversation
among them to make the consensus
about their progress skills.

5. It helps students to measure their ability

and practice some activities which
develop their speaking skills.

Answer:

1. Metacognitive strategy
2. Social/Affective Strategy
3. Self-monitoring
4. Self-evaluating
5. Self-management