Lesson plan for integrating prior learning experiences with current subject knowledge
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 grading experiences.
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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 into its context is established.
Step two
Undertaking the further development of the topic with an integrated approach to look into the sub-topic, identifying possible branches of the sub-topics while engaging the learners in pre-identifying the subject matter of the topic.
Step three engage the students into the small group / units to discuss the expected learning outcomes and restate the already discussed points of the subject matter.
Question and answer method
Learners respond to the questions raised by the teacher as they ask questions about facts they do not understand. 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 1
Ask students to shut their eyes and imagine that they are reading and follow by their imagination of themselves doing some other activities related to but different from the reading.
Step 2
Ask students to draw without using words on a paper, which is blank. The question should entail the kind of activities that they would do in place of Question and answer method
Learners respond to teachers questions, make notes, and identify significant examples
Dictionary and pictures
Illustrations and pictures.
Matching cards
Reading
Step 3
The students to complete the task, and form groups of small units then exchange their respective drawings. Discussion should then follow in which students provide their options of the kind of activities they would prefer in place of reading.
Small group discussions with each group reporting their conclusions
Charts and books.
Last 5 minutes
Conclusions
Review the learning experiences of the previous lesson.
Homework:
Learners respond to the teacher's questions.
Students to design a list containing books they recall reading.
Pictures and charts
Session 4
Time
Content
Learning activities
Learning resources
The first 5 minutes
Introduction
Request students to share their homework among themselves with their partners.
Students ask one another about the disparities or similarities and differences emanating from their homework.
Pictures and charts
30 minutes
Development
Step 1
Ask a few students to volunteer before the class to share with the class some of their most preferred choices and may be provide a reason for their preferences
Step 2
Request the students to Note making, question and question method.
Dictionary, charts and books.
Pictures, books and charts
Inscribe the question on a paper at the top of it and give a brief paragraph.
Step 3
After several moments of student response, the class should discuss the response and write down the replies.
Learners respond to teachers questions, make notes, and identify significant examples
Small group discussions with each group reporting their conclusions
Books and charts
The last 5 minutes
Conclusion
Ask questions to make students recall what they have learned in the lesson.
Homework:
The students respond to questions, as they ask some questions to seek for clarification.
Students to open their most preferred book
Charts and pictures
Books.
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