For my teaching evaluation, I wrote and used the following lesson plan: 

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Sathit Bang Na School

Soi Mu Ban Raimon Park 1, Tambon Bang Pla,

Amphoe Bang Phli, Chang Wat Samut Prakan 10540

INSTRUCTIONAL PLAN

A.Y. 2018-2019

Time Frame: 1 hour

Learning Area: English-Science

Date: Jan. 22, 2019

Teacher: Kyn Noel Pestano
 

Grade Level: IV

Content Standard:    The learners demonstrate categorical knowledge of endemic animals of Australia as well as their respective status as thriving, endangered or extinct. Learners also display good phonemic mastery of the vocabulary words introduced in the lesson.

CONTENT

Subject Matter: Endemic Animals of Australia

OBJECTIVES

Identifying the endemic animals of Australia

Understanding what the terms “endangered” and “extinct” mean

Classifying the endemic animals of Australia into good, endangered, and extinct categories

VALUES INTEGRATED

•    Awareness
•    Inquisitiveness

•    Love of animals

LEARNING EXPERIENCE

EXPLORE & FIRM UP (15 mins):

•    A recall for learners’ previous lesson is done; this is reinforced by oral questioning.

•    Teacher explores learners’ prior knowledge of the lesson proper by asking targeted questions and eliciting vocabulary words/responses from the learners.
•    Learners’ responses are then written in the board
•    Learners collectively read the words listed orally

DEEPEN (30 mins):

•    Teacher writes pertinent animal names in the board in a grid form.

•    Learners play “The Boat is Sinking” for grouping, which would result into them being grouped into two.

•    Groups are then asked to file into lines, with each line being given a fly swatter.

•    Teacher will show an image of an animal and learners will run towards the board and swat the grid with the matching name.

•    The second round of the game will take place in the same manner but this time names of animals are given and they choose the grids with “thriving”, “endangered”, and “extinct”.

TRANSFER (15 mins):

Following the discussion, learners will be tasked to form a circle and answer the concerned

activity in their learner’s book as a group.
Afterwards, the teacher will check the learners’ outputs and provide formative feedback.

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As you may have observed in the lesson plan format which I used, each major segment of the lesson flow is time-bound. This allows for easier anticipation and management of your class time. Additionally, in terms of organizing activities or exercises, I made sure to utilize game-based and technology-assisted methods of grouping and task assignment so learners will have a clear grasp of what to do and how to do it.

The school’s approach to problem solving is collaborative and engaging. Problems are seen not as test materials but as obstacles that can routinely be encountered in daily playing scenarios. As such, the pervading atmosphere in the classroom is that of a structured playground that utilizes learners’ interest and love for play as an intrinsic motivator for solving content-based problems. 

Due to the language barrier which persisted in the classroom, classroom management became the hardest element of teaching for me. It was very difficult to connect with my learners in a more personal way which made it more difficult for me to gain their trust and respect. On several occasions, it also became very frustrating to control the class because some learners blatantly could not understand what I was saying. I overcame this by slowly acclimating the learners to my presence within their proximity when I would sit beside them as I helped them do homework and prepare for presentations. Furthermore, I capitalized on the existence of a handful of fluent learners to act as a translator for some of their classmates who really could not make sense of what I said.  

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