This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. ➢ This design plan aims to utilize literature through a poetry entry, namely “Snake”, by David Herbert Lawrence. Learners’ feelings are heavily taken into consideration at the beginning of the lesson assuming that it is one of the earliest implementations during the educational term if not the first. ➢ All four skills and components of the language are across the lesson plan. ➢ Critical thinking remains as a crucial element of the lesson and aimed to be fostered by using different types of discussion questions. ➢ The lesson plan heavily refers to pair work activities so that students’ affective filters can be adjusted at a level suitable for learning. Exposure to literature, especially written in L2, can cause anxiety depending on learners’ interests and previous experience. This may reduce the possibility of students’ anxiety becoming an obstacle in their learning experience. ➢ Peripheral learning, different visuals, and sounds are used to help the learners feel at ease. This aligns with the previous objective. ➢ Finally, to have a holistic lesson plan, activities are designed in a way that can be used altogether. Tools Used: ▪ ChatGPT – For creating AI Visuals of the poem “Snake” ▪ ElevenLabs – For creating listening samples of the poem “Snake” ▪ Miro – Digital board for activities ▪ Padlet – Digital board for storytelling A snake came to my water-trough On a hot, hot day, and I in pyjamas for the heat, To drink there. In the deep, strange-scented shade of the great dark carob tree I came down the steps with my pitcher And must wait, must stand and wait, for there he was at the trough before me. He reached down from a fissure in the earth-wall in the gloom And trailed his yellow-brown slackness soft-bellied down, over the edge of the stone trough And rested his throat upon the stone bottom, And where the water had dripped from the tap, in a small clearness, He sipped with his straight mouth, Softly drank through his straight gums, into his slack long body, Silently…
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Full version of the poem https://t.ly/5EIyA Digital Board for all activities https://t.ly/1emBO Digital Board for story-writing https://t.ly/H3bEW
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. UNIT 3: Legendary Figure Subject / Course: English Topic: Poems Level: A2+ / B1 Lesson Duration: 160 minutes Age Group: 16-17 Lesson Aims By the end of this lesson, student can: ❖ students will have had speaking practice and clarification of some tenses ❖ students will have brainstormed and apply critical thinking skills ❖ students will be able to identify basic components of a poem by doing brief analyses Lesson Objectives By the end of this lesson, student can: ❖ identify the difference between past tense and simple continuous tense ❖ Students will be able to act out a story as a legendary figure (E10.3.S1) ❖ Students will be able to retell a story by describing characters and places (E10.3.S2) ❖ Students will be able to scan a short story to fill in the timelines with events and dates. (E10.3.R1) ❖ Students will be able to write the end of a given unfinished story (E10.3.W1) Summary of Tasks & Actions Students have brief discussions in pairs at the beginning of the lesson. Afterwards, parts of the poem are used to teach both new vocabulary items and target grammar units. The lesson eventually moves on to writing activities to further practice everything that is being taught and ends up with a drama activity that essentially develops from a writing task. The lesson ends with a self-reflection part. Materials ✓ Smart Board ✓ Small papers (optional)
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. LESSON STRUCTURE Time Activity: Warm- Up Skill: Speaking & Writing 10 minutes Aims of the activity: • To greet the students and have their attention • To prepare students for the lesson by providing contextual clues • To help the students brainstorm ideas in pairs Process: ▪ The teacher greets the students. ▪ The teacher asks how the students are feeling. ▪ The teachers asks the students to walk around and look at the pictures hung around the classroom. They are asked to choose one picture and talk about what they see. Finally, they attach a small piece of paper next to the picture they have chosen after writing how they felt by looking at the image. Pedagogical Reasoning In order to maximise students’ attendance, Ss need to feel the need to be a part of the lesson (student involvement). To achieve this, students need to find real life elements in the lesson which can they associate themselves with. Thus, a warm-up with several questions involving students’ interests are used to provide them with an opportunity to talk about themselves. Having several options to choose from also contributes to student autonomy while also allowing them to brainstorm ideas together with their colleagues. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Pre-Reading Skill: Speaking 15 minutes Aims of the activity: • To further provide contextual clues about the content of the lesson • To activate students’ schemata by providing visual materials and a callback for previous vocabulary items • To help the students form basic responses which can be also used in the final activity of the lesson which will help them to connect the information they receive Process: ▪ The teacher asks the students to close their eyes. They tell the learners that they will listen to a video and then answer some simple questions. ▪ The teacher plays the short video. Afterwards, they ask the students where they are and how they feel. ▪ The teacher then shows “Sicily” and asks the learners what they see and what they like about the picture. ▪ Learners, then, answer a short questionnaire. Pedagogical Reasoning Students should play an active role in the classroom and their choices should matter. Consequently, this activity aims to make them relaxed and also give them several options to choose from once again. Their decisions may influence how they design out their final activity which also helps them to make connections between the initial and later parts of the lesson. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: First Reading (Skimming) Skill: Speaking 15 minutes Aims of the activity: • To have the learners expose themselves to the poem through a brief reading • To provide the general context of the poem • To help the learners identify the basic components of a poem (settings, characters, theme) • To expose the students to several vocabulary items Process: ▪ The teacher asks the students to open the link to the online board where the rest of the lesson will take place. ▪ Students are asked to listen to the first part of the poem and fill in the blanks with the vocabulary items they hear. The items are also given on the top of the page. ▪ Afterwards, students are asked to discuss the first part of the poem in pairs and identify its theme, characters, and settings. ▪ Answers can be discussed as whole class after sufficient amount of time is given to the students to identify such components. Pedagogical Reasoning In order to help the students recognize the poem, it is divided into multiple parts. The entirety of the poem does not need to be understood in order to have an effective lesson. Therefore, the first reading activity, much like a skimming activity, presents the poem in small chunks while also preparing the students to new vocabulary items. It also allows brief discussions to take place regarding the poem. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Vocabulary Teaching Skill: Listening & Writing 15 minutes Aims of the activity: • To teach new vocabulary items • To help the learners use the newly acquired vocabulary items in an activity (controlled-activity) • Process: ▪ The teacher goes over the vocabulary items, which were also available in the fill-in-the-blanks activity, and shows the word, its part of speech, pronunciation, examples sentences, and also the part of the poem the word belongs to. ▪ The students, then, complete the vocabulary activity. Pedagogical Reasoning As the vocabulary items are both presented in a context and also utilized in a controlled activity, learners are expected to have the basic foundation to further develop an understanding of these new items. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Post-Reading / Listening Skill: Listening 15 minutes Aims of the activity: • To show the second part of the poem • To preview the grammatical structures that will be taught Process: ▪ Students listen to the second part of the poem and write the words they hear to the blanks. Pedagogical Reasoning This activity will not only help the students to train their listening skills, but also prepare them to the grammar unit that will be taught. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Grammar Teaching Skill: Writing 25 minutes Aims of the activity: • To teach the target grammar unit • To practice the taught grammar unit Process: ▪ The teacher goes over the slides which include parts of the poem with several concept checking questions. ▪ Grammar activity (controlled activity) is done afterwards. Pedagogical Reasoning Having been exposed to the target grammar unit in the previous activity, learners can now learn the function and the form of the target grammar unit by answering concept checking questions and practicing through controlled activities.
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Grammar Teaching Skill: Writing 20 minutes Aims of the activity: • To further practice the past tense • To help the students make connections between the target grammar, vocabulary, and the poem Process: ▪ The teacher plays the final part of the poem while also showing it on the board. ▪ The teacher asks the students to create a timespan for the events taking place in the poem using maximum seven sentences. Pedagogical Reasoning By now, students will have practiced the target grammar unit in a controlled activity. Further practice, with a semi-controlled activity, allows the learners to have more freedom when it comes to writing while also helping the teacher to carefully evaluate students’ understanding of the target grammar. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: “My Sicily” Skill: Writing & Speaking 45 minutes Aims of the activity: • To help the students make use of the poem (as a starting point) to refer to the grammar units, vocabulary items, and a thought-provoking process. Process: ▪ Students first discuss the questions shown on the board as a group of three. The number of group members can be adjusted depending on the classroom level and the student count. ▪ The teacher collects the answers on the online board and discusses the answers with the class. ▪ Afterwards, students are asked to create a similar story. They can use the answers they have given in the warm-up activity or disregard their answers to create an original story. ▪ When everyone finishes their story, a few group of students can be chosen to act it out. Pedagogical Reasoning This final activity aims to give as much freedom as possible to learners as they brainstorm ideas, create a unique story, and practice their speaking through both discussion and acting out parts of the activity. It also makes use of the warm-up activity which helps the learners to recall the initial stages of the lesson. Appendix
This lesson plan was prepared in alignment with the learning objectives of 10th graders’ English lesson Unit Three. Time Activity: Self-Reflection Skill: 5 minutes Aims of the activity: • To revise what has been discussed in the classroom Process: ▪ Students are asked which parts of the lesson they enjoyed the most and the parts that could be better. They also tell the teacher what they have discussed and learnt. Pedagogical Reasoning It is important to receive feedback at all times. As a result, self-reflection plays an important role for both the learners and the teachers to evaluate themselves. Appendix