1) Students identify main ideas and details from a news article on food safety to practice reading comprehension and strengthen sub-skills. They demonstrate comprehension through written and oral tasks.
2) Students accurately use four modals found in the article (may, might, can, and have to) orally and in writing.
A class set of the article "Is Plastic Really Microwave-Safe? Studies say it may be hurting your health." http://dishwashers.reviewed.com/features/is-plastic-really-microwave-safe?utm_source=usat&utm_medium=referral&utm_campaign=collabMccrea, Peps (2015), Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom, Brighton: Teacherly.co
Lesson Plan Reviews Introduction. http://Teachinghistory.org.
Stage Aim Interaction pattern & timing Procedures
To create interest and prepare students for coming topic 5 minutes The teacher needs to create a spark that will help sail the rest of the lesson time.
The teacher can aim for an open-ended activity like brainstorming to the learners of the theme of the lesions'' topic and the lesion predictions. Thus, the teacher can ask non-sequential questions and the students' answers to show their prior knowledge.
To remove any barrier to reading comprehension 5 minutes How will you set a context and clarify their meaning, phonology, and form?
After the teacher has acquired the students' prior knowledge of the concepts to be used in the lesion. It's the duty of the teacher to make clarifications by correcting students where misconceptions and mix-up of meaning are not clear. The teacher can help the students understand the different concepts emerging from the article reads like a microwave - safe and seep to show what is meant to ad healthy and unhealthy uses of microwaves to reheat food with plastics.
To read for main idea or gist 10 minutes The teacher can assign a student to read the article "Is Plastic Really Microwave-Safe? Studies say it may be hurting your health." loudly for the class to listen and understand the theme of the lesson.
During this time the teacher makes the students aware why they are using the text words (may have to, might and can) to understand the positions of the article.
To read for details 15 minutes
The teacher will elaborate how the students will use probability speech to predict the possibilities of actions that would take place after heating food in the microwave using plastic making use of the words may, can, have to and might to show their understanding of the use of words.
To encourage students to react to the ideas expressed in the article 10 minutes The teacher can provide learners with written and spoken examples to make them practice on the use of the words in the context of the study topic. The teacher will assign the students to modal sentences from the article using the target words in class loudly in turns and let their colleagues determine whether what they say is true or false.
To link the grammar point to the text
10 minutes The teacher asks the students to find the 4 target words in the text, may, can, have to, and might. Students are asked to circle the words in the article and then underline the sentence that contains the word. Students do this individually and then check their answers with partners. The teacher calls on students to read the sentences. As they read them, she puts a simplified version of each on the board:
Do you have to retire your use of plastic altogether?
You may want to think carefully first.
Using a ceramic plate might be a tad less convenient.
Heating the plastic can increase the likelihood that these chemicals will seep into food.
To clarify the meaning, form, and phonology of these modals in these sentence 15 minutes The sentences are on the board. How will you clarify them?
The teacher will assist the students to use the meaning, form and phonological relationship between the modals and the language and fundamental speech sound. The teacher will use the article notes to make the students differentiate what they have learned in class by assisting them to use phonological relationships by differentiating when to use might, or may when may or have to apply.
To allow students to practice this grammar point in a restricted way 10 minutes To improve the students' retention for long-term memory of taught concepts the teacher needs to give students external samples to demonstrate their full understanding of the use of target words taught throughout the lesson. The teacher provides rephrased samples for students to be tested for retention and accuracy of the core concept.
To allow students to practice this grammar point in a more communicative way 10 minutes Application of the learned knowledge marked the lesson relevant and the students can use and apply the core subject with the supporting subject without or with minimal errors. The teacher can provide feedback on the way students use learned a lesson.
At the final stage of the lesson, the students are able to make distinct use of the target word by telling why the words apply to the health and safety concept.
Question 2: benefits of taking the time to write a full lesson plan; and how the process would enrich teaching?
Lesson planning forms the essential element to enhance the effectiveness of any instructional process for teachers. Taking time to engage in all the stages of writing a full lesson plan is very beneficial to the teachers as well as the learners. For the teacher, lesson planning allows teachers to synthesize their knowledge and understanding of the curriculum content boosting the teacher's confidence and familiarity in teaching subjects prior to the lesson. The fully written lesson plan helps the teacher to provide a unified pedagogical process by giving the teacher the advantage of making a deliberate choice of lesson objectives, instructional activities, appropriate resources for any teaching, and the duration any activity will take. Learners benefit by getting ample resources and coordinative learning due to the smooth flow of the lesson which translates to improve academic achievement (Mccrea, 2015). Lesson planning helps teachers create rapport with the learners to improve teaching and learning habits as well as offering continuity in the instructional process especially when there is a substitute teacher to continue with the previous lesson taught. The process of writing a full lesson plan would enrich the teaching process in certain ways. Enrichment offers the teacher a chance to provide learners a better opportunity to gain improved mastery of the curriculum standards. Whenever a teacher plans his or her lesson prior to the instruction process their time management is enriched to ensure that foresight of lesson time is properly utilized. Through planning of lessons, teachers are also able to enrich their curriculum adaption to address the hierarchy of cognitive needs of the learners.
Creating full lesson plan is, however, tasking and time consuming making teachers seek for alternative methods of writing a lesson plan. The different alternatives created depend on the various circumstantial factors that hinder teachers from writing the full lesson plan. The different alternative methods can either be appropriate for inappropriate depending on the purpose of the practicability of their usage. Firstly, the teacher can make a brief outline or a running procedure of the things to teach instead of writing a full lesion plan primarily due to time constraints. When a learning institution has unmatched teacher-learners ratio the teachers have heavy workload lacking spare time to make detailed lesson plan as an alternative to save the situation. Secondly, a teacher can use a flowchart to draw the smooth flow of the instructional process in a class attributed to time and other logistic constraints. This method of alternative lesson planning can apply to show the transitional flow of the instructional process. Again, the teacher can concentrate on areas where learners have problems and difficulties in conceptualizing a study subject or improvise teaching aids to identify learners learning challenges. Lastly, teachers can follow the course book to draw the direction of the stipulated lesion time. All these alternative techniques can be applied by teachers at certain points in their instructional process especially on the improvisation and demonstration of learning resources to assist on learners weaknesses. However, it is very dangerous for teachers to capitalize on alternatives like following the textbook to guide the direction of the lesion. This method would not exhaust all possible learning concepts that need to be taught in any given concepts reducing the level of learners' mastery of the concepts.
USA Today Article, "Is Plastic Really Microwave-Safe? Studies say it may be hurting your health." Retrieved on 23rd May 2018 from http://dishwashers.reviewed.com/features/is-plastic-really-microwave-safe?utm_source=usat&utm_medium=referral& utm_campaign=collab
Mccrea, Peps (2015), Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom, Brighton: Teacherly.co
Lesson Plan Reviews Introduction. Teachinghistory.org. Accessed 24th May 2018.
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