Lesson Plans and Assessment Tasks

ENGL153 Language and Literature Assessment

Submitted by Alyssa Karen R. Acal (BSE32)

5/30/2017
 SEMI-DETAILED LESSON PLAN IN ENGLISH 7

I. Objectives:
By the end of the lesson, the students will be able to:
A. analyze the differences of various types of clauses.
B. display the use of clauses in conversations.
C. show collaboration among peers.

II. Subject Matter:

A. Topic: Clauses
B. Reference: Oxford Guide to English Grammar by John Eastwoord, pp. 317-
318
C. Materials: pen, flash drive, strips of paper, photos, newspapers

III. Procedure:
A. Routine Activity:
- Classroom management
- Prayer
- Checking of attendance

B. Motivation:
The class will be divided into four groups. The teacher will place different
photos of people doing things on the board (six photos for each group), with
incomplete statements below them. On the other side of the board, she will
place strips of paper which will complete the statements below the photos.
She will then ask the students to choose which strip of paper will complete the
statements and will give both groups five minutes to complete the activity.
The group who accomplishes the most within the time limit will win.

C. Presentation:
The teacher will ask what the students noticed in the game.

D. Lesson Proper:
The teacher will proceed to discuss the answers given by the students. For
example, if one of the students respond with “When we combined two
incomplete statements, it formed a sentence with a complete thought”, the
teacher will explain what it is called (clauses). Using the answers of the
students, the teacher will connect the responses without explicitly discussing
the concepts of dependent and independent clauses.

E. Application:
pg. 1
 The teacher will write sample conversation topics on small pieces of paper
and will fold them into smaller pieces. Students will be asked to choose a
partner, and they (as partners) will get a piece of paper and demonstrate a
conversation that utilizes clauses in the sentences they are speaking about
the topic they picked. Each student must remember what clauses his/her
partner used because after the activity, they must be able to recite the
clauses they used in their conversation.

F. Generalization:
1. What are clauses?
2. How do clauses function in the sentence?
3. How do clauses affect communication among people?

IV. Evaluation: (see explanation and details of the assessment on the next
page)
(1) Using the same group the students had in the Motivation activity, the teacher
will give newspapers to each of them. The students will be asked to choose one
article on the newspaper and they have to underline the independent clauses
and encircle the dependent clauses on the article.
(2) The students will be asked to write 10 incomplete statements on a sheet of
paper. Afterwards, they will be asked to roam around the room and ask their
classmates to continue the statements they have written by writing a dependent
clause to complete the sentence.
(3) The students will be asked to write a short essay with three paragraphs that
will revolve around the theme “A Good Conversationalist is…” and the students
will exchange their work with a partner and will have to underline the independent
clauses and double underline the dependent clauses found in their partner’s
essay.

V. Assignment:
The students will be asked to cut and paste a news article on a short bond paper
and underline the independent clauses and double underline the dependent
clauses on the article.

Prepared by:

Alyssa Karen R. Acal

BSE32
RATIONALE FOR THE ASSESSMENTS (Language Lesson Plan)

pg. 2
(1) Using the same group the students had in the Motivation activity, the teacher
will give newspapers to each of them. The students will be asked to choose one
article on the newspaper and they have to underline the independent clauses and
encircle the dependent clauses on the article.

For this assessment, the teacher aims to focus on the reading ability of the students,
wherein they need to do two things to accomplish the activity: (1) read and understand
the news article and (2) identify which are the dependent and independent clauses in
the article. Since the discussion focuses on clauses, it is not enough for them to just
know the meaning of these terms; it is also important for them to see and identify how
clauses are actually used in different texts (like newspapers), which involves not only
the knowledge level of the taxonomy of learning by Bloom; it also involves analysis
because the students have to identify the clauses included in the news article they
chose. The students will be able to apply the concepts they have learned about clauses
through this activity without immediately proceeding to a difficult task. This activity also
promotes collaborative learning, since it involves students seeing other’s work.
Moreover, they will be able to see how clauses are utilized in authentic materials they
see every day. The teacher will serve as a guide and a facilitator as students
accomplish this activity, and this will lead to group-based learning (Lee, 2014). After the
activity, the teacher may ask the groups to exchange works with one another so that
they can check others’ work and see if they committed any mistakes.

(2) The students will be asked to write 10 incomplete statements on a sheet of

paper. Afterwards, they will be asked to roam around the room and ask their
classmates to continue the statements they have written by writing a dependent
clause to complete the sentence.

This is another form of assessment which makes use of collaborative learning. Students
will be encouraged to interact with their classmates to write clauses in the sentences
they have written. Afterwards, they need to submit the papers to the teacher for
checking. Through this activity, the students will be involved in the work of others and
will be accountable for the performance of each other, since they need to write correct
clauses to complete the sentences of their classmates. Klaus (2007) proposes that
group works help in encouraging conversations among the learners, which will make
them apply what they have learned while practicing communication skills.

pg. 3
 (3) The students will be asked to write a short essay with three paragraphs
that will revolve around the theme “A Good Conversationalist is…” and the
students will exchange their work with a partner and will have to underline
the independent clauses and double underline the dependent clauses
found in their partner’s essay.

Another application of what they have learned is by asking the students to write an
essay about the topic. Essays are a good instrument of assessing the cognitive domain
(students use the knowledge they gained from the lesson), the psychomotor domain
(writing is a skill), and the affective domain (it involves students exploring their attitudes
and interests) and the teacher can still provide feedback regarding the essay of the
students. This activity will be in line with the third objective of the lesson plan: to show
effective communication skills. This is manifested in two ways: (1) the manner of how
the student writes/presents their thoughts through the essay and (2) the subject of the
essay tackles what a good conversationalist is. Moreover, essays contribute to the
development of creativity and self-confident assertiveness of the students, since they
have the freedom to express themselves (Branthwaite et. al., 1980). Students are
encouraged to make use of their analytical and critical thinking skills in order for them to
defend their answer for the essay.

The activity also requires the students to exchange works with a partner. Again, a
promotion of collaborative learning and this will help the students learn how to critique
the work of others. And since they will be checking other’s work, they need to apply
what they have learned in the lesson so that they can correctly identify the clauses used
in their classmate’s essay. Checking other people’s essay involves identifying the
variety and correctly integrating the principle they have learned, therefore, making the
lesson be retained in the minds of the students.

Semi-Detailed Lesson Plan in English 8

pg. 4
I. Objectives
By the end of the lesson, the students will be able to:
1. explain the elements of fiction found in Boccaccio’s Federigo’s Falcon
2. revise the story to fit the Filipino setting; and
3. practice the value of sacrificing things for loved ones.

II. Subject Matter

A. Topic: Federigo’s Falcon (short story by Giovanni Boccaccio)
B. Reference: https://americanliterature.com/author/giovanni-boccaccio
C. Materials: concept cube, flash drive, board, TV, colored flags

III. Procedure
A. Routinary Activities:
- Classroom management
- Prayer
- Checking of attendance

B. Motivation:
A question will be flashed on the screen: “What are you willing to sacrifice for
your loved one and why?” The responses of the students will serve as a
springboard for the topic.

C. Presentation:
The teacher will proceed with explaining how sacrifices for love are made by the
characters in the short story.

D. Lesson Proper:
The teacher will show a series of comic panels that presents the important
events in the story. Then, s/he will proceed to discuss the characters and the
setting, while the students will have to identify the events being shown in the
comic panels for the plot of the story. As the students interpret the comic panels
to the plot of the story, the teacher will guide them and give corrections if
necessary. (1) While the discussion is ongoing, the students will be given colored
flags: red, yellow, and green. After every part of the lecture, the teacher will ask
the students to raise a flag to show if they understand anything (red means “I
don’t understand anything”, yellow means “I only understand few parts”, and
green means “I understand everything.”)

E. Application:

pg. 5
 - (2) The students will be asked to use the concept cube (which contains
questions about the elements of fiction in the story) and they will be given
turns to roll the concept cube and answer the question that appears on top.
Again, the teacher will give necessary corrections regarding the answers of
the students.

F. Generalization:
- Compare and contrast the characters of the story. How can you relate
yourself to their predicaments?
- If you were Federigo, would you do the same (kill the falcon and give it to the
woman)?
- What did you learn from the story?

IV. Evaluation
- (3) The teacher will group the students into 5 and will ask them to write a five-
sentenced paper within 5 minutes. The students will be required to write how
they will change the story to place it in the Filipino setting.

V. Assignment
- The students will be asked to read the selection assigned for the next meeting
and will be required to write a short paragraph about how they can relate to
the main character of the next story.

Prepared by:

Alyssa Karen R. Acal

BSE32

RATIONALE FOR THE ASSESSMENTS (Literature Lesson Plan)

pg. 6
 (1) While the discussion is ongoing, the students will be given colored
flags: red, yellow, and green. After every part of the lecture, the teacher will
ask the students to raise a flag to show if they understand anything (red
means “I don’t understand anything”, yellow means “I only understand few
parts”, and green means “I understand everything.”)

This is a typical formative assessment for classroom discussions. Since a literature

lesson involves discussion, colored flags will help the teacher identify which parts of the
lecture need reiteration and the students will be more open to let their teacher know that
they need help. This assessment is almost similar with the “individual whiteboard”
where students are held accountable for their learning (Campbell and Paine, n.d.).
Formative assessment aims to identify the student’s performance during instruction
(Wagner, 2015), and the colored flags are a good indicator if the students are learning
or not. Usually, the problem with students is that they feel embarrassed to tell the
teacher that they do not understand certain topics, but this activity will make the
students feel motivated to raise their concerns through the colored flags.

(2) The students will be asked to use the concept cube (which contains
questions about the elements of fiction in the story) and they will be given
turns to roll the concept cube and answer the question that appears on top.

Concept cubes are used in teaching vocabulary to students, and are proven effective
since American schools are practicing this as a form of assessment (Montgomery,
2008). These materials are also good for literature classes, although it entails more
work for the teacher since s/he has to make more questions according to the literature
lesson. The concept cubes are an innovative alternative to the ordinary recitation
activity. This activity will help the teacher gauge if the students understand the lesson
based on the questions written on the concept cubes.

pg. 7
(3) The teacher will group the students into 5 and will ask them to write a five-
sentenced paper within 5 minutes. The students will be required to write how they
will change the story to place it in the Filipino setting.

This activity aims to measure the highest level of the psychomotor domain, which is
origination. Origination requires creativity and the teacher can fully assess the students
if they still need anything to improve regarding the subject matter through activities that
require origination (Holli, et. al, 2003). In this activity, students who fully comprehend the
story will be able to revise it easily to place it in a Filipino setting. Also, collaborative
learning will also take place and will encourage group mates to correct each other’s
work. Since they will be doing a writing activity, the students will be able to see their
own progress and change how they understood the lesson if necessary. Students who
belong to the same group will be accountable for each other’s learning.

The essay activity will have the teacher give the feedback through comments. The
teacher will return the papers and the students will realize their points of strength and
weaknesses through the comments.

pg. 8