Originally Developed Lesson Plan
WGU Task Objective Number:
Lesson Title & Subject(s): The Language of Language Arts
Instructional Setting: Classroom, group of 20 students grouped into 2, provided with materials for group activity in relation to learning phonics identifying consonants though the sound of each symbol.
STANDARDS AND OBJECTIVES
Lesson Objective(s): To deliver a set of instructions that focuses on phonics. The use of phonics knowledge is essential in ensuring that the children are well versed with what they are reading and make them familiar with the correct sounds of words which put great emphasis on pronunciation. By learning phonics, the students would be able to more adept with writing and reading of alphabetic languages depending on their correspondences of sounds and symbols. Bring the student to participate in a series of fun activities which the main goal is to focus on phonics.
MATERIALS AND RESOURCES
Instructional Materials: 2 large illustration boards, 2 pair of scissors, newspaper and magazines
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
Identification of Student Prerequisite Skills Needed for Lesson:
Ask students of what they know about phonics.
Have them provide definition of phonics in their own words; this is to gauge of their prior knowledge of the subject and to see where the teacher should put emphasis on which area in phonics should be focused on.
Ask the students to recite familiar words and have them write it down on a paper and ask them what symbols were used to create that word and what each symbol sounds like.
Presentation of New Information or Modeling:
Since Alphabet letters has been introduced to them prior, the next step for them is to learn how to combine those letters in order to spell a word. The sound of each symbol is crucial for the students to point out which symbol to use in writing a word and get the exact sound of them when combined.
Have the students to count 1 to 2, this will divide the class into two groups. Provide each group with a wide illustration board with a beginning word or sound at the top portion of the illustration board. Provide each group with the same amount of magazines and newspaper, glue and a pair of scissors. The each group to work together in finding pictures that has the similar consonants as what the beginning word shows on their illustration board.
Ask the students to cut the pictures they have selected ad paste tem into the illustration board. Guide the students in using the scissors to prevent any untoward accidents.
Independent Student Practice:
Ask the students to select a picture from their pasted cutouts and let them say the word and see if they said the word right and if the sound is correct.
Culminating or Closing Procedure/Activity/Event:
Have them present their work in front of the class.
Pedagogical Strategy (or Strategies):
Explain the meaning of Phonics and its one on one relation to symbols and sounds. Each symbol is known as alphabet letters, sounds can be spelled using a singular symbol or a cluster and taking out or putting new symbols in a cluster would change the way the word sounds.
English Language Learners will be accommodated with utmost attention to make sure that they can follow the lessons as it progress. Less able students will be only given lights instructions to prevent restraints. Accelerated learners are accommodated as normal.
Students will be asked with related questions at the beginning of the lesson as part of their graded recitation o measure their fist hand knowledge of the topic. The same recitation practices will be done during the work presentation to the class and also graded to measure their comprehension of the lesson and homework will also be designated to ensure maximum retention for the next day review of the past lesson.
Observation and Description
a. Describe the instructional setting, including grade level, number of students, seating arrangement, and any other criteria necessary to present the instructional setting.
The instructional setting is composed of a 20 student classroom population from the second grade. They are divided into two groups with ten members each that will participate in the activity. The group will be provided with a set of materials to be used for the activity, an illustration board where the students will paste their pictures cut out from the magazines and newspapers which are also provided.
In terms of seating arrangement they are seated in alphabetical order based on their last name, then they will be asked to count from one to two alternately to in order to make a division of two groups. Criteria is relatively easy to follow, all they need to so is to look for pictures from the magazines that starts or has the consonants of the given word example written in the illustration board.
b. Describe non-verbal student interactions during this reading group instruction.
Non verbal interaction includes students participating in the different tasks of the activity such as choosing the right picture to cut out. The students also developed the sense of teamwork in the activity because of their efforts to designate tasks and appoint their own leader that will be responsible in making sure that all pictures are pasted properly in the illustration board.
Students also managed to use the equipment in this case the scissors safely and avoid untoward accidents. They also displayed proper behavior during the activity and did not make any commotion in the process. Students prepared themselves for their presentation by composing themselves and focused on what they will say in front of the class as they present their work.
Analysis, Exploration, and Reasoning
a. Explain why you did or did not deviate from your prepared lesson plan.
Deviating from the lesson plan would mean deviating from the syllabus. The lesson plan is designed to follow the syllabus, the pattern of learning designated accordingly to the requirements of the grade level. I may at anytime be able to deviate from the lesson plan; improvisation does not guarantee an effective outcome.
Lesson plans as the name suggest is a plan created to maintain a systematic flow of learning process proven to be effective in terms of information retention practice. Not to mention a waste of time and effort in making the lesson plan if it is meant to be deviated from. It will be easier for a teacher to maintain a good lesson if it is thoroughly planned because it is a form preparation, not following the lesson or not having one when facilitating a class lesson is like going to the classroom unprepared.
Connections to Other Effective Teaching Practices
a. Explain how the level of student learning relates to the level of student engagement and motivation with the lesson.
It is critical for student to develop motivation in the process of learning that is why student engagement is necessary. To be successful in their efforts students need to be motivated to learn and to bring out eagerness. Several factors can influence a student to be motivated including parental involvement, the teacher’s motivation skills and how technology was used.
Aside from technology, student can be engaged to get motivated by means of alternative approach in lesson presentation. The conventional way of teaching is no longer effective since the student are looking for a more engaging practices other the teacher talking for hours in front of the class. Such practice limits the student’s interests in the subject thus limiting their capacity for learning and it also makes the lesson les interesting.
a. Speculate how an expert in phonics instruction would assess the effectiveness of your lesson presentation. Address specific possible comments from the expert on the strategies of the lesson and their possible impact on the learners.
An expert in phonics instruction would assess that my presentation may look average in all aspects, but the effectiveness can be predicted by the outcome of the activity. The activity is based on a method in which the students are the ones who will discover the answers to their questions and they will be the one to understand the context of the lesson based on instructions of the activity.
The possible comment of a phonics expert the vague presentation of the lesson and the simplicity of its execution, but the rational is that students would be able to understand the lesson more if it is presented to them as simple and plain as possible. Applying complex methodologies in the lesson would eventually create confusion and students would learn less after the lesson. The stylistics of the lesson I based on generalized student variation designed to make sure that even slow learners can catch up.
b. Explain the thinking process you went through to complete this evaluation.
The thinking process is simple; just consult the syllabus to see the guidelines on how the lesson plan should be constructed. I didn’t take so long to think about what the lesson should be presented. First thing I did is to consult resources especially the syllabus. I did reviews of the past lessons in to see if phonics has been introduced to the students before.
Next is to think of a possible game or activity that the students would be interested to do, then a apply the principles of phonics in the mechanics of the activity
a. Describe an alternative phonics instructional strategy which could positively affect the level of student learning.
The alternative phonic instruction need not to depend on linear process because the student does not need to learn to decode before they can learn comprehension. Balance is important to prepare the students for an early instruction in reading. Attention to details, exposure to knowledge rich literature materials and basic skills.
Some teachers teach little phonics, putting it as aside learning by the use of reading tools that focuses on the same objective. But since phonics is the basic foundation of reading and writing, it is crucial that phonics must be given a definite attention to using a strong structured set of phonics instructions. Therefore it is much recommended to use the whiteboard alternative as practiced in the proposed lesson plan.
Personal Meaning and Professional Growth
a. Predict how this experience might affect your personal teaching methods.
If I were to continue using the same approach, I can say that the students would be more engaged and continuous to be interesting to them. Because for the child to learn the educator must capture first his interest by using unconventional way of executing lessons and the use of tools is a pulling mechanism for them to participate.
b. Compare the instructional methods you used to teach phonics within a reading group to those instructional methods used in the observed video.
Videos and multimedia tools is also an effective phonics instructional method, but of course it lacks interaction which is very important in building up engagement among the students. The reading group focuses on one initiative and performs a single task which is reading; sometimes students are easily bored and eventually lose the attention to the task. If another approach is utilized which requires their continued participation then we can assume an effective learning outcome.
However instructional videos can also be made effective if the students will also be given the chance to participate by allowing them to personally perform the activities. Still, interaction is necessary even with a use of multimedia platform. Again student to be engaged in learning, they should personally experience it for themselves, besides experience is the better way to teach lessons.
c. Explain what you considered as you formulated ideas regarding personal and/or professional implications.
In formulating ideas for personal and professional implications, relevance is the utmost element to be considered. Any ideas no matter how grand it maybe is not worth attention if it’s not relevant to practical applications. Relevance predicts usefulness of my ideas and how it would make a difference. One should not limit himself to the old ways, there are a lot things unexplored and it should be given a chance to be recognized.
Ideas shaped the world, but what counts is how relevant they are in majority. The same thing with professional implications, each idea should go hand in hand with the basics and does not deviate from the norm. Importance is the key element to develop a current idea. By continuously evolving the present ideas creates a larger spectrum of possibilities.