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LESSON PLAN
Class: Year 4C Level: Weak Enrolment: 29/35
Day: Monday Date: 11th August 2014 Time: 11.20am-12.20am
Theme: World of Stories
Topic: The great turnip
Focused Skill: Listening and Speaking
Learning standard: Able to listen to and demonstrate understanding of text by
predicting.
Learning Objectives: By the end of this lesson, pupils should be able to
1. Verbally answer at least 3 predicting questions asked by the teacher correctlyduring the story telling time.
2. Predict the ending of the story by rearranging story pictures in correct sequence
onto a given piece of paper.
3. Read out one section of the story text with confidence and correct intonation
while standing in group in front of the class.
Educational emphases: Thinking skillPrevious Knowledge: The pupils have learned about flower planting process in their
past lessons.
Moral value: Helping each other out
Teaching aids: Models of flower (Appendix A) and characters model depicting the
storyline (Appendix B), mahjong paper, sets of pictures and worksheets,
Phase/Time Teaching Content Teaching And Learning Activity Remark
Set
Induction
(7mins)
Planting flower
(10mins)
Who likes to plant
1. Teacher displays the
gardening tools and his
pupils will name the tools
verbally.
-3D models
-Visual
demonstration
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flowers?
What is the name
of this tool?
Who wants to plant
this flower?
Help your parents
to tidy the garden.
2. The teacher will ask one
pupil to come to the front
and demonstrate the flower
planting step by step.
3. Next, the teacher will write
the names of the tools and
pupils are to drill the
pronunciation.
-Drilling
Presentation
(15mins)
Time for a story!
-Model of the story
plot.
-Predicting
questions
-Reading aloud.
1. The teacher will then
display the pictures of afarmer and his family
members.
2. Next, he shows a picture of
a turnip and explain a few
things about the turnip.
3. Moving on to the story
telling session, theteachers will read the story
line text from the mahjong
paper pasted on the
whiteboard so that every
pupils can easily view it.
4. While reading the story with
slow speed, the teacher will
ask his pupils to predict
what and who will come
next into the story.
5. After the pupils have
answered correctly, the
-visual aids
-knowledge
acquisition
-predicting
skills
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teacher will remove the
blinder to expose the model
characters one by one.
6. After the story is finished,
the pupils are to read aloud
the text once before
moving on to the next
activity.
-element of
curiosity
-read aloud
Practice
(15mins)
I Know! 1. Each group is given two
sets of pictures and one
activity sheet.Task 1: (Low level)
2. Their task is to identify the
characters and paste them
accordingly on the paper
according to the names.
3. The teacher will discuss the
answers with them.Task 2: (Higher level)
4. Their task is to identify the
pictures of the storyline on
the worksheet and identify
the correct match of the
descriptors to be pasted
with the pictures.
5. The answers will be
discussed together and if
time permits.
-Cooperation
-Visual
discrimination
-Sequencing
-Read aloud
Production Our Ending! 1. Another worksheet is given -Interactions.
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(15mins) to each group.
2. The worksheet contains the
complete storyline, but
without the ending.
3. Their task is to discuss how
the story should have
ended depending on their
likes and creativity.
4. They must write down their
story ending in no less than
3 simple sentences.
5. They shall present theirending to the class
Creativity and
innovation
Closure
(3mins)
United we stand!
a. Break one
chopstick.
b. Break twochopsticks.
c. Try breaking
a bundle of
chopsticks.
1. To conclude the lesson, the
teacher will show a wooden
stick.
2. He will break the wooden
stick into half to show howfragile it is.
3. He will then ask two pupils
to come out and break one
stick each into half.
4. Next, they break two sticks
each into half.
5. Finally, they must try to
break a bundle of sticks
each into half.
6. Then, the teacher will relate
the analogy of the sticks to
the value of „unit ed we
-Analogy of
unity
-Moral valueinstilled.
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stand‟.
Adapted storyline
Once upon a time, an old farmer was surprised to see an enormous turnip
growing in his garden. The farmer pulled hard, but he could not get the turnip out.
“Come and help me!” the farmer called to his wife . They pulled hard, but it would not
come out.
“Come and help me!” the farmer called to his son. They all pulled, but it would not come
out.
“Come and help me!” the farmer called to his daughter. They all pulled, but it would notcome out.
“Come and help me!” the farmer called to his dog. They all pulled, but it would not
come out.
“Come and help me!” the farmer called to his cat. They all pulled, and finally ……
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Once upon a time, an old farmer wassurprised to see an enormous turnip
growing in his beautiful garden.
The farmer tried to pull out theturnip, but he could not get the
turnip out. So the farmer called hiswife for help.
The farmer and his wife pulled butthey could not get the turnip out.They called their son for help butthey could not get the turnip out.
The farmer then called his daughterand his dog for help. Five of them
pulled the turnip, but they could notget the turnip out.
So the farmer called his cat for help.All six of them were pulling the turnip
at the same time, and finally, theenormous turnip was out!
That night, the son and the daughterhelped their mother to cook the
dinner. They had a delicious dinnerwith the turnip soup.
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Who is this?
Character: Farmer Character: Farmer ’s wife Character: Farmer ’s son
Character: Farmer ’s daughter Character: Farmer ’s dog Character: Farmer ’s cat
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Reflection:
Sad enough, the habit of taking things for granted exists in the world of educators.
Teachers lacking of dedication would go into their class with only textbook, executing their rough
plans on mind and get out of the class with no further actions. Of course, there are also manyteachers who use a lot of materials in aiding their teaching. However, using a children‟s story from
the internet without adaptation may not be useful as it seems. It is a fact that pupils are varied in
interests and cognitive abilities, and M alaysia‟s classroom context is further complicated by the
multiracial backgrounds and great differences in social and financial background. Therefore,
adaptation and selection of teaching material is a must to cater these needs.
I personally agree that teacher plays a larger roles when compared to the school‟s
administration and pupil‟s self-motivation to participate in the learning. Teaching material is one of
the factors in determine the effectiveness of a lesson, and there are many strategies in adapting
any given materials. I personally handled a classroom of high performance pupils (SJKC Padang
Gajah, Gopeng) and pupils with weak proficiency (SK Tanah Hitam, Chemor). To be frank, it was
easy and convenient in preparing materials for high performance pupils as they do almost any
given activity without much difficulty.
As for this time (practicum phase II), I have been doing a lot of selection and adaptation in
order to lower down the level of my teaching contents. Having Quintero and Troscoso‟s idea of the
Catalyst Test, I do stories simplification by shortening the storylines and changing thevocabularies to everyday words. The text will have to be evaluated to know the suitability for
optimal learning acquisition by his pupils. Shorter and simple sentences containing everyday
words best to accommodate pupils with weak proficiency level. This was proven by my decision to
adapt a nd adopt „The great Turnip‟ story into much simplified version with lots of repeating
sentence structures.
As such, my pupils understood words by words and sequence by sequence with the aid of
the models of character. I created a lot of 3D models out of printed materials on polystyrene foam
because models are far effective in explaining a concept by physical demonstration. I also found
out that learning of format structure of any writing such as letter and notice can be made fun and
easier with the visual aids of hamburger model. All pupils were enthusiast in filling up format of a
written work on the piece of burger following the correct structure. No doubt, the modification of a
letter structure to fit into the layers of burger really help the pupils in demonstrating the format
arrangement.
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Being my supervising lecturer, Mr. Ruban has been a great help throughout my
entire of practicum. He helps me in identifying my unseen weaknesses and even suggest
his ideas and approaches to tackle these problems. From him, I learn to repair my
teaching materials, what and how should I mod ify them in order to meet my pupils‟
proficiency.
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Check-list to evaluate the teaching and learning materials for the lesson
Class: __________________________________
Proficiency level: __________________________
Topic: ___________________________________
Focus Skill: ______________________________
Evaluation Scale Yes No Remark
General
Appearance
Visually appealing
Visible for large audience
Good size for carrying
Layout and
design
Sequence page
Suitable illustration of storyline
Contents Adhere to syllabus
Suitable for different learning style
and ability
Suitable for local‟s culture
Language Skill Provide adequate opportunities for
developing listening and speaking skill
Provide adequate opportunities for
developing reading skill
Provide adequate opportunities for
developing for writing skill
Provide adequate opportunities for
developing for grammar skill
Availability of Available at any bookstore
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copies Reasonably priced
Teachability Easy for teachers to use
Offers extensive teaching support
Flexibility Clear reference pages for grammar
Space to write
Easy to find reference pages and
vocabulary lists
Assessment Self-assessment possible
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References
Dickinson, P. (2010). Evaluating and adapting materials for young learners. Teaching
Languages to Young Learners, 5-9.
How to Use 'Checklist for Evaluating Learning M aterials‟. (2011). Ontario Adult Literacy
Curriculum Framework, 19.
Tomlinson, B. (1998) Materials Development in Language Teaching. Cambridge:
Cambridge University Press.
Williams, D. (1983) Developing criteria for textbook evaluation. ELT Journal, 37/3,
251 – 255.
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Appendices
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Appendix A
(Gardening tools)
(Complete set of flower models)
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Appendix B
(3D models depicting the storyline)