IM-Teaching-English-in-the-Elementary-Grades-PDF

INSTRUCTIONAL MATERIALS IN ELED 30153 TEACHING ENGLISH IN THE ELEMENTARY GRADES Compiled by: Dr. IMELDA C. ALTOVAR  1...

INSTRUCTIONAL MATERIALS IN ELED 30153 TEACHING ENGLISH IN THE ELEMENTARY GRADES Compiled by: Dr. IMELDA C. ALTOVAR  1 OVERVIEW There is a lot of challenges in the modern classroom since education is evolving; it continues to change to adapt with the needs of time. The role of teachers changes from time to time to be able to meet the demand of the community. This becomes even more difficult for the teachers who are teaching English to the Elementary grades. This Instructional material is a product of consolidation from different sources. It hopes that it will serve as a handbook to students taking elementary education program to help them start easy. It is prepared in a way that they can easily understand and follow. It aims to provide teachers with basic skills and competencies to guide them in educating elementary students. From the overview of the nature of the K to 12 Curriculum in English to how to design assessment for learners, this material is an easy reference on the concept it discusses. The activities in this material reinforces the student teacher understanding of the lessons and help them discover new learnings on their own. May this instructional material be your partner in achieving your dreams of becoming an efficient and effective English as a second language teacher.  2 TABLE OF CONTENTS OVERVIEW................................................................................................................................................ 1 CHAPTER 1 The K to 12 English Curriculum......................................................................... 2 LESSON 1................................................................................................................................. 4 The K to 12 English Curriculum Philosophy, Framework, and Rationale.................................... 4 LESSON 2................................................................................................................................. 6 The Learners in the Eyes of the K to 12 Curriculum................................................................... 6 LESSON 3................................................................................................................................. 9 Goals of K to 12 Curriculum....................................................................................................... 9 LESSON 4................................................................................................................................12 Components of the K to 12 Curriculum......................................................................................12 CHAPTER 2 Instructional Planning........................................................................................16 Lesson 5...................................................................................................................................16 Instructional Planning Components LESSON 6................................................................................................................................19 Instructional Planning Cycle......................................................................................................19 LESSON 7................................................................................................................................24 Instructional Planning Models for Teaching English..................................................................24 LESSON 8................................................................................................................................27 Thematic Approach to Instructional Planning............................................................................27 LESSON 9................................................................................................................................30 DepEd Guidelines on Lesson Planning.....................................................................................30 CHAPTER 3 Instructional Strategies.....................................................................................36 LESSON 10 Differentiated Instruction for English Learners.......................................................36 LESSON 11 Collaborative Learning..........................................................................................42 LESSON 12 Gamification in Teaching English……………………………………………………… CHAPTER 4 Assessment Strategies for English LESSON 13 Assessment in Learning English………………………………………………………. LESSON 14 Formative Assessment…………………………………………………………………. LESSON 15 Traditional and Authentic Assessment……………………………………………….. REFERENCES.........................................................................................................................43  3 CHAPTER 1 The K to 12 English Curriculum Lesson 1: The K to 12 English Curriculum Philosophy, Framework, and Rationale Objectives In this lesson, you will be able to: discuss the rationale of English education in the Philippines; and develop your own understanding of teaching English in the elementary grades Introduction Republic Act 10533 entitled An Act Enhancing the Philippines Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and Other Purposes, also known as the Enhanced Basic Education Act of 2013, firmly grounds the implementation of the K to 12 Curriculum is an embodiment of how the nation wishes to address its needs and achieve its aspirations through its people. In this lesson, you will learn about the K to 12 English Curriculum Framework, the philosophy behind it , and its rationale.  4 The K to 12 Curriculum for English What made human civilization possible is language. As a tool, we use it to express complex and abstract ideas in order for us to cooperate, create ideas, and preserve them. The K to 12 English Curriculum or the Language Arts and Multiliteracies Curriculum views language as the “primary instrument of thought,” which we use to bring our ideas into the world around us and make meaning out of the human experience. Rules of language refer to the principles that govern word formation, syntax, pronunciation, and several other features of the language. It may also refer to the grammar or the so called “correct” or conventional forms of language. These conventions facilitate the way language users construct meaningful utterances to convey ideas. These rules differ from one language to another as they are defined by the people using the language, at the same time how the conventions change over time. However, learners of a second language need to familiarize themselves with these conventions for them to converse in the language in meaningful ways. As language is used by people to convey everyday ideas, it also carries with it the culture of the people using it. Guessabi (2017) points out that “culture is a language itself.” As such, meanings of a particular language carry with it the meaning that refers to more than the language, but also to the culture that uses that language. Learning a language therefore is not only to read, speak, and write in another language, but to learn of another culture. This understanding of language also consequently comes with the understanding of society. Through interaction with members of the society, language evolves and becomes richer. Learning another language enables one to take part as a member of a larger speech community, creating a bigger world for the learner. Such understanding in turn makes one understand oneself and establishes personal identity, wherein one can have a better grasp of one’s role in the community and in the larger society. This view establishes language as the “foundation of human relationships” from which we draw meaning in life. The K to 12 English Curriculum recognizes the power of language as to make people come together. Learning a language establishes an understanding of the users of the language, opening the bigger world for the learners. Furthermore, greater understanding of the language also enables the learners to be a functional contributor to the development of the community to which he or she belongs. The following principles guide the K to 12 English Curriculum: All languages are interrelated and independent. Language acquisition and learning is an active process that begins at birth and continues throughout life. Learning requires meaning. Learners learn about language and how to use it effectively through their engagement with and study of texts.  5 Successful language learning involves viewing, listening, reading, and writing activities. Language learning involves recognizing, accepting, valuing, and building on learners’ existing language competence, including the use of nonstandard forms of the language, and extending the range of language available to learners. FRAMEWORK OF THE K TO 12 ENGLISH CURRICULUM EXPEREINCE: Search the DepEd website for a copy of the K-12 English Curriculum. Study the framework and compare it with the principles of an effective language arts and multiliteracies curriculum. Explain how the principles were fir into the framework. Write an explanation.  6 ASSESS: Do you agree with the K to 12 English Curriculums perception of an effective language curriculum? Why or why not? Write an explanation. CHALLENGE: Reflect on your understanding of the K to 12 English Curriculum and your experiences as a learner in the past. In what way/s could we improve the teaching of the following areas of English in the Philippines? Listening: Reading: Writing: Speaking:  7 HARNESS: What is your philosophy in teaching language? Use a concept web to explain your philosophy citing a central focus and the elements that surround it. Then explain it. IN A NUTSHELL: Write your reflection and conclusion. Complete the following statements. I learned that: I realized that:  8 I think there is a need to:  9 LESSON 2: The Learners in the Eyes of the K to 12 Curriculum Objectives: In this lesson, you will be able to: 1. Describe the characteristics of the target learners of the K-123 Curriculum; and 2. Reflect on the ways the learners could be taught in the K to 12 Curriculum. Introduction We live in the so-called “digital age” where technology is a part of our everyday lives. From the moment we wake up in the morning until we go to bed at night, we are surrounded by our computers, mobile phones, and many other forms of technology. It is hard to imagine life nowadays without our trusted electronics with us. Our modern society has been brought about the digital revolution that started between the 1950’s to the 1970’s as digital computers and other electronic media proliferated and began to permeate the lives of people. As technology began to become a bigger part of our lives, more and more of our learners are exposed to technology. It comes as no surprise that learners nowadays are able to adapt to technology easier than ever than before. Therefore, the K to 12 Curriculum takes in to account the learner born in such a world. In order to become better teacher to these learners, we need to understand them and the world they live in. THINK: Types of Learners in the K to 12 Curriculum The term “Generation Z” was popularized by William Strauss and Neil Howe in their book Generation published in September 1992. The term describes a cohort of people born after the year 1997. Learners born in this generation are generally described as to have used technology and social media at a very young age. They are comfortable in using these technologies with little to no difficulty. Marc Wensky (2002) calls them “digital natives” who have been exposed to technologies at a very young age and are having greater understanding of their basic concepts. From here stems one of the more pressing problems in education in our time. More and more digital natives flock our classrooms run by “digital immigrants,” those who were born before the digital technologies have become mainstream to the public. As Generation Z learners are more comfortable with the use of technology in their everyday lives, they have adapted some practices and mindsets of their own. These types of learners mostly think in a nonlinear way, preferring to take on task on their own. They can also be multiprocessing and multitasking and taking on several tasks or activities at once. However, these  10 multitasking practices may have led to some bad habits to learners, including but not limited to shortened attention span and lack of complete focus to tasks. This means they may be able to process complex information but not for a very long time. A classroom can also have a multitude of learners. They can have a very different backgrounds, Interests, preconceptions, and perspective with them. They can have very different styles, preconceptions, and perspectives with them. They can have very different styles of engagement and may have different takes on the tasks assigned to them. Teachers in the modern age need to accede to the challenge of addressing these in their practice. Bernice McCarthy proposes a model that describes four types of learners that teachers may encounter in the classroom: Type 1 Learner is what she calls the imaginative learner. These types of learners. These types of learner are more feeling and reflective, preferring to speak about their experiences, listening to others, and responding to them. They can have very different styles of engagement and may have different takes on the tasks assigned to them. Teachers in the modern age need to accede to the challenge of addressing these in their practice. Bernice McCarthy proposes a model that describes four types of learners that teachers may encounter in the classroom. Type 2 Learner is the analytical learner. They prefer to reflect and to think. They are knowledge-oriented, pondering over concepts and acquiring facts. They have knack for analyzing and organizing experiences into concepts and useful information. They would prefer to be left alone to their own devices as they objectively look through solving problems in a systematic manner. They would often find it difficult to work with large groups or talk about their feelings. They favor quiet environment to accomplish tasks. Type 3 Learner is referred to as the common-sense learner. They prefer to think and learn by doing. They like to “get their hands dirty,” and dive into problems head-on. As active problem-solvers, they love to manipulate stuff, experiment ways of doing things, and share these through demonstrations. They often have difficulty in verbal complexities and other abstract concepts that they cannot manipulate. The last type, Type 4, is called the dynamic learner. They tend to favor creating and acting as their way to learn. They do not simply like to learn for the sake of learning, but rather find meaning in the experiences they have. They often look for creative ways to tackle problems through trial and error And they believe they can influence what happens. Many more literatures have made cases to other learning styles and types of learners. What we need to understand is that there are diverse and varied learners. Adapting to these learners is one of the challenges teachers in the modern age is having.  11 EXPERIENCE: What learning style/s do you think is more representative of today’s learners? What behaviors would support your idea? Write your explanation below. ASSESS: Provided the current picture of our learners, what do you think are the immediate challenges that the teaching-learning process could have? In what ways could we possibly address these challenges? Write your explanation in the table below. Challenges Solution 12 CHALLENGES: Given the kind of learners we have in our classrooms, what traits 13 should teachers in the modern classroom have? Describe how each trait could help in the teaching and learning process.  14 HARNESS: With the understanding of the learners, how could you incorporate technology in the teaching of the different macro skills? LESSON 3: Goals of the K to 12 Curriculum Objectives In this lesson, you will be able to: explain the major goals of the K to 12 Curriculum; analyze the curricular goals; and identify strategies in order to attain the curricular goals. Introduction The primary goal of teaching is to ensure that knowledge is passed on to the next generation of humans. Primarily, it is a reflection of what we value as a specie. We teach our learners the skills and knowledge needed to function in our society. As we progress as a specie, our means to communicate becomes more complex and thus, require more and more complex sets of skills. The challenge most teachers of language is facing is how to ensure that communication skills are taught to learners. Teachers in the early grades are perhaps more burdened with this task as learners in this level are in the formative years in their lives. In this lesson, we shall look into the goals of language education of the K to 12 Curriculum and its perception of how competence could be taught. THINK: The K to 12 English Curriculum and Its Desired Outcome As a language curriculum, the K to 12 English Curriculum focuses on more than just instilling the capacities to use language to the learners. Beyond teaching skills in: the conventions, principles, or skills, it also looks into the needs of the learners of the language. Being a learner-centered curriculum, it aims to create learners with 1. interpersonal communication; 2. understanding and learning content from other learning areas; and 3. academic independence. In order to attain this, the curriculum focuses on two major concepts, communicative competence and multiliteracies.  Learning a language is more than just simply having the knowledge of the 15 language's grammar, syntax, morphology, phonology, and lexicon among others Oftentimes, when language teachers are asked what their goal in teaching is, their common response is to impart the aforementioned skills to the learners. This in itself is not wrong. Understanding what makes the language work and how to properly construct utterances is an important step in learning. However, when learners are asked what their goal is in learning a language, one would hear them say "to communicate in that language." This here is perhaps the most important aspect of teaching and learning a language. Learners would want to learn a language in order to communicate to a larger audience in this medium. This competence is called communicative competence, coined by Dell Hymes in 1966. This does not only give emphasis to the competence of the learner in the grammar and rules of the language, but also to the social knowledge of the use of these rules in communication. Communicative competence is composed of several other competencies stipulated in the communicative competence framework from the work of Canale and Swain in 1980.. Grammatical/Linguistic Competence. In order to meaningfully communicate in a particular language, one must be able to understand the rules of the language. Grammatical or linguistic competence refers to one's understanding of the rules of language. This refers to grammar, lexicon, phonology (sounds created to make words), morphology (creation of smallest units of meaning), and syntax (combination of words and phrases to form sentences), among others. This is commonly the focus of many basic language classes whose main goal is to teach these skills to learners. Sociolinguistic Competence. As a language speaker, one can understand that it is not enough to simply have the understanding of the grammatical rules and structure of language. To be a more effective communicator, one has to have knowledge of the sociocultural use of language. Sociolinguistic competence refers to the knowledge of the appropriateness of the language to be used in particular situations (formal, friendly, courteous, sarcastic, etc.), and the appropriate responses to these situations. Knowing what the taboos are, what is rude or what is polite, must be taken into account as one engages in communication. Discourse Competence. Being able to comprehend and produce oral and/or written texts in various modes of communication (speaking/listening and reading/ writing) is the focus of discourse competence. This means that one must be able to combine and organize words, phrases, and sentences in order to create conversations, talks, speeches, literature, text messages, emails, articles, and other forms of communication. This skill enables the communicator to become more eloquent in his/her engagement in the use of language. Strategic Competence. There will be times when the line of communication would breakdown. This could be caused by a number of factors including distractions, background noise, and interruptions among others. An effective communicator would be able to determine these breakdowns before, during, or even after they occur in the situation. Strategic competence enables a speaker to keep the communication channel open through the use of various strategies including requests for clarification, repetition, slowing down of speech, or the use of hand or facial gestures. 16 Communicative Competence Theory (Canale and Swain, 1980) Grammatical/Linguistic Competence Sociolinguistic Competence Language teaching in the K to 12 Curriculum does not only focus on the development of communicative competence, Knowledge of lexical items, but also on the improvement of Sociocultural aspect of use and rules multiliteracymorphology, in the learners. syntax, Multiliteracy semantics, andis a term coined in the 1990s by the New of discourse phonology Communicative Competence Strategic Competence Discourse Competence Overcome language gaps, achieve How ideas are connected through conversational fluency and modify patterns of organization, cohesive text for audience and transitional devices  17 London Group, referring to an approach to literacy pedagogy. This is in response to the ever-growing paradigm shift of the education, encompassing multiple channels of communication and media, and the increasing cultural and linguistic diversity. The approach takes in to account multiple modalities to enable learners to learn and understand from a variety of sources. As the 21st Century learner is bombarded with a lot of information from a plethora of sources, the idea becomes more relevant today. Literacy Elements from Commentary on Multiliteracies Multiliteracy approach takes on various modes to implement in the classroom including linguistic (words, speech, or texts), audio (sounds, music, etc.), spatial (placements, buildings, or locations), gestures (movements), tactile (touch and feel), and visual (pictures, videos, or colors). EXPERIENCE: Reflect upon your experiences as a learner in your elementary days. How did you learn English from your teachers? Do you believe you were able to achieve communicative competence? Why or why not? Describe your experience below. ASSESS: In what ways could the multiliteracies approach help teachers instill communicative competence to learners in the early grades?  18 CHALLENGE: Reflect about the challenges we have in teaching communicative competence. How could you improve on the ways we teach English to our learners to achieve communicative competence? CHALLENGES POSSIBLE IMPROVEMENTS Harness: Using multiliteracy approach, think about activities to teach each of the competencies below. LINGUISTIC COMPETENCIES:  19 SOCIOLINGUISTIC COMPETENCE: STRATEGIC COMPETENCE: DISCOURSE COMPETENCE: IN A NUTSHELL: Write your reflection and conclusion. Complete the following statements. I learned that:  20 I realized that: I think there is a need to: LESSON 4: Components of the K to 12 English Curriculum Objectives In this lesson, you will be able to: enumerate the components of the K to 12 English Curriculum; explain how each of these components to the overall framework of the curriculum; and analyze each of the components' implementation in the curriculum. Introduction The K to 12 English Curriculum framework has described the major elements that contribute to the learning of language. It coherently stipulates how these elements work together to ensure that the curriculum ultimately attains it goal. As teachers, we need to understand these components if we are to become efficient in instilling these skills to our learners, and ultimately make meaning through language. Let us have a look at the framework of the k to 12 English Curriculum: 21 Framework of the k to 12 English curriculum Notice that at the core of the framework is "making meaning through language," which highlights the main goal of the curriculum. In a world where knowledge and information could be acquired though a simple click or tap of a button. The attainment of this ultimate goal comes by the harmonious interaction of the following components: 1. Language learning process 2. Effective language use 3. Making meaning through language 4. Holistic assessment Language Learning Process Understanding of the language learning process is important in order for teachers to teach language to young learners. The following principles espoused by the K to 12 English Curriculum guide this language learning process: 1. Spiral progression. Based on the work of Bruner (1960) on the spiral curriculum following the hypothesis that even complex topics can be taught to  22 learners at any stage of development when structures are presented in an organized manner. Key features of this approach include: a. the student revisits a topic, theme, or subject several times throughout their school career; b. the complexity of the topic or theme increases with each revisit, and c. new learning has a relationship with old learning and is put in context with the old information. 2. Interaction. As language is used in various forms of communication (oral and written), activities promoting interaction among learners solidifies concepts learned. These could be more effective when activities are framed to emulate real-life situations with real-life language demands such as purpose, topics, and audiences, which place the learners in communicative situations using authentic socialization skills. 3. Integration. Creating authentic class activities in the teaching of language skills could be more effective if they are integrated other skills and values. Furthermore, integrating language lessons with other concepts from other learning areas and discipline also help learners in creating meaning. 4. Learner-centeredness. As the curriculum focuses on the learner, teachers would be able to engage them with the use of differentiated instruction. This should be based on the learners' needs, skills, abilities, and interests. 5. Contextualization. As mentioned, language learning is more effective if activities are designed around the appropriate contexts. Lessons could be planned around learning outcomes, themes, or an appropriate text. Context makes learners think about language use to suit the audience, the situation, culture, or purpose. 6. Construction. As the core of the curriculum is meaning-making, learning tasks and activities designed around self-reflection, critical thinking, and creation should take place in language lessons. Effective Language Use Applications of the language macroskills focus on understanding cultures, understanding language, and processes and strategies. The use of language under these areas describe how the language learners could demonstrate their skills, 1. Understanding cultures. Learning another language gives one another perspective of the world. One gets to view the things around from the lens of another culture through literature and communication. As such, sociolinguistic skill, the ability to use language appropriately, is one of the main focus of the curriculum. This could be expressed in the learners' capacity to apply language in  23 a plethora of complex social situations, and to aptly respond to these situations using varied strategies including verbal and nonverbal means. 2. Understanding language. In order to create meaning, learners need to understand the intricacies of the language. This involves understanding of how words are formed, the structure of sentences, and how the little nuances in language use, accompanied by nonverbal gestures contribute to meaning. Learners can also use their understanding of their mother tongue in order to learn a new language. 3. Process and strategies. As learner get to be exposed to the more opportunities to use language, they get use a number of processes and strategies to adapt to situations depending to audience, context, and purpose. They may come up with novel ways to solve problems and adjust to difficulties. They may experiment on various ways to find answers such as asking questions, reading, or searching the internet. They may engage in discussions and brainstorming with others through conversations or technologies like chat or SMS. They may then use strategies to assess the validity of the information they get, and evaluate how this information could be useful in their endeavors. They could then combine and synthesize the information and present them in a multitude of ways like graphic organizers, charts, or even essays to get their ideas into the world. Making Meaning through Language As language is the major tool for communication, teachers should ensure that activities presented to learners should engage them to use language in varied purposes and topics. As such, every opportunity must be given to the learners to use language in contexts, in which they could practice developing their own understanding and sharing them with others using the five sub-strands of the curriculum namely listening, reading, speaking, writing, and viewing. *insert picture Holistic Assessment Assessment is an important part of the teaching and learning process. It helps the teachers gauge the learners' progress and development. Furthermore, when done right, assessment results could provide teachers some feedback to adjust their teaching to suit the needs of the learners. The K to 12 Curriculum describes the following characteristics of effective assessment: 1. Proximity to actual language use and performance. As described before, activities in the classroom should consider authentic contexts of language use. Assessments in classroom should also help learners apply their understanding of language in situations mirroring real-life exercise of language. 2. Holistic view of language. As language skills (listening, speaking, reading, and writing) are not used purely in isolation, assessment strategies should reflect their integrative nature. These approaches should also take into consideration the  24 holistic nature of the learners as well in terms of their academic, social, and physical contexts. 3. Integrative view of learning. Assessment should not only look into the academic performance of learner. Since language is taken as in such an integrative approach, learning it should also consider the multitude of ways learners learn. Assessment should attempt to capture the different skills and abilities of the learners, and at the same time help them express themselves in the best ways they can. 4. Developmental appropriateness. Steps must also be taken to ensure that assessment activities are appropriate to the learners' cognitive, social, and academic abilities with their level. 5. Multiple referencing. Lastly, assessments developed for the leaner should have been designed based on various information about the learners. Again, the assessments should be based on understanding the learners' needs and abilities. EXPERIENCE: You have learned that making meaning is the primary goal of the K to 12 English Curriculum. Looking into the components of the curriculum, what do you think are some of the challenges to this goal? Components Challenges Language Learning Processing Effective Language Use Making Meaning Through Language Holistic Assessment ASSESS: Design an assessment strategy that would help learners demonstrate their language use and meaning-making though the following elements of effective language use. Explain how your suggested strategies could enable the learners demonstrate meaning-making. 25 Understanding cultures Understanding language Process and strategies  26 CHAPTER 2 Instructional Planning LESSON 5: Instructional Planning Components Objectives In this lesson, you will be able to: identify the basic components of instructional planning: explain how these components contribute to effective planning; and instructional create a sample instructional plan considering the components identified. Introduction Instructional planning is one of the most crucial skills teachers have in their arsenal in their teaching journey. It helps them reflect on their teaching, and make the necessary adjustments needed to ensure that learners attain the intended targets of the teachers and the curriculum. A common adage that says, "failing to plan is planning to fail," highlights the importance of planning. This is especially true to teachers who are charged to mold young minds of the future. Thus, it is Important for teachers to have a clear idea of how to plan for effective instruction. In this lesson, you will be introduced to the basic components of effective instructional planning. THINK: Instructional Planning and Its Components Planning involves several factors to consider in order to make it effective. Teachers planning for their classroom instruction need to think about the components prior to actually writing their plans. These would help them focus their energies toward creating more effective e experiences for their learners. For these experience to be more effective in helping create optimal environment for learners to learn, Algozzine (2006) suggest three major components of instructional planning namely (1) deciding what to teach; (2) deciding how to teach and (3) communicating realistic expectations. The initial go-to for topics to teach is obviously the curriculum. However, since the standards set the in the K to 12 Curriculum are stated in standards and competencies, there is a need for the teacher to unpack these standards to less complex skills. Therefore, in order to decide what to teach, teachers undergoes the following process: 1. Assessing learners’ skills. Being a teacher, we have to consider that the tasks we provide our learners are within their abilities. As discussed in the previous chapter, the learners are at the center of our classroom decisions. As such,  27 teachers need to ensure to gather pertinent data to assess the level of skill the learners. This could be done using various tool such as their diagnostic tests, achievement tests, or an assessment of the learners’ performance in previous activities. 2. Analyzing instructional tasks. Other than analyzing the learners’ skills, the teachers also need to be sure of what they want the learners to do. Teacher analyze the task they want the learners to accomplish by breaking down complex tasks to simpler, manageable ones that are within the learners skills and abilities. 3. Establishing logical sequence. Along with the analysis of the instructional tasks, the teacher then, needs to sequence these tasks in a logical and appropriate manner based again on the learner development abilities. This could be done by prioritizing the lower-less ones to the more complex ones. 4. Considering contextual variables. In deciding what to teach, teacher may need to look into the contextual variables, which may include how long the lesson will take, the availability of materials needed, or the time of the day the lesson will take place (class schedule). 5. Analyzing instructional groupings. As language learning involve sociolinguistics interactions, creating opportunities for the learners make meaningful interactions, creating opportunities for the learners make meaningful interactions, in the classroom needs considerations. Having an idea how learners work with each other helps in deciding how to give them instruction, keep them engaged, and have them perform better. 6. Identifying gaps in actual expected performance. As the teacher understands the level of performance of the learners, it is now imperative to understand how to bridge their current understanding with the new material being presented to them. This goes to show how important the initial preparations are before the teacher can even decide what to teach the learners. Once the teacher has the grasp of what to teach, he/she then decides how to teach these identified skills. To do this, the following needs to be considered: 1. Setting instructional goals. Teachers need to present the goals of instructions to the learners in unambiguous terms. As mentioned before, the simple, lower- level skills need to be presented in logical manner that would be understandable at the level of the learners. 2. Selecting instructional methods and materials. Decisions that would be made for the method and material would be guided of course by the topic selected, the activities or tasks for the learners, and the learners themselves. This might seem to be straightforward until we realize that some of our learners might have special needs such as tape recordings or higher-level reading materials. 3. Pacing instruction appropriately. Pace is simply how slowly or how quickly the teacher goes through the material. Thus, the teacher should be able to set the appropriate pace when going through the material, basing this of course on  the learners’ level and the activities the learner are tasked to accomplish. 28 4. Monitoring performance and re-planning instruction. IN planning how to teach, it is also important for the teacher to know how to monitor learners’ performance, and then use this information to plan the next instruction. Lastly, Algozzine identifies communicating realistic expectation as the last component of instructional planning. This involves grousing the teachers’ expectations around realistic goals that the learners can actually achieve given the time and their level of skills. Other models also present and highlight other components of instructional planning. McClymont (2020) further forwards with related components of instructional planning namely: 1. Clear objectives. Learners must be able to have a clear view of what are expected of them in the lesson. Providing them with clear objects sets the tone of the class, gearing their thining and expectations in the lesson toward a clear goal. In order to keep the objective clear, they should be SMART (Specific, Measurable, Attainable, Relevant. Time- bound) objectives. 2. Learning materials. Availability of necessary materials must be considered in planning instruction. This would help the teacher make adjustments to his/her instruction based on these, such as whether to use realia or to use models 3. Active background knowledge. Tapping into the learners' prior knowledge about the topic, lesson, or material helps make a connection with the learners. It also makes the lesson, topic, or material relatable to the leamers, enabling the teacher to engage the learners more and instill the new concepts easier. 4. Direct instruction. This is the where the teacher presents the concepts or skills as indicated in the objectives. This is where various means are employed by the teacher to deliver the learning to the learners. 5. Learner practice. Learners must be given the opportunity to practice the concepts or the skills they learned in class. Practice should be designed to gradually let the learners become independent. This has a three-step process, including: a. Guided practice-where learners are given practice with the teacherleading them; b. Collaborative practice - where leamers are provided with practice with their classmates. This can be through small or large groups. Al this stage, the teacher could be going around the room, providing help to the learners who might be struggling; and c. Independent practice - where the learners are provided with  29 activities that they will perform on their own. The teacher can still roam round the room to identify who among the learner really grasped the concepts taught, and who could use additional practice 6. Closure. After the lesson, the teacher then prepares to synthesize the concepts presented in the lesson. It can be in the form of an activity where the learners can participate. 7. Demonstration of learning. This is in the form of an assessment that assesses the learners' understanding of the concepts presented in the lesson. This is also an opportunity to gather data about the learners performance. LESSON 6: Instructional Planning Cycle Objectives In this lesson, you will be able to: identify the instructional planning cycle; explain how the planning cycle plays in the planning for instruction; and explore implementation techniques at each stage of the cycle. Introduction In the previous lesson you learned about instructional planning and its components. As you may have guessed, planning for classroom instruction need to consider several factors for it to become more effective. It has to be well thought of and crafted. But how do we then go about this planning process? What should the teacher be thinking about in the planning process? In this lesson, we shall be looking into the instructional planning cycle and how the planning process could help guide teachers in developing their lessons. THINK: The Instructional Planning Cycle  Planning for instruction, as mentioned in the previous chapter, is one of the fundamental skills of30 a teacher. Therefore, it is important for the teacher to make sure that his/her plans for instructions are well-thought-of. The figure below shows the instructional planning cycle. Learning Objectives Reflection Assessment strategies Instructional Activites The process is adapted from the Understanding by Design Framework i Wiggin and McTighe (2005), employing the "backwards" design framework. The process enumerates the steps necessary in the planning of classroom instruction 1. Learning objectives. At this stage, the teacher is compelled to "What should I teach my learners?" These can be the skills, knowledge, ask by or values found in the curriculum document. These can also be concepts or ideas that need to be learned or mastered by the learners. It is here that the teacher decides the content of the lesson. 2. Assessment strategies. After the teacher decides on the objectives, he/she now needs to identify how can the learners demonstrate their understanding and/or achievement of the learning objectives. This is in the form of assessment strategies the teacher needs to use for the lesson Key questions that the teacher needs to ponder here are: "How do I know that my learners have achieved the objectives of the lesson?" and "What will be the acceptable pieces of evidence of my learners' proficiency and understanding?" These shall provide the pieces of evidence the teacher needs to gauge whether the learners were able to absorb the lesson. 3. Instructional activities. At this stage, the teacher now begins to think about how to teach his/her learners. Here, the teacher will now plan for the teaching strategies and learning activities that will be used in the classroom. With the objectives set and the assessment strategies in place, the teacher would now need to think about the learning experiences, information, and resources the learners need to achieve the goals of the lesson. Teachers would have to consider "What enabling knowledge, skills, and values will the learners need to achieve the objectives?", "What activities will the learners need to do to equip themselves with these knowledge, skills, and values?", "Which of these knowledge, skills, and values should be taught or coached, and what's the best way to teach them?", and "What materials and resources are needed to best attain the objectives?" 4. Reflection. After the implementation of the instructional plan, the teacher then reflects about31 his/her teaching. At this stage, the teacher reviews what has happened at the implementation of the plan. This involves the reaction of the learners with the strategies, the results of the assessment, and the learners who struggled with the activities or assessment. The teacher can use the data from these observations to make adjustments and improve the next instructional plan. EXPERIENCE: Interview a veteran teacher. Ask him/her about how to go about the planning process and the considerations for each of the stages. ASSESS: What do you think are the issue or difficulties that teachers could encounter at each stage of the instructional planning cycle? How could these issues be addressed? STAGE ISSUE/DIFFICULTY SOLUTION Learning Objectives Assessment Strategies Instructional Activities Reflection Share your explanation with your classmates.  32 CHALLENGE: As a future teacher, in what ways could the instructional planning cycle help you in planning instruction? Write your explanation below. HARNESS: What are the other considerations that could be incorporated in the instructional planning cycle? How could You improve on the process? Draw your diagram here. Provide an explanation of your improvements right below it. HARNESS: What are other consideration that could be incorporated in the instructional planning cycle? How could you improve on the process? Draw your diagram here. Provide an explanation of your improvements right below it.  33 IN A NUTSHELL: Write your reflection and conclusion Complete the following statements I learned that:  34 I realized that: I think there is a need to: LESSON 7 Thematic Approach to Instructional Planning Objectives In this lesson, you will be able to: ⚫ identify the steps to implement thematic approach to planning; ⚫ design an instructional plan using the thematic approach; and ⚫ understand the value of the use of thematic approach to instructional planning. Introduction Teaching English in the elementary levels could prove to be difficult especially if it is taught out of context. Language always exists in a communicative context. As such, teaching language should also reflect this very nature. In this lesson, we are going to look into the thematic approach to instructional planning, and how you could use it to deliver instruction to your learners.  35 THINK: Thematic Teaching Thematic approach to instruction, as the name suggests, is the selection and highlight of a theme through instruction. Planning in this manner is oftentimes interdisciplinary, taking advantage and common occurrences and situations in everyday life. Themes can be derived from various sources and can be topics or be in the form of overarching questions. This approach is closely instruction, and project-based and phenomenon-based learning. It is powerful tool that enables the learning to be more natural and as an alternative to the fragmented organization of classroom activities. The thematic approach is more effective in teaching English in the Elementafy grade as language taught using the thematic approach is more cohesive and contextual like the very nature of language, which is very much in line with the concept advocated by the thematic instructional planning. Okoro and Okoro (2016) cited the steps to take in employing thematic approach in instructional planning. ⚫ Choosing a theme. This is where the teacher or even the learners decide what would be the focus theme of the unit or lesson. This can be small concepts such as family, climate, the beach, then to larger more integrated concepts such as the community, atmosphere, and ecosystems. Sources of themes could be the national curriculum itself, special or local occasions, children’s interest, or around stories or books. ⚫ Integrating the theme with the existing curriculum. Upon choosing the theme, the teacher needs to organize the learning objectives of the curriculum around the theme. This would involve determining which concepts from the learning areas could supplement the theme. For instance, a story from around which a theme of community is derived could be supplemented by Social Studies, Values Education, and Mathematics. ⚫ Designing Instructional Plan. As you have learned in the previous lesson, in structional planning involves several elements. At this stage, thematic instructional planning usually involves making adjustments in these elements, especially making appropriate choices of learning strategies, activities, experiences, and learning materials related to the theme. Some questions to ponder at this stage could be: ◆ Which areas of spoken and written vocabulary can I and my learners work for spelling within this theme? ◆ Which areas of grammar could we accommodate with this theme?  36 ◆ What genres of writing could my learners write in using the theme as the starting point? ◆ In what way can the learners and I make the theme have a visual impact in our classroom? ⚫ Encouraging presentation. As the thematic approach is geared toward holistic and context oriented, it is much more meaningful to the learners if they could be given the opportunity to present their work. This could be done collectively or individually, depending on the theme or the preference of the learners. Furthermore, the audience may not only be limited in the classroom presentation of their learning or oytputs could involve the rest of the school, the community in general or, with the power of the internet, the rest of the world. The thematic approach to instructional planning poses advantages as an instructional approach to teaching English in the elementary years. Other than presenting the language learning in a much larger context, where learners can see the knowledge they learn in a larger, more relevant context, they caan also see the relationships of these concepts across time, place, and disciplines. This approach can also be used with other pedagogies and standards used by various disciplines such as place-based education, project-based learning, and cooperative learning. Furthermore, careful selection of themes can help make complex information into more manageable ideas revolving around these themes. EXPERIENCE: Read the short Tanguian folklore below. You are planning a lesson for your grade 4 class. With the basic understanding of thematic approach to instructional planning. Write down at least five ideas for possible themes based on folklore. The Man with the Coconuts One day a man who had been to gather his coconuts loaded his horse heavily with the fruit. On the way home he met a boy whom he asked how long it would take to reach the house. “If you go slowly,” said the boy, looking at the load on the horse, “you will arrive very soon; but if you go fast, it will take you all day.” The man could not believe this strange speech, so he hurried his horse. But the coconuts fell off and he had to stop to pick them up. Then he hurried his horse all the more to make up for lost time, but the coconuts fell off again. Many time he did this, and it was night when he reached home.  37 Possible themes based on the folklore Explain why these themes were chosen. Write your answer here:  38 ASSESS: You are on the first week of the Grade 4 curriculum guide, and based on the three themes you have written, what learning objectives could be targeted in each of the learning domains? Themes Learning Domains Objectives  39 CHALLENGE: Based on the learning objectives you have identified, what activities and learning experience could be conducted to attain them? What are the materials needed to implement these activities and learning experiences? Learning Objectives Activities Materials Required  40 HARNESS: With the ideas generated from the previous activities, write a one-day instructional plan for Grade 4, week 1 using the thematic approach. Please refer below, DepEd Curriculum Guide for guidance: 41 42 Content Standard 43 Performance Standard Instructional Objectives Resources and Materials Procedure  44 Assessment Summary IN A NUTSHELL: Write your reflection and conclusion. Complete the following statements. I learned that:  45 I realized that: I think there is a need to:  46 LESSON 8: DepEd Guidelines on Lesson Planning Objectives In this lesson, you will be able to: ⚫ determine the legal bases for instructional planning in the Department of Education; ⚫ identify key features of instructional planning; and ⚫ explain how the instructional planning strategies could be integrated in with the DepEd Guidelines Introduction With the promulgation of Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, the education sector has changed. It has moved from a competency-based curriculum toward a standards-based one. Furthermore, the way learners are assessed and evaluated under the new curriculum has also changed with the K to 12, putting more emphasis on the performance and outputs, rather than simple pen-and-paper tests. It is therefore imperative that planning for instruction would also changed. In this lesson, we are going to look at the guidelines from the Department of Education on instructional planning and look at some of its more salient features. THINK: DepEd Order No. 42, s. 2016 or Policy Guidelines on Daily Lesson Preparation for the K to 12 Education Program We have seen in the previous lessons that instructional planning plays a vital role in the delivery of learning. We have also learned that there are various strategies to plan for classroom instruction. As such, the DepEd released guidelines to ensure that instructional planning is done in an orderly and regular fashion. In the eyes of the Department of Education, instructional p[lanning is fundamental to ensure the delivery of teaching and learning in the schools. It is a means to make sure that the teacher could visualize the lesson before it could be delivered to the learners. Instructional planning is comprised of three major steps advocated in the policy, namely: planning instruction, deliver of instruction, and assessment of learning. This process expects the teachers to come to  47 class prepared to organize and develop a plan, implemen t it, and determine how well the plan was implemented. As men tioned in previous lessons, key features of the K to 12 Curriculum makes it a unique curriculum. These features include the spiral progression of content, constructivist view on learning and meaning making, and use of differentiated instructions. Thus, instructional planning should also reflectb these features in the lessons the teachers plan for. Elements of the Learning Plan The lesson plan serves as the teacher’s map in attaining the objectives of the lesson. As such, it should be carefully crafted, containingthe necessary details to tackle the particular topic. Essentially, the lesson plan should answer the following questions: What should be taught In planning daily lessons, the teacher needs to follow the curriculum guide of the target learning area. As such, a deep understanding of the curriculum is required from the teacher in order to teach the content. Key areas to be taught from the curriculum guide are: 1. Content Standards 2. Essential Knowledge/Understanding 3. Performance Standards 4. Learning Competencies How should it be taught? The DepEd policy also acknowledges that with the use of the lesson plan, the teacher can identify which parts of the lesson the learners could find difficult and address them approprietly. Furthermore, teachers are expected to utilize varied strategies. Teachers are encouraged to use strategies that address the learners’ cognitive abilities, learning styles, readiness levels, multiple intelligences, gender, socio-economic background, culture, ethnicity, physical ability, and special needs just to name a few. These strategies could include: Direct Instruction, where a material is taught in a sequential manner. This strategy is usually used in teaching facts, rules, or action sequences. Indirect Instruction is a strategy that directly involves the learners as a more active participant in the classroom rather than a passive one. Experiential Instruction involves the learners in the learning experience. They become part of the learning process rather than simply a recipient of learning, thus the teacher puts more emphasis on the process rather than the product. 48 Independent Study, as the name suggests, the teacher’s control of the learning experience is reduced, and gives the learners the reign on their interaction with the content. How should be learning be assessed? Lesson planning not only involves planning for the execution of the lesson, it should also convey as assessment plan in measuring student learning. The policy refers to DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom Assessment for the K-12 Basic Education Program. The guidelines put premium of the use of formative assessment as a tool to help learners identify their strenghts and weaknesses. It also helps the learners make adjustments to their teaching as areas of concern are identified. Learning Plans DepEd Order 42, s. 2016 recognizes that teachers acquire more expereince and competency as they progress in the teaching profession. As such, it provides different plan templates for different teachers. Newly hired teachers without professional teaching experience will be required to prepare a daily Detailed Lesson Plan (DLP) for one year. On the other hand, teachers with at least one year of teaching experience will be required to use weekly Daily Lesson Log. Parts of Daily Lesson Plan Before the Lesson This part describes the prelimenary activities prior to the actual introduction of the lesson. In this part, the teacher reviews the previous lesson and clarfies concepts from the previews lesson that may have been unclear to the learners. After doing so, the teacher introduces the new lesson, and makes connection betweeb this lesson and the old one in order to establish a purpose. Finally, the teacher states the lesson’s objectivesbefore the class. The Lesson Proper The teacher presents the new material to the learners. He/she employs various strategies and methods to convey the new concepts, skills, and competencies to the learners. It is also here that the teacher checks for the learners’ understanding, provides them feedbacks.  49 After the Lesson This begins with a wrap-up activity where the teacher provides a summary of the lesson or asks the learners to summarize the lesson for the class. It is also where the ideas learned are reinforced, or whether the learners have mastered the day’s lesson. Parts of a Daily Lesson Log (DLL) Objectives- They describe what the teachers intends to attain for the day. These are course based on the curriculum guide set by the DepEd. Content standards are the facts, concepts, and procedures based on each of the learning areas that the learners need to learn. Performance standards are the tasks that learners need to perform based on what they understood about the content. Learning competencies are the knowledge, skills, and attitudes that learners need to demonstrate in the duration of the lesson. These competencies are coded in the curriculum guide, and should be reflected in the teacher’s DLL/DLP Content- This describes the subject matter of the lesson Learning Resources- This pertains to the references and other sources of information the teacher will use for the lesson. Procedures- For the Daily Lesson Log, procedure for delivering the lesson shall be composed of 10 steps: Reviewing of previous lesson or presentation of the lesson Establishing purpose for the lesson as a form of motivation Presentation of examples for content and competencies in order to clarify concepts Discussion of new concepts, leading to the first formative assessment activity prior to the deepening of the lesson Development of the concept to deepen learner’s understanding, leading toward the second formative assessment Deepen understanding of the learners on the lesson’s concept to lead toward mastery. This is through implementation of group and collaborative activities. Helping learners find practical ways to use the knowledge and skills they have learned in the lesson Making generalization and abstractions about concepts and insight from the lesson 50 Evaluation learning to assess whether the lesson objectives were met Providing additional activities for the application of the lessons learned or remediation for learners who may have had difficulty with the lesson Remarks- This part indicates the special cases, such as continuation of the lesson or reteaching or rescheduling due to lack of time or suspension of classes. Reflection- This is where the teacher reflects on what transpired during the lesson: How many learners got 80% in the evaluation? How many learners need additional activities? Did the remediation activities work? How many require additional work? Which strategies used in the lesson engaged the learners? What are the difficulties encountered by the teacher and learner before, during, and after the lesson? Which of the practices that is used in this lesson could be shared with mt colleagues? You may read the following template of the Daily Lesson Log for Grade 4 English (retrieved from https://depedtambayan.org/grade-4-dll-4th-quarter-2020/). 51  52 GRADES 1 to 12 DAILY LESSON LOG MONDAY TUESDAY I.OBJECTIVES A. Content Standards OL- The learner demonstrates understanding V- The learner demonstrate an understanding of verbal cues for clear expression of ideas. that word meaning can be derived from different sources. LC- The learner demonstrate an understanding of the elements of literary and - The learner demonstrate an understanding informational texts for comprehension. that words are composed of different parts and their meaning changes depending on the context. B. Performance Standards OL- The learner efficiently delivers oral V- The learner uses different resources to presentation. find more meaning. LC- The learner identifies story perspective - The learner uses strategies to decode the and text elements. meaning of words C. Learning Competencies/Objectives (Write LC- Distinguish fact from opinion in news V- Use knowledge of context clues to find the the LC Code for each.) report listen to EN4LC-IVa-30 meaning of unfamiliar words ( synonyms )  53 OL- State a fact and opinion about a EN4V-IVa-13.1 particular topic ( advertisements ) EN4OL-IVa-20 II. CONTENT - Distinguish fact from opinion in news report - Using knowledge of context clues to find listened to meaning of unfamiliar words ( Synonyms ) - Stating a fact and opinion about a particular topic ( advertisement ) III. LEARNING RESOURCES A. References 1. Teachers Guide pages TG pp. 349-352 TG pp. 352-354 2. Learner’s Material pages LM tx pp. 330-331 LM pp. 335- 337 3. Textbook pages Reading for Meaning 4 tx pp. 1-9 4. Additional materials from Learning Philippine Star, Resources (LR) portal Philippine Daily Inquirer B. Other learning resources Pictures, chart, PPTx, foldables Pictures, chart, PPT, task cards foldables IV. PROCEDURES  54 A. Reviewing the previous lesson or Have you heard the news TV? Present the PPTx for word classification. Let presenting the new lesson the pupils answer. What about it? What advertisements and commercials have you seen? B. Establishing a purpose for the lesson Say: You will listen to another set of news These are words that we use every day that articles to distinguish which of those are similar with the other words in meaning. information state a fact or an opinion. These These are synonyms. are advertisement that captures the taste of viewers. They are captivating and persuading. C. Presenting examples/ instances of the Let the pupils listen to the news article the Let the pupils read new lesson teacher will read. Read and Learn on LM pp. 335. Group seeks health promotion law vs Let them answer the questions on Talk about smoking it (1-7). An anti-tobacco advocate is seeking a health Let the pupils do Do and Learn. promotion law to institutionalize campaigns on the harmful effects of smoking. Read the story again and look for the meanings of the underlined words. Health promotion must be institutionalized to ensure the continuity of the campaign despite Did you analyze how it was used on the a change of leadership in government, context? according to Emer Rojas, New Vois Did you study the words before or after the  55 Association of the Philippines (NVAP) unfamiliar words? president. Is there a word that signals the correct Poor Filipinos would mostly benefit from the meaning? law since tobacco consumption is higher How do we get the meaning of the unfamiliar among those in the lower socio-economic words thought context clues? class compared to developed countries, Rojas said. Original file submitted and formatted by the DepEd Club Member. “Increased in taxes imposed on the tobacco industry must be used on education and Visit depedclub.com for more. awareness so as to reduce if not to prevent the rise of non-communicable disease,” he said. D. Discussing new concepts and practicing From the news article heard, which are Show the pupil this sentence. new skills #1 factual statements? “Learners advance to the next grade at the Which sentences state an opinion? end of the school year. To pass is very important.” (Advance and pass means the same thing.) They are synonymous with one another.  56 E. Discussing new concepts and practicing Guided Practice Guided Practice new skills #2 Let the pupil-leader read the news Let the group do Try and Learn on LM p.336 article; the members of the group will listen. (1-5). Oil firms roll back diesel prices Oil companies yesterday implemented Circle the synonyms of the underlined words a rollback in diesel prices after hiking prices in the sentence. last week, but gasoline and kerosene prices 1. The femur, or thigh bone, is the largest remain unchanged. bone in the body. In separate advisories yesterday, oil 2. Many of us have some sort phobia or firms announced P 0.25 reduction per liter in unreasonable fear. diesel prices effective midnight last night. 3. Because some people are afraid of Pilipinas Shell Petroleum Corporation, reptiles, they tremble at the thought of the local subsidiary of energy giant Royal snakes. Dutch. Shell was the first to issue its advisory. 4. During the last run of the race, the skier fell and fractured his clavicle or collarbone. Which sentences show facts? Which are opinions? 5. The altar boy was an acolyte, a helper in the religious service. F. Developing Mastery (Leads to Formative Independent Practice Independent Practice Assessment 3) Let the teacher read the news article and Let the pupils do. Do and Learn on LM the pupils will listen. p. 337. (1-5)  57 Empowering Students Ombudsmn Concjita Carpio-Morales is seeking to empower the spirit of volunteerism among elementary and high school students through an improved Junior Graft watch Unit (JGU) program to intensify the fight against graft and corruption. With this year’s theme, “Strengthening JGU Volunteerism: Youth in Action Against Corruption”, the Office of the Ombudsman and its partner will celebrate 21 years of empowering the younger generations against graft and corruption through a “We walk Our Talk: Alay Lakad Kontra Korupsiyon” event around the Quezon Memorial Circle Biker’s Lane. Which statements are facts? Opinions? G. Finding practical application of concepts Let the class listen about this news feature: If you are trying to know the meaning of and skills in daily living certain words, we look int thesaurus or in a dictionary. The same meaning makes the Dancing Dragon: sentence more interesting than usual.  58 The Chinese have a separate Repeating words can be boring in our celebration of their New Year. The Chinese everyday life. That’s why synonyms are used. New Year falls between January 21 and February 19. They have a great celebration on the last day of their New Year. They hold a parade where you can see the dancing dragon and the make-believe lion. The Chinese believe that the lion and the dragon are signs of good luck. Which are factual statements? Which are opinions? H. Making generalizations of concepts and A fact is something that is true and supported Synonyms are words that have the same, skills in daily living by evidence. An opinion is only a belief. It is nearly the same oe almost the same also an expression of a person’s feelings. meaning. We use synonyms to make the Clue words like think, believe, feel, probably, sentence interesting. Repeating one word or seems signal an opinion. can be boring, that is why synonyms are used. I. Evaluating learning Directions: Read the news item. Write the Directions: Read the story below. Rewrite sentences in its proper column. the story by replacing each underlined word with a word from the list that means almost the same thing. Fact Opinion  59 A Hot Day Today is hot. We had a drink of cold water. We cannot take a walk or throw a Low-income govt employee urged to avail ball. We wear hats to make a shadow on our themselves of GSIS scholarship program. faces. Too much sun can make anyone sick. It is best to stay quiet. On a day like this. Low-income government employees are urged to avail of the GSIS College Scholarship Program which is 200 grants this school year. “As part of celebrating our 80th anniversary thisnyear, the current Board of Trustees revised the scholarship program to ensure that low-income members will be given the opportunity to send their children to colleges and universities that provide quality education,’ said the president of GSIS. Which are facts? Which are opinions? J. Additional activities for application or  60 remediation V.REMARKS VI. REFLECTION No. Of learners who earned 80% in the _______of learners who earned 80% above _______of learners who earned 80% above evaluation No. of learners who require additional _______ of learners who require additional _______ of learners who require additional activities for remediation who scored below activities for remediation activities for remediation 80% Did the remedial lessons work? No. Of ______Yes______No ______ of learners ____Yes______No ______ of learners who learners who have caught up with the lesson who caught up of the lesson caught up of the lesson No of learners who continue to require _______of learners who continue to require _______of learners who continue to require remediation remediation remediation  61 EXPERIENCE: Lesson planning is a crucial parts of the life of a teacher. This is why the Department of Education outlined the guidelines in the lesson planning for teachers. Read DepEd Order No.42, s. 201. Using a concept web, what are the guiding principles that serve as the backbone of lesson planning? Described how these principles add to the DepEd’s picture of lesson planning in the K to 12 Curriculum. Use this place for your answer.  62 ASSESS: In the previous lessons, we have discussed various instructional planning models. Based on what you know about instructional planning models, what instructional planning model do you think is being advocated by the DepEd Order 42, s. 2016, or do you think it is an entirely new model? Discuss you answer below. You may use graphic ,organizers to illustrate your ideas. 63  64 CHALLENGE: Based on the instructional plan you developed from the previous lesson, create a Daily Lesson Log following DepEd’s DLL template below. GRADES 1 to 12 School: Grade level: DAILY LESSON LOG Teacher: Learning area: Teaching dates and Quarter: time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVES A. Content Standards B. Performance standards C. Learning Competencies/ Objectives (Write the  65 LC code for each.) II. CONTENT III. LEARNING RESOURCES A. References 1. Teachers Guide pages 2. Learner’s Material pages 3. Textbook pages 4. Additional materials from Learning Resources (LR) portal B. Other learning resources IV. PROCEDURES  66 A. Reviewing the previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/ instances of the new lesson D. Discussing new concepts and practicing new skills #1 E. Discussing new concepts and practicing new skills #2 F. Developing mastery ( Leads to Formative  67 Assessment 3) G. Finding practical application of concepts and skills in daily living H. Making generalizations of concepts and skills in daily living I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION No. Of learners who earned 80% in the  68 evaluation No. Of learners who require additional activities for remediation who scored below 80% Did the remedial lessons work? No. Of learners who have caught up with the lesson No. Of learners who continue to require remediation Which of my teaching strategies worked well?  69 Why did these work? What difficulties did I encounter which my principal or supervisor can help me solve What innovation or localized materials did I used/discover which I wish to share with the other teachers? https://www.google.com/search?q=woman+and+man+silhouette&tbm=isch&sxsrf=ALiCzsYOiJ3zDu05 xCP1R5asni2j7v53Fg:1667453127270&source=lnms&sa=X&ved=2ahUKEwjTk9L6opH7AhUPMd4KHf 9GANAQ_AUoAXoECAIQAw&biw=1280&bih=577&dpr=1.5#imgrc=7TSZK4TNvu5PPM  70 CHAPTER 3 Instructional Strategies LESSON 10: Differentiated Instruction for English Learners Objectives In this lesson, you will be able to: ⚫ Define differentiated instruction; ⚫ Identify various differentiated instructional strategies used in teaching; and ⚫ Employ differentiated instruction in the development of the lesson Introduction One of the difficulties in the modern classroom is the vast diversity of learners. As the digital unites the world and its people over so closer, the classroom now has more differentiated learners with very different backgrounds, ethnicities, abilities, competencies, and many more as ever. As we value individual differences, the education landscape becomes less and less of a one-size-fits-all environment. Thus teaching in such an environment must be able to reflect this very nature of our learners. Furthermore, the real-world is naturally differentiated. People learn at different backgrounds and knowledge. They learn best in different ways. If we want our learners to be prepared in this type of environment, teachers should also differentiate instruction in their classrooms. In this lesson, we are looking into how we can use differentiated instruction in the classroom.  71 THINK: Differentiated Instruction Carol Ann Tomlinson defines differentiated instruction as a means of tailoring instruction to meet the learners’ needs org/article/what-differentiated-instruction, 2020). This provides the learners the opportunity to maximize their learning, whether as individuals or in small groups. It also describes the efforts of the teachers to address the variance among learners, giving them the best learning experience possible. In order to Implement differentiated instruction, teachers need to focus on the essential learning and key concepts of the lessons. They would also need to attend to the student differences to be reflected in the teachers' assessment and instructional activities. Being that, the teacher would have to modify content, product, and process in order to adapt to the learners. Teachers could differentiate their lessons via content, process, product, and/or environment according to their learners' readiness, interests, and/or learning profiles. This is where the teachers' role to encourage learners to participate in respectful work comes in. Respectful work refers to classwork and activities that are relevant and meaningful to them. At the core of differentiated instruction is the development and promotion of respectful tasks. As mentioned earlier, respectful tasks are activities that "respect" the learners by taking them into account in the development of learning experiences for them. This means that the teacher prepares the activities ensuring learners' readiness to the cognitive complexity required by the task. This makes sure that all learners are expected to grow upon taking on the activity. It is a common practice to let the more advanced learners to have more of the same task as they could complete them in the time required of the teacher while the lower-level ones are given more chances to practice what they do not know. The key term here is to provide all learners the opportunity to explore areas they have difficulties or expand their understanding on the topic/lesson at hand. This is where flexible grouping could help teachers in organizing their class to the program activities that fit them. Learners take part on many different groups as they move and change groupmates and work alongside them, or alone matching the task to the learners' readiness, interests, and/or learning styles. In addition, a key feature in the success of developing respectful tasks is to assess instruction. Here, the teacher evaluates learners' understanding of key concepts in the lessons as they are delivered to the learners. This gives the opportunity for the teacher to determine whether the activities provided could be differentiated to different kinds of learners. This could be done only when  72 assessment occurs in a consistent manner. Differentiating via Content There are four ways the teachers can differentiate via content. This involves: Compacting the curriculum where the teacher determines which parts of the lesson do the learners have prior knowledge about and highlight those areas that learners have not mastered yet. Learning contracts are individual agreements between the teachers and the learners or their parents where the teacher provides a certain level of freedom, while the learners agree to meet the class expectations within the given time. Tiered lessons are taking single lessons and adapting them to the needs of learners of different skill and competency levels. Leveled texts provides the learners with content written at the reading readiness of the learner. In order to develop tiered lessons/activities, the following steps could be considered: Choose activities based on the learners’ essential learnings Think and consider the learners': o readiness level in terms of skills, reading, thinking, stock information, and others; o interests; o learning styles; and o talents Create activities that are interesting and cause the learners to use key skills of the unit. Chart the complexity of the activities. Create activities to ensure challenge and success.  73 o Consider materials ranging from basic to advanced o Conside