Lesson Author Date of Demonstration
SERINO, Alain Delon L. November 21-25, 2011
CONTEXT Unit Name Lesson Title
Year Level / Subject Area (Course Name) Time allotted for Lesson Duration Students’ present level of performance and skills
Transitional Transitiona l Devices, Sentence Combination and Expansion with Drafting/Writing Drafting/Wri ting the Paper 4th Year High School / English 1 hour Students’ Prerequisite Skills: Basic grammar. Has already collected note cards/biblio cards for term paper Both lessons are interconnected. Transitional Transitiona l devices for the term paper are used in order to lead perspective readers of their paper to one or another idea. Transitional devices are like bridges between parts of your paper. They are cues that help the reader to interpret ideas a paper develops. Transitional devices are words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another. And finally, transitional devices link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.
Short description of Lesson
There are several types of transitional devices, and each category leads readers to make certain connections or assumptions. Some lead readers forward and imply the building of an idea or thought, while others make readers compare ideas or draw conclusions from the preceding thoughts.
Instructional Objectives
On drafting the paper, the teacher will discuss the different parts of the paper first (Introduction, Body and Conclusion). At the end of the week, most (90%) of the students should be able to: a. Identify uses of transitional devices. b. Finish the draft of their term paper. c. Understand and explain why they are writing their term paper. At the end of the 1 st session, most (85%) of the students should be able to: a. Identify what transitional devices are.
b. Give examples of transitional devices. c. Enumerate the different transitional devices used to add, compare, etc. d. Identify the appropriate transitional device to be used in given sentences or paragraphs. e. Write a paragraph using transitional devices At the end of the 2 nd session, most (85%) of the students should be able to: a. Combine sentences using transitional devices. b. Relate the use of transitional devices to the writing of their term paper. At the end of the 3 rd session, most (85%) of the students should be able to: a. Identify the parts of the term paper. b. Construct the introduction. At the end of the 4 th session, most (85%) of the students should be able to: a. Locate the body of the paper. b. Construct the body of the paper. At the end of the 5 th session, most (85%) of the students should be able to: a. Recognize the purpose of the conclusion. b. Construct the conclusion of the paper. Materials, Resources and Technology Hand out on transitional devices Needed Chalk/eraser Blackboard Projector Laptop EXPERIENCE Anticipatory Before the start of each class, the teacher will do a recap on the lesson/tasks required of Set or Focus Entry them during the last meeting. 1st Session: Instructional Procedures After the courtesies, the teacher will facilitate a game. The game is entitled “Story Telling”. The instruction is one student/teacher will start by giving out a starting sentence/phrase which will be connected/continued by the next student until all students will be able to utter/continue the story. In this matter, they are already prepared that the lesson is all about transitional devices. Transitional devices are cues/signals that are usually used in order to further elaborate or link certain sentences. This will be a discussion point for the teacher. After the discussion was made, the students will then
answer orally the questions projected on screen. 2nd Session: During this session, the students will do an activity. The students will grouped by column having one topic. They will then individually write an article on the assigned topic. The whole period will then be allotted for this activity. I will ask some students to present their answers to the class.
Group Group Group Group Group Group
1: Photography 2: Music 3: The Internet 4: Hip Hop and Dancing 5: Xavier Days 6: High School Life
3rd Session: In this session, the class will then be introduced to writing their draft for their term paper. The teacher will discuss the introduction part of the paper for 20 minutes and the class will then write their term paper introduction. 4th Session: In this session, the class will then be introduced to writing their draft for their term paper. The teacher will discuss the body part of the paper for 20 minutes and the class will then write their term paper body.
Guided Practice Strategies
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Instructional
5th Session: In this session, the class will then be introduced to writing their draft for their term paper. The teacher will discuss the conclusion part of the paper for 20 minutes and the class will then write their term paper conclusion. Strategies Used: Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. Discussion Strategies - Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices. A
good environment for interaction is the first step in encouraging students to talk. Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content. REFLECTION Closure
In every session, the teacher will ask the students on what they have learned in class; on what importance and relevance is learning transitional devices are and the use of term paper; on why students are making this. With their answers, the teacher then synthesizes the whole discussion, correct wrong notions, deepen insights and draw conclusion.
ACTION Reinforcement / Assignment
EVALUATION
On the last session, students will then write a reflection paper on what impact has the two short stories given then. Encode in 1 short bond paper, single spaced, to be submitted on the next session. Assessment
st
Session: Observation 1 2nd Session: Pen and Paper test, observation 3rd Session: Pen and Paper test, observation 4th Session: Pen and Paper test, observation 5th Session: Pen and Paper test, observation
