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Assure Model Lesson Plan

assure model

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Keith Jamesolamin
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214 views

Assure Model Lesson Plan

assure model

Uploaded by

Keith Jamesolamin
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSURE MODEL LESSON PLAN

(SED 131)
Subject: English Class: Grade 7 – Larkspur

Topic: Pronouncing words with the


Age Range: 12 – 13 years old
voiceless /th/ and voiced /th/ correctly

Time: 60 minutes Members: Balutic, Lapad, Magnoy


A. ANALYZE LEARNERS

General Characteristics: There are 33 students – 16 boys and 17 girls. They come from a
low to moderate to socio-economic background. Most of their parents are unskilled to
intermediate skilled workers who are also most likely illiterate. Parents have been having a
hard time to teach them to read, thus observation of the correct pronunciation is a very
essential key towards successful reading and comprehension.

Entry Characteristics: These students enjoy doing participatory and cooperative method in
learning when it comes to reading.

Learning Styles: Students in this class exhibit the most common learning styles which falls
under VARK model (Visual, Auditory, Reading, Kinesthetic). However, most of them prefer
learning by doing.

B. STATE OBJECTIVES

At the of the lesson, the learners will be able to:


 Distinguish the difference between the correct pronunciation of words with voiced and
voiceless /th/ sound;
 Cooperate and share ideas in the classroom about voiced and voiceless /th/ sound;
and
 Display awareness of voiced and voiceless /th/ sound.

C. SELECT MEDIA, MATERIALS, AND METHODS

Media: Use of videos, pictures, and PowerPoint presentation.

Materials: Paper Strips, Computer, Speaker, Plasma Screen, Headset, Microphone, Marker
and White Screen.
Methods:
 Interactive Instruction (Auditory)
 Active Learning (Kinesthetic)
 The students will use the headset and the speaker along the learning session with the
guidance of the teacher.
 Teacher facilitates as he/she calls students to speak on their microphones as they
read each word on the screen.
 Students will be given a reading activity partnered with a quiz to ensure they have
achieved the learning objectives.

D. UTILIZE MEDIA, MATERIALS, AND METHODS

Preview: PowerPoint (prepare for discussion) should be setup on the plasma screen.
Prepare Materials: Paper Strips on each student’s cubicle should be placed beforehand.
Prepare Environment: Speech laboratory must be set up, such as the: headsets, speakers,
microphones, monitor, etc.
Prepare Learners: Students must already wear their foot maps before entering the speech
laboratory and lined up according to their seating arrangement.

E. REQUIRE LEARNER PARTICIPATION


Induction Set: The teacher will show pictures of things and students will play the 4 Pics 1
Word game to identify each picture’s name. They will determine which sound does all words
have in common. Afterwards, they will be grouped into four and read a tongue twister
altogether and identify the words which has the same sound as the words in the 4 Pics 1
Word game.
Presentation Stage: The teacher will present a video upon how each word should be
pronounced correctly. Students will participate according to the videos flow and instructions
given.
Practice Stage: New set of words will be shown on screen and students will be called
randomly to read these words and use it in a sentence.
Production Stage: The same group of students will then be given enough time to determine
which words have the voiced and voiceless /th/ sound base from the previous activities given.
They will present the voiced and voiceless /th/ words in class afterwards.
Closure: The teacher will emphasize the lesson they learned all throughout the session.
Skills to Practice: They will be tasked to search for more words which has voiced and
voiceless /th/ and will be presented in the next meeting, by group.

F. EVALUATE AND REVISE


Learner Evaluation:
The following areas are evaluated:
 Students’ responses
 Completion of Tasks
 Were the students able to distinguish the difference between voiced /th/ and
voiceless /th/ easier?
 Is 75% proficiency rate of students reached?
Media Effectiveness:
 Was the PowerPoint visually stimulating and understandable?
 Were the students able to utilize the headsets during the reading session?
 What problems occurred during the learning session?
Revision:
 What needs to improve with the media, methods and materials used?
 Was the approach to the learners effective or in need of further modifications?

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