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Third grade(ages 7-8). There are 40 children in the class. The students can read and speak
English since English was taught from first grade onward. They belong to the fast learner
group in which they are active in academic activities as well as co- curricular activities.
Setting:
This is a public school where the teacher has the same students daily. English is taught in 60
minutes lesson every day. The teacher arranged the chairs in u shape so that teaching- learning
process will be facilitated well..Students perform , act out, play , dance, and dramatize at the
center of the room. The teacher table is in front ,half meter away from the chalkboard .It has
facilities that could meet the needs of the students, well ventilated, properly structured. It is a
room conducive to learning.
B. Lesson Background:
In the previous lesson, the students learned about sequencing events in the story.
In this lesson,(considered as the last lesson) the students are learning about giving meaning of
new words through pictures and demonstrations, answering the WH- questions from the story
listened to and responding to the story through the following engagement activities.
Group 1 Creating an under the sea scene
Group 2 Imitating animal movements
Group 3 Emoting fear
Group 4 Acting out a part of the story
Students have already done some group activities after listening to a story and so are familiar
with the process of being assign to a group. The student will be grouped into four with ten
members.
C. Learning Objectives/Expected Results:
In this lesson ,the students will be able to give meaning of new words through pictures and
demonstrations, answer the WH- questions from the story listened and respond to the story
through engagement activities.
Moreover, the students will develop their interpersonal, musical, arts and drama skills.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 1
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 2
ACTIVITY SHEETS
( for group 1 )
Create an under the sea scene.
Draw animals in the sea and other things you see there.
( Rocks, stones, plants, crabs and others)
Add anything you like.
( for group 2 )
The starfish and rainbow fish swim, the snails crawl and the eels swirl.
Show how they move as you sing Look at Me
Look at me (2x)
I can swim like a little fish ( 2X)
Can crawl like a snail.
Can swirl like an eel.
( for group 3 )
Draw the frightened faces of the animals when they hear the shark coming.
Draw it inside the circles.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 3
For group 4
All the animals are afraid of the shark except the eels. What did the eels do?
Act out this part of the story.
Sources
Balingit, Cuanzon, Dava, Flojo, Visaya ( 2005) Beginning Reading Instructional Guide to Help
Teachers, Pictures taken from www. google.com.
Balajadia J.(2006 ) ,Under the Sea
Pictures taken from www. google.com
E. Procedures / Timing:
Teacher does/says . . .
A. Pre-reading
1. Motivation
Show picture of the sea.
Say: What comes to your
mind when you see this
picture?
Students do/say . . .
Approximate
Time
1 minutes
Students answer
1 minute
1 minute
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 4
Pupil demonstrates
1 minute
Students answer
1 minute
1 minute
I minute
10 minutes
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 5
Teacher reads:
See the shiny rainbow fish.
See them, swim, swim,
swim.
See them swimming in the
sea.
See the slow moving snails.
See them crawl, crawl, crawl
See them crawling in the
sun.
See the long shiny eels.
See them swirl, swirl, swirl.
See them swirling in the sea
Say : What do the rainbow
fish do ?
How about the snail?
Shiny eels?
Teacher reads:
Suddenly.
Shark! Shark ! Shark !
Run ! Run ! Run! Shout the
Seven seahorses
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 6
Teacher reads:
But the eels are not afraid.
They have a bright idea.
They form themselves into a big, big
Scary fish.
And the shocked shark turns away.
4. POST-READING
Engagement Activity
Say:
Im going to divide you into four
group for the engagement activity.
Each group will do one activity .
( Distribute the activity sheet to each
group)
1 minute
15 minutes
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 7
27 minutes
F . Alternative Assessment:
Rubric
Check the appropriate column where 5 is the highest and 1 is the lowest based on the
given indicator.
indicator
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 8
= 5x 10 = 50 + 50 = 100
G. Reflection Phase 1:
The lesson demonstrates the use of integrated skills.This is appropriate for Third
Graders as they may be able to use the language and have comprehension skills better .
The alternative assessment used is Performance Assessment and Peer Assessment
where the peers not only the teacher will give feedbacks on the presentations made by
each group.
This will also help the teacher to find out who needs more help in emoting , drawing ,
imitating and acting.
The rubrics will also help to measure in setting the expectation and to check
whether rules were met and followed.
The students are also required to pay attention as each group will present because
they will be given the chance to ask , discuss , and critique their peers performance.
This is appropriate for Third Graders as this will encourage more of their critical
thinking and creativity with the help of their peers and teachers. It also encourage group
work and collaboration.
This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2015 University of Oregon. All rights reserved.
Page 9