Week 5

SC 12 – TEACHING ENGLISH IN
ELEMENTARY GRADES
(LANGUAGE ARTS)

SC 12 68
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
SC 12 – TEACHING ENGLISH IN ELEMENTARY GRADES
(LANGUAGE ARTS)

To my students in SC 12:
Congratulations for completing the Lesson and tasks of Week 4.
You are now on the 5th week of this course. Before you start working on the lesson for this
week make sure that you have submitted to your course facilitator the requirements of Week 4.
Read the learning material below then answer Weekly Exam 5 and do Activity 5.

At the end of the weekly lesson, you should be able to:

a. Answer correctly at least 85% of the questions in the Weekly Exam 5; and
b. Develop 2 detailed lesson plans for any of the six grade levels (1 – 6) using appropriate
topics and teaching strategies or methodologies.

LESSON 6:
I. Understanding the Instructional Plan in Teaching English in Elementary
Grades: Introducing a Model

A. Sample Instructional Plan Framework

The sample instructional plan that follows will serve as a model as you are getting started in the process
of lesson planning in this course. Study the content and the organization of the lesson and find out how
the lesson will be taught what the learners will say or do by answering the questions under the
“Reflection Triggers” column.

A Sample Lesson Plan Illustrating One of the Four Major Skills for Complete Communication:
Reading
Parts of the Lesson Contents and Activities Reflection
Triggers
I. Objective  Get the main ideas of the selection Are they objectives
 Relate the ideas learned from the story of the lesson
through comprehension measurable?
 Engage the students through various
group activity Do the objectives
 Demonstrate a literary piece through cover the “C.A.P”
visual reading. principle?
II. Subject Matter Reading Text: The Parable Is the subject
Language Focus: matter aligned to
Skill Focus: Reading the objective?
Values:

SC 12 69
III. Procedure Are the preparatory
A. Routine/ activities adequate
Preliminary  Prayer to enable the
Activities  Attendance learners learn
 Setting of Classroom Agreement effectively the
 Review or Drill (if necessary) lesson?

B. Motivation
 A video clip about dreams will be
played
 Guide Question: What lesson did you
get from the video?
C. Unlocking of
difficulties 1. Word Dynamics
Directions: Match the following words in
Cluster A with meaning in Cluster B.
Cluster A Cluster B
LUSH Not strong or stable
SAPLING Unable to read and write
RIVULET To show devotion and honor
LOFTY Dark and dirty
STURDY Strong and healthy
DINGY Very tall and impressive
REVERE A small stream of water
ILLITERAT A young tree
E Full and healthy growth
D. Lesson Proper
RICKETY

The student will read the selection entitled,

“The Parable of the Tree” in a given time.
Then, the teacher will discuss the story
through the following guide questions:

1. What was the desire of dream of each Are the activities/

tree? questions relevant
2. What do their dreams reveal about and congruent to
their characters? the objectives and
3. Did they become what they wanted to subject matter?
be? Why? What happened to each of
them?
4. In the end how did each tree realize its
dream: the first tree to be revered; the
second to be followed by a huge
crowd; and the third three to be looked
upon?
5. What do people look up in the cross?
6. What do tress represent in real life?
7. What lesson can we derive from the
story?
SC 12 70
E. Application 8. What is the theme of the story?

The students will be divided into four groups. Are the activities
Each group will be given an appropriate task adequate to carry
to determine their understanding with regards out the lesson
to the selection. They will be evaluated using objectives?
the rubrics.

 Group 1 – A skit that will show what

their dreams are
 Group 2 – A song interpretation –
choose a song related to the story an
give reason why you chose it.
 Group 3 – A poster/slogan about your
dreams
 Group 4 – Dance interpretation –
choose a dance presentation related to
the story

Criteria

1. Creativity – 25 %
2. Presentation – 40%
3. Organization – 20 %
4. Cooperation – 15%
F. Generalization Total 100%

Phrase Completion:

What have you learned from the story>

“I have learned that ……

What are your improvements?

“My improvements are ……”
G. Evaluation How about your weaknesses?
Are the Assessment
Assessment types may vary, as long as it activities aligned to
targets one of the objectives. the objectives?

How important is
H. Assignment assignment in the
Paste a picture of the products that you can get development of the
from the trees in your notebook. lesson objective

SC 12 71
Below are other samples or models of Instructional or Lesson Plan in Teaching Literature through
English. Study them closely.

Model for an Integrative Approach Lesson Plan (Semi Detailed)

1. A Sample Lesson Plan in English (Reading Skill Integrated with Grammar)

I. Objectives:
At the end of 60-minute lesson, the grade 9 students are expected to:
A. Identify the adjectives presented in the poem.
B. Construct at least five sentences consisting adjectives.
C. Show appreciation in the literary text presented.

II. Subject Matter:

A. Topic: “The Road Not Taken” by Robert Frost
B. Language/Grammar Focus: Adjectives
C. Skill Focus: reading, writing, listening, speaking
D. Values: Decision-making in Life

III. Procedure:
A. Pre-reading
1. Motivation

DRAWING
 Group the students into 5 groups. Each group will be given a piece of bond paper.
 The students will listen to the teacher as she gives the instruction.

TEACHER STUDENTS
1. Draw a square, color it yellow
Inside the square, draw a triangle in
the center, color it orange
Above the triangle, draw a two small
circles, color it black and draw a
banana below the triangle, color it
red.
2. Draw a big cup, inside the cup draw
a small pink butterfly.

 Explain and descried your work.

 Think of a situation that will relate to one of your drawing.

2. Unlocking of Difficulties
C J O X F V C C Z
T R A D D E N X X
X D C J G A M B A
V F Y S G I Z T X
M G L E S I J U T
N H P I G R X U B
SC 12 72
 A J R Z O O O O U
A K H C X L L A O
D I V E R G E D D
Under your tables, you will find the meanings of the words you’ve found in the word
puzzle. Identify the meaning of the word.
WORD MEANING
Crossroad - An intersection
Doubt - To be uncertain about something
Trodden - To walk on something
Diverged - To be or become different
B. During Reading
ORAL READING
 Read the poem altogether. Or let read it by group.

THE ROAD NOT TAKEN

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be the one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same
And both that morning equally lay
In leaves no step had trodden black
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back

I shall be telling this with a sigh

Somewhere ages and ages hence;
Two roads diverged in a wood, and I –
I took the one less traveled by,
And that has made all the difference.

Comprehension Questions:
1. What experience does the persona narrate in the poem?
2. Explain the last three lines in the poem. What do these lines teach us about making
decisions?
3. Do you think the persona/speaker made the right decision? Which line proves your
point?
4. What does the crossroads in the poem symbolize? Have you been in a crossroads?
5. What can be considered as crossroads in life that you ever had experienced? Do
you think that the choices you made in life has made you a better person today?
(Students have varied answers.)

SC 12 73
 Grammar:
 The teacher asks from the class, “what is a word modifier?”
 The teacher introduces the adjective and its definition. (give example if possible)

Adjective – describes a noun or a pronoun. It is a word modifier.

 The teacher asks some example of adjectives from the poem. Let them use it in a
sentence.
Possible Answer:
grassy
yellow
one
 The teacher will give at least five sentences consisting adjectives and let the
students underline the word modifier and then put an arrow pointing to the
noun/pronoun it modifies.
C. Post Reading
 Group the students into two groups.

GROUP 1
In a venn diagram, compare the roads the persona encountered in the most
descriptive way.

GROUP 2
Perform a jingle about life choices consisting adjectives.
D. Evaluation
Direction: Write a sentence describing the following:
1. lady
2. mother
3. problem
4. love
5. John Lloyd Cruz

SC 12 74
2. A Sample Lesson Plan in English (Reading Comprehension)

I. Objectives:
At the end of 60-minute class discussion, the Grade 10 students are expected to:
A. Compare the characteristic of the characters in the story.
B. Analyze what are the best defenses against discrimination in life.
C. Show appreciation on the literary text presented.

II. Subject Matter:

A. Topic: “The Gorgon’s Head”
B. Skill Focus: reading, listening, speaking, writing
C. Values: Building-up defenses against discrimination in life.

III. Procedure:
A. Pre-reading
1. Motivation
Task 1: What Am I?
(The teacher will read each statement, and the students will identify what is suggested by
each statement.)

Listen, What Am I?
1. I am vitamin you need if you have colds. What Am I?
2. I am what you hold on to when it’s raining. What Am I?
3. I am what you wear when the sun is at its peak. What Am I?
4. I once protected China from invades, now I am wonder for visitors. What Am I?

Possible Answers:
1. Vitamin c
2. Umbrella
3. Sunglasses
4. Great Wall of China

Now make sense of all your answer together to come up with the answer to this riddle.
“What D is built for protection?”

2. Unlocking of Difficulties
Rearrange the letters in the right side to form the correct word base on the given
meaning on the left side. Write your answer in the box.
1. to escape or avoid - eveda
2. dangerous - erpisulo
3. poisonous - vsmuoneo
4. ashamed - aeadhbs
5. satisfy - peeapsa
6. brave - vorlsaoo

SC 12 75
B. During Reading
GROUP READING

SC 12 76
SC 12 77
 Comprehension Questions:
1. What was the “dreadful oracle” that was delivered to King Acrisius?
2. What adventure did Polydectus suggest that Perseus undertake?
3. What heroic characteristic did Perseus have?
4. How did Perseus quest enable him to prove himself a hero?
5. Explain how the oracle given to King Acrisius fulfilled?
(students have varied answers)

C. Post Reading
1. Application
Group the students into six groups.

Group 1: Create a timeline of events in the story.

Group 2: Create a Venn diagram that compares the characteristic of Perseus and
Medusa.
Group 3: Create a diagram that shows the challenges of Perseus in his quest to
acquire the Gorgon’s Head.
Group 4: Using the Gorgon’s Head as diagram, point out at least five utterances
of Perseus that strike your group the most.
Group 5: Create a diagram that shows relationship of all the character in the story.
Group 6: Complete the table below.

List down all the acts of heroism done by List down all the little acts of heroism
Perseus… that you did lately…

What personal challenges does Perseus What personal challenges have you
have to overcome to fulfill acts of overcome to fulfill act of heroism…
heroism…

D. Evaluation:
Direction: Accomplish the chart below:

DISCRIMINATION EXAMPLE How do we build defense

1. Age
2. Gender
3. Marital Status
4. Physical Appearances
5. Religion Affiliation

SC 12 78
 E. Assignment
How do I build the best defense against discrimination to acquire the best quality of life?

KEEP IN MIND
 A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and
how learning will be measured. Lesson plans help teachers be more effective in the classroom by
providing a detailed outline to follow each class period. The 4As is a great way to get started on
crafting lesson plans. Activate, acquire, apply and assess help you to plan a lesson that's sure to
hit all the must haves. But the biggest must have is having a learning goal for the day or the class
period. This is the beginning of a road map for learning Good lesson planning is essential to the
process of teaching and learning. They are skills that must be researched, structured to your
individual style, implemented in a teacher/learning situation, and constantly evaluated and
revamped when necessary

Reference:

Bunga, J. B. (2016), Principles of Teaching 2. Adriana Publishing Co., Inc. 776 Aurora Blvd., cor
Boston St., Cubao, Quezon City, Manila.

SC 12 79
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________
Weekly Exam 5 – Applying Learning
Instruction: Using the table below, discuss the important considerations that you have to take account
into in every part of the lesson. After which, state the reason why such considerations are important to
take.

Parts of the Lesson Plan Important Considerations Reasons for Considering

I. Objectives

II. Subject Matter

III. Procedure:

a. Preparation
1. Opening Prayer
2. Checking
Attendance
3. Setting of Classroom
Agreement

4. Review or Drill (if

necessary)

b. Motivation

c. Discussion/ Lesson
Proper

d. Application

e. Generalization

IV. Assessment

V. Assignment

SC 12 80
 Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Name: _____________________________________________ Date: __________________

Course & Year: ______________________________________ Rating: _________________
Activity 5 – Lesson Planning In Teaching English in Elementary Grades
Instruction: Using your understanding from the lesson and sample Lesson Plans, develop two detailed
lesson plan for any grade level (1 – 6) using appropriate topics and teaching strategies or
methodologies. Review the model for your reference; you may as well refer to the format below. (Note
that the sample is a high school lesson plan, it is use for referencing only). Use the assessment rubric
for your guide.

Sample Detailed Lesson Plan Format

A Detailed Lesson Plan in English (Grade Level)

I. Objectives:
A. (Cognitive)
B. (Affective)
C. (Psychomotor)

II. Subject Matter:

A. Topic:
B. Language Focus:
C. Skill Focus:
D. Values:
E. Reference:

III. Procedure:
Teacher’s Activity Student’s Activity
A. Preliminary Activities (Pre-Reading)
1. Greetings and Opening Prayer
2. Checking of Attendance
3. Setting of Class Standards
4. Motivation
B. Developmental Activities
1. Presentation of Lesson
2. Discussion (Post Reading)
C. Concluding Activity
1. Generalization
2. Application

IV. Evaluation:
V. Assignment:

Checklist for Detailed Lesson Plan:

SC 12 81
Check the scale for the preferred response:

Scale Interpretation
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair

Criteria 5 4 3 2 Total
1. Lesson’s objectives are constructed using 2-3 domains.

2. Subject matter is aligned to the lesson’s objectives.

3. Instructional materials are appropriate to the lesson objective.

4. Teaching strategy is suited to the lesson objective.

5. Development activities are aligned to the objective.

6. Generalization questions are stated clearly.

7. Assessment activity is consistent to the lesson’s objective.

8. 8. Assignment is provided for enrichment

REMINDERS:

Keep all your outputs in your Compilation and then submit them to your course facilitator on
Week 6.

Way to go!

End of Week 5

SC 12 82