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  • 11N November 14-18 2022

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    Vasseon Pondi-endz Roye
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    This lesson plan outlines the weekly schedule and learning objectives for an English class, with daily topics including homonyms, narrative writing, and reading comprehension. The plan lists concepts and skills students should understand and apply, such as defining homonyms and identifying story elements. A variety of teaching methods are outlined, like introductory activities, class discussions, worksheets, and student presentations.

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    This lesson plan outlines the weekly schedule and learning objectives for an English class, with daily topics including homonyms, narrative writing, and reading comprehension. The plan lists concepts and skills students should understand and apply, such as defining homonyms and identifying story elements. A variety of teaching methods are outlined, like introductory activities, class discussions, worksheets, and student presentations.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    6 views6 pages

    11N November 14-18 2022

    Uploaded by

    Vasseon Pondi-endz Roye
    This lesson plan outlines the weekly schedule and learning objectives for an English class, with daily topics including homonyms, narrative writing, and reading comprehension. The plan lists concepts and skills students should understand and apply, such as defining homonyms and identifying story elements. A variety of teaching methods are outlined, like introductory activities, class discussions, worksheets, and student presentations.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 6

    Monday Tuesday

    Denham Town High School Wednesday


    – Revision Lesson Plan -2021 Thursday Friday
    Standards Standards Standards Standards Standards
    Concepts: (What Miss
    Teacher’s Name: students are Concepts:
    A. Dixon/Mr. Roye (What
    Weekstudents are 14-18,
    of: November Concepts:
    2022 (What students
    Subject(s): are Language
    English Concepts: (What students
    Period(s): Concepts:
    Term One (What 11
    Grade(s): students
    N
    to know and understand) to know and understand) to know and understand) are to know and are to know and understand)
    understand)
    Topic: Reading
    Topic: Topic: Homonyms
    Topic: Narrative Writing Comprehension
    Students should be able to: Students should be able to: Students should be able
    Students should be able to:
    a) Define homonyms to:
    a) Recall main idea
    b) Identify examples of a) Define Narrative
    homonyms writing b) Make predictions and
    c) Demonstrate the inferences
    b) List elements of a story
    understanding homonyms
    c) Understand the c) Develop critical and
    importance of planning reading skills
    when writing stories
    d) Show understanding of
    information on notice

    Skills: (What students are Skills: (What students are Skills: (What students are Skills: (What students are
    applying or doing) applying or doing) applying or doing) applying or doing)
    Introductory activity: Introductory activity: Introductory activity:
    The teacher will place the Teacher will play the
    Students will be shown a
    word ‘bat’ on the board and song: “Poverty” by QQ.
    then ask students to calling The students will be notice and one person will
    be asked to read the notice.
    the word and then ask instructed to listen
    different students to give a carefully as the song is Engagement:
    sentence including the word being played. They will Students will be asked to
    ‘bat’. then be asked if they read the notice for
    believe this song is a story themselves and make note
    Engagement: Students will and what it is about. Based of what is missing from the
    be asked to share the on their responses a notice.
    definition of the word discussion will ensue. The
    homonyms based on the students will be prompt to Explore: Students will
    activity. justify their responses share the purpose of a
    through questioning. They notice and then share what
    Exploration: Students will will be asked: they think is missing.
    be asked to give their 1. Why do you say?
    examples of homonyms and 2. What in the song Explanation: Students will
    then they will compare lead you to think share why the missing parts
    answers. that? of the notice is important.
    3. Do you think that
    Explanation: Students will the artiste planned Elaborate: Students along
    give reasons for their before they wrote with teacher will summarize
    answers. Teacher will explain the song? the notice.
    and clear up any 4. Do you think he
    misconception that may arise. thought about a Evaluate: Students will
    proper title to give complete a worksheet.
    Elaboration: Students will to the song before
    be asked to complete they released it to
    sentences with correct word. the public?
    5. What do you think
    Evaluation: Students will be are the elements of
    given a worksheet. a story?

    Engage: Students will be


    asked to give examples of
    each element of a story.
    Explore: Students will
    share and compare their
    answers with their
    classmates’.

    Explanation: The teacher


    will explain and clear up
    any misconceptions that
    may arise.

    Elaboration: Students
    will be asked to present a
    short version of a story,
    they will be asked to give;
    a title, setting, characters,
    plot, conflict and theme.
    Teacher will give students
    an example, to better guide
    them.

    Evaluate: Students will


    share what they do not
    understand about the topic
    or something they want
    teacher to clarify.

    Students will be given a


    worksheet to complete.
    Evidence: (Where are students doing, Evidence: (Where are students doing, Evidence: (Where are students doing, Evidence: (Where are students Evidence: (Where are students
    creating and how are they working.) creating and how are they working.) creating and how are they working.) doing, creating and how are they doing, creating and how are they
    working.) working.)
    Projects ______________________ Projects ______________________ Projects ______________________
    In – Class work – Practice In – Class work – Practice In – Class work – Practice Projects Projects
    Homework Homework Homework ______________________ ______________________
    Lecture /Listening Lecture /Listening Lecture /Listening In – Class work – Practice In – Class work – Practice
    Cooperative Groups Cooperative Groups Cooperative Groups Homework Homework
    Guided Practice Guided Practice Guided Practice Lecture /Listening Lecture /Listening
    Independent Practices Independent Practices Independent Practices Cooperative Groups Cooperative Groups
    Differentiated Instructions (Concept, Differentiated Instructions (Concept, Differentiated Instructions (Concept, Guided Practice Guided Practice
    Process and/or Products) Process and/or Products) Process and/or Products) Independent Practices Independent Practices
    Other Other Other Differentiated Instructions Differentiated Instructions
    (Concept, Process and/or Products) (Concept, Process and/or Products)
    Other Discussion/PPT Other
    Effective Teaching Strategies Effective Teaching Strategies Effective Teaching Strategies Effective Teaching Strategies Effective Teaching Strategies

    Compare Classify Compare Classify Compare Classify Compare Classify Compare Classify
    Metaphor Metaphor Metaphor Metaphor Metaphor
    Analogy Summarizing Analogy Summarizing Note- Analogy Summarizing Note- Analog Summarizing Analogy Summarizing
    Note-Taking Taking Taking Note-Taking Note-Taking
    Practice Cueing Practice Cueing Practice Cueing Practice Cueing Practice Cueing
    Questioning Questioning Questioning Questioning Questioning
    Homework Advance Homework Advance Organizers Homework Advance Homework Advance Homework Advance
    Organizers Setting Objective Organizers Organizers Organizers
    Setting Objective Providing Recognition Setting Objective Setting Objective Setting Objective
    Providing Recognition Non – Linguistic Representations Providing Recognition Providing Recognition Providing Recognition
    Non – Linguistic Representations Generating and Testing Hypotheses Non – Linguistic Representations Non – Linguistic Non – Linguistic Representations
    Generating and Testing Hypotheses Cooperative Learning/Grouping Generating and Testing Hypotheses Representations Generating and Testing
    Cooperative Learning/Grouping Other : Cooperative Learning/Grouping Generating and Testing Hypotheses
    Other :       Other : Discussion Hypotheses Cooperative Learning/Grouping
    Cooperative Learning/Grouping Other :      
    Other : Discussion

    Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy

    Create – generating, planning, Create – generating, planning, Create – generating, planning, Create – generating, planning, Create – generating, planning,
    producing producing producing producing producing
    Evaluate – checking , critiquing Evaluate – checking , critiquing Evaluate – checking , critiquing Evaluate – checking , critiquing Evaluate – checking , critiquing
    Analyze – differentiating , Analyze – differentiating , organizing, Analyze – differentiating , Analyze – differentiating , Analyze – differentiating ,
    organizing, attributing attributing organizing, attributing organizing, attributing organizing, attributing
    Apply – executing, implementing Apply – executing, implementing Apply – executing, implementing Apply – executing, Apply – executing, implementing
    Understand – Interpreting, Understand – Interpreting, Understand – Interpreting, implementing Understand – Interpreting,
    exemplifying, classifying exemplifying, classifying exemplifying, classifying Understand – Interpreting, exemplifying, classifying
    Remember – recognizing , recalling Remember – recognizing , recalling Remember – recognizing , recalling exemplifying, classifying Remember – recognizing ,
    Remember – recognizing , recalling
    recalling

    Evaluation 2

     How was the responsiveness of the students?


    The students participated well in all the activities.

     How do I feel about the lesson?


    All the students were engaged and there was clear evidence of learning taking place.

     What factors (environmental, social, human) impacted the lesson?


    The students complained about the heat in the classroom and were disturbed by it throughout the lessons. However, it did not
    seem to affect the class much as students all participated in the activities.

     What Improvement can be made?


    Teacher will try to get students to create their own activities for classes. This will be a guided exercise but its hoped this will
    increase their engagement, interest, and learning if they have a hand in creating their own assessment instruments.

     How was the overall teaching and learning experience?

    Unsatisfactory ___ Satisfactory ___ Good * Excellent ___

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