Lesson PLAN with MEdIA INTEGRATION · Web viewthese vocabulary words. Try to identify the word being described in each video clip.” *Teacher calls students to answer, making sure

B y D u n g a o , A p p l e M i c h e l l e & N i c o l a s , C a m i l l e D a e EDTECH 101

LESSON PLAN with MEDIA INTEGRATION

Area: English Theme/Unit/Topic: Reading skillsPre-requisite:

Students in the Beginning reading and writing stage (Cooper and Kiger, 2001) which exhibit the following characteristics:o Can read and retell familiar storieso Reads own writingo Sees self as a readero Is beginning to use critical strategies such as predicting, identifying important information, self-questioning, monitoring, summarizing and

evaluating Responsible to do or bring assigned tasks Able to learn a new song

Target Learners:

Level: Grade 2 Type: co-ed students Number of pupils: 20 Ratio: 10 boys, 10 girls

Duration: One hour (60 mins)

Resources:

Life-sized story book: “Love You Forever” by Robert Munsch Recorded audio of the song “Love You Forever” Picture of the student with his/her mother (to be assigned the meeting before) Laptop, LCD projector, speakers Video clips 1/8 Illustration boards, writing and coloring materials Teacher, Technical personnel


Duration Specific Objectives Teacher’s Notes Students Activities and Responses

Instructional Methodology

Media Materials and Support

5mins Students will be able to be:

a. motivated to attend to class regularly

b. recall the previous lesson

c. activate prior knowledge through video clips

Greetings: (2mins)

*Personnel prepares the laptop, LCD projector and speakers

Teacher greets the students

“Good morning class! How are you? Today, we are going to read a wonderful story about a mother and his son.”

“But before that, let

me first check our attendance chart. Has everyone pasted their star-shaped attendance papers already? “ Teacher congratulates students who are perfect in attendance.

Review: (3mins)

Teacher reviews the

Students greet the teacher

Students are expected to paste star-shaped papers to the attendance chart before the class starts

Behaviorism: Question &

Answer People media

Visual media

Teacher, technical personnel

Attendance chart, star- shaped papers


vocabulary words students learned last meeting:

“How many of you still remembers our vocabulary words last meeting? To see if you still are familiar with these words, I will show you short video clips that describe these vocabulary words. Try to identify the word being described in each video clip.”

*Teacher calls students to answer, making sure that everyone is given equal chances

*These vocabulary words are to be found in the story “Love You Forever”

*See Appendix I for a copy of the story “Love You Forever”

*See Appendix III for the vocabulary words

Students raise hands and answer

Laptop, LCD projector, speakers, short video clips

9mins Students will be able to be motivated to listen and participate

Motivation

A) Story Book (5mins)Teacher shows the life-sized story book

Students express different reactions, most

Behaviorism People Media

Visual Media

Teacher

Life-sized story book


*Don’t let the students hold the book

“Everyone, let us read the title of the book.”

“This story tells us of a mother’s love to her son.”

Teacher flips to the first page of the book and asks a student to read what is written on top of the page

“Remember last meeting, I assigned you to bring your picture with your mother, right? Get your pictures class and we will paste them on this page.”

“We will do this orderly and as quickly as possible. Here’s the glue. Let’s start with you, Michael. Next….”

B) Song (4mins)

Teacher will teach a song by

likely amazement

Students read: Love You Forever By Robert Munsch

A student reads: My Mother and I

Students get their pictures.

One by one, students paste their pictures on the first page of the book, as quickly as possible but in an orderly way

Behaviorism Visual Media

Audio Media

Pictures of the students with their mothers

Audio track of “Love you


playing the audio track of “Love You Forever”

“Let’s try to sing it on our own class! 1-2-3!”Teacher, together with the students, sings.

*See Appendix II for sample storyboard and audio track

Students listen

Students sing

Forever”, laptop, speaker

18mins Students will be able to:

a. develop their listening skills.

b. develop proper attitude for books and reading.

c. facilitate in the development of an extensive vocabulary.

d. appreciate his/her mother, father or caregiver.

Lesson Proper:

Teacher gets the big book and starts reading the text and narrating the events with modulated voice, using good English and avoiding “ah’s” and “uhm’s”. Teacher always speaks clearly.

While flipping the pages and reading through it, the teacher has right timing and pacing. This also involves the proper volume, speed and the pitch of her voice.

Also, the teacher pays attention to his/her body movement and control. Teacher keeps gestures simple and natural (Gestures should add to the story – not a distraction).

Students are quietly listening.

Behaviorism Visual Media

People Media

Big Story Book

Shows appropriate behaviors and content


When the teacher is on the lullaby part, she sings, plays the audio and the class sings at the same time.

The teacher continues to read the book until the story ends with the appropriate behaviors.

Students sing Audio Media

\

Audio track of “Love you Forever”, laptop, speaker


a. use the knowledge and information gained to answer the post-reading questions

b. use critical thinking to answer questions

c. participate actively in the discussion of key events in the story

d. gain insight from both the teacher and their classmates

Reinforcement:

Teacher facilitates post-reading discussion

“How many of you like the story we just read?” Let’s see if you understand the story.”

Teacher poses questions for discussion :

“When the boy was still a baby, what did her mother do at night time? Does your mother do the same thing to you?”

“Until when did the mother do this to her son?”

“What kind of mother is she?”

“Do you think the

Students answer

Students answer

Behaviorism

Constructivism

People Media Teacher


mother liked that his son carried her and sang her a lullaby when she was old? Why?”

“What did you learn from the story?”

*Teacher calls students to answer, making sure that everyone is given equal chances

*Teacher lets the students freely express themselves and helps those who have difficulty in expressing their thoughts and answering questions. Teacher elaborates ideas shared by students.

20mins Students will be able to

a. sequence events in the story based on their understanding

b. create and design their own story board

c. develop comprehension

Assessment:

Teacher introduces the activity to class:

“How many of you know what a storyboard is…?” (Teacher explains what a storyboard is) Today, you will make your own storyboard and on next meeting, you will use your

Students raise hands

Constructivism; group activity

Visual Media 1/8 illustration boards, coloring and writing materials


of the narrative read

d. work in groups of three and foster camaraderie

e. remember and retain what he or she has learned

storyboards to retell the story in the class.

“I will divide you into groups of three. Each group will make a storyboard… “

Teacher gives out illustration board and coloring materials to each group then explains the mechanics:

“Discuss with your group the key events that you want to include in your storyboard for around 2 mins.”

“You will have to divide the board into six boxes and number each box from 1-6. In each box, draw an event from the story and write a short phrase or sentence to describe each. Remember that events must be sequenced properly. You can design your storyboard. Be creative!”

Students count off to form groups of three. They seat with their group mates.


Teacher roams around the classroom, observes and motivates each group, making sure that each member of the group is doing his/her part in the activity.

At the end of the activity, teacher collects the storyboards and commends each group for their efforts and creativity: “Good job everyone! I see that every group is very creative!”

*At the end of the class, teacher checks the storyboards and assesses whether the students were able to properly sequence the events and comprehend the story

*See Appendix IV for definition of Storyboard

*See Appendix V for rubrics

After teacher gives instructions, students discuss the events they will illustrate and then proceed to the making of storyboard. Each member cooperates and shares ideas to the group.

Groups pass their storyboards


a. be informed about the

Assignment:

“I am very excited to hear all the groups retell the story

Students answer

People media


instructions for the story retelling

b. have an idea of what will happen next meeting

c. be motivated to come to class and be prepared

“Love You Forever”! By using these storyboards you created, be sure that each member of the group will be able to retell 2 events in the story so all of you will have the chance to speak in front. Are you all excited?”

“Are there any more questions…?” Teacher entertains questions for the sake of clarity

“I hope you enjoyed our class today and see you next meeting for our retelling! Goodbye class!”

Students asks questions

Students bid goodbye


APPENDIX I The Story (retrieved from www.rogerknapp.com)

Love You ForeverBy Robert Munsch

A mother held her new baby and very slowly rocked him back and forth, back and forth, back and forth. And while she held him, she sang:

I'll love you forever,I'll like you for always,As long as I'm livingmy baby you'll be.

The baby grew. He grew and he grew and he grew. He grew until he was two years old, and he ran all around the house. He pulled all the books off the shelves. He pulled all the food out of the refrigerator and he took his mother's watch and flushed it down the toilet. Sometimes his mother would say, "this kid is driving me CRAZY!"

But at night time, when that two-year-old was quiet, she opened the door to his room, crawled across the floor, looked up over the side of his bed; and if he was really asleep she picked him up and rocked him back and forth, back and forth, back and forth. While she rocked him she sang:


The little boy grew. He grew and he grew and he grew. He grew until he was nine years old. And he never wanted to come in for dinner, he never wanted to take a bath, and when grandma visited he always said bad words. Sometimes his mother wanted to sell him to the zoo!

But at night time, when he was asleep, the mother quietly opened the door to his room, crawled across the floor and looked up over the side of the bed. If he was really asleep, she picked up that nine-year-old boy and rocked him back and forth, back and forth, back and forth. And while she rocked him she sang:



The boy grew. He grew and he grew and he grew. He grew until he was a teenager. He had strange friends and he wore strange clothes and he listened to strange music. Sometimes the mother felt like she was in a zoo!

But at night time, when that teenager was asleep, the mother opened the door to his room, crawled across the floor and looked up over the side of the bed. If he was really asleep she picked up that great big boy and rocked him back and forth, back and forth, back and forth. While she rocked him she sang:


That teenager grew. He grew and he grew and he grew. He grew until he was a grown-up man. He left home and got a house across town. But sometimes on dark nights the mother got into her car and drove across town. If all the lights in her son's house were out, she opened his bedroom window, crawled across the floor, and looked up over the side of his bed. If that great big man was really asleep she picked him up and rocked him back and forth, back and forth, back and forth. And while she rocked him she sang:


Well, that mother, she got older. She got older and older and older. One day she called up her son and said, "You'd better come see me because I'm very old and sick." So her son came to see her. When he came in the door she tried to sing the song. She sang:

I'll love you forever,I'll like you for always...

But she couldn't finish because she was too old and sick. The son went to his mother. He picked her up and rocked her back and forth, back and forth, back and forth. And he sang this song:

I'll love you forever,I'll like you for always,As long as I'm livingmy Mommy you'll be.

When the son came home that night, he stood for a long time at the top of the stairs. Then he went into the room where his very new baby daughter was sleeping. He picked her up in his arms and very slowly rocked her back and forth, back and forth, back and forth. And while he rocked her he sang:



APPENDIX II Other Materials

Life-size Story Book (sample)

Recorded Audio of the song “I love you, forever”


APPENDIX III Vocabulary Words

CD with video clips of vocabulary words for Grade 2 students

APPENDIX IV Definition

rocked

flushed

strange

teenager

Lyrics:

I’ll love you forever,

I’ll like you for always,

As long as I’m living,

My baby you’ll be


A storyboard is made up of illustrations or drawings of key events in the story. It shows how you understand the story you read or heard.

APPENDIX V Rubrics for Storyboard

90% Content (Comprehension, Sequencing of Events)

10% Aesthetics

10% Group Cooperation

100%

Content Rubrics (Antonacci&O’Callaghan, 2006):

Group Cooperation


Criteria Excellent5

Very good4

Satisfactory3

Needs Improvement2

Teamwork Clear evidence of team cooperation Adequate evidence

Some evidence Little evidence

Division of labor

Clear evidence of equal distribution of tasks Adequate evidence

Some evidence Little evidence

AestheticsPerfect 10 pts is given for every group for their effort and creativity

APPENDIX VI References

Antonacci, P. & O’Callaghan, C. (2006). A handbook for Literacy: Instructional and Assessment Strategies. USA: Pearson Education Inc.

Cooper, J. & Kiger, N. (2001). Literacy Assessment: Helping Teachers Plan Instruction. USA: Houghton Mifflin Company.

Gamez M. & Sacris C.(2007). Story Telling: Manual for young children. Metro Manila, Philippines: Adarna House.

“Love You Forever by Robert Munsch.” (n.d.). Retrieved March 9, 2011 from http://www.rogerknapp.com/inspire/loveforever.htm

Woolfolk, A. (2010). 11th Edition: Educational Psychology. Jurung, Singapore: Pearson Education, Inc.

Photo of the Authors

http://www.rogerknapp.com/inspire/loveforever.htm

Documents

Lesson PLAN with MEdIA INTEGRATION · Web viewthese vocabulary words. Try to identify the word being described in each video clip.” *Teacher calls students to answer, making sure