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Lesson Plan
Sub-Topic
By the end of the lesson, the learners should be able to:
Critically evaluate themselves and their current subject knowledge in relation to their past learning experiences in the subject matter with a view to integrate the learning goals that the lesson seeks to establish.
Construct an explicit understanding of their individual identities as regards to the subject matter in which their previous experience and knowledge in the same area are consolidated with the currently acquired knowledge.
Put in practice a variety of writing experiences to identify their learning and greading experiences.
Session 1: Bookish Memories
Request the students to express freely their reading memories in either writing or speaking in relation to the knowledge of the current subject matter. Encourage the students to be sincere even if what they can remember may not be positive. Ask questions like: what can you remember of the previous reading and learning you had in your last session of this subject?
Request the students in the whole class to discuss with one another the memories of the previous learning they have stated. In this way, they will be able to realize the similarities and differences emanating from their own description of their experiences.
Two students to volunteer before the start of the discussion to perform a visual representation in charts, pictures, doodles, notes and graphs to their fellow students.
Students should then group into various units to discuss the current subject matter in consideration of the knowledge acquired in the previous learning experience.
After discussion, one student from each group to respond to the questions the discussion raised in general and as asked by the teacher.
Session 1
Time
Content
Learning activities
Learning resources
The first 5 minutes
Introduction
Students to respond to the questions of the previous session to identify their memory on the subject matter and also to help in relating the previous knowledge to the current subject matter. The current subject matter is introduced and the key terms are defined and described.
Learners listen, and respond to the teacher's questions while making notes.
Charts, pictures
30 minutes
Development
Step one
Further definition of the key words and concept putting the lesson...
Note making is very necessary at this point.
Small group discussion, with each group reporting their conclusion.
Dictionary and other charts and pictures
Illustrations and pictures.
Matching cards.
charts
The last 5 minutes
Review the key points discussed in the lesson
Homework:
Learners respond to questions as they raise their concerns and what they think should be additions to the topic.
Ask the students to identify a number of books that they have gone through during the entire period of learning of the course. Comic or picture books may be brainstormed as well. The student to list their preferable choices.
Writing materials and textbooks.
Session 2: Maps of Readership
Time
Content
Learners activities
Learners resources
First 5 minutes introduction
Carry out a review of the work done in session one and the students' developed homework lists. Brainstorming questions may be asked to the students to re-awaken the previous learning memories.
Learners listen to the teachers while responding to questions and making notes.
30 minutes
Development
Step one
Define certain key terms and concepts into details that relate to the current knowledge of the subject matter.
Step two
Give the students the opportunity to recall their established histories as learners and readers and to identify the extent to which they have developed their knowledge over time. They should use graphic map to plot the type of books they have read. In case the computers are not there, the students should use the papers to complete the map. Ask the students to write titles and authors of the books and develop colorful images that are simple to aid the…
References
Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
Barclay, L.A. (2012). Learning to listen/listening to learn: Teaching listening skills to students with visual impairments. New York: AFB Press.
Holt, L.C., & Kysilka, M.L. (2006). Instructional patterns: Strategies for maximizing student learning. Thousand Oaks, Calif: SAGE Publications.
Nielsen, L., & Webb, W.H. (2011). Teaching generation text: Using cell phones to enhance learning. San Francisco, Calif: Jossey-Bass.
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