A Lesson Plan Practically Incorporating Instructional Technology for Reading Skills

If we teach today as we taught yesterday, we rob our children of tomorrow.

-John Dewey

Lesson plan is believed to be a scheme that sets limits to the extent of teaching in a particular time and place with varying formats depending on any educational institutions’ discretion. This presented lesson plan does not claim to switch any other formats of lesson plans but rather tries to basically introduce how a lesson can be integrated with simple forms of technologies while students engage with activities to efficiently refurbish their macro skills and language awareness for effective interaction. Modern language learning does not only entail macro skills and linguistic skills but achieving the essentials how technologies are used in the classroom among learners is a must in a continuously expanding digital learning environment. This semi-detailed procedural lesson plan that adheres to the fundamental and essential components of a learning blueprint seeks to encourage the creativeness of teachers to incorporate instructional technologies in any method it is possible.

Lesson Plan for Level B1’s Reading Skill

I. Behavioral Objectives

At the end of the reading lessons, the B1 students will be able to:

1. scan and predict the content of the passage

2. obtain main ideas of the passage

3. gather details found in the passage

4. create inferences from the text

5. use Microsoft word processing fundamentals

6. immerse and utilize technology-related learning tools

7. Appreciate the use of technology in language learning

II. Subject Matter


Reading 1: Customs around the world

Unit 2: Customs and Tradition

From Pages 36 & 37

Unlock 3 Reading and Writing Textbook for B1 level

By Carolyn Westbrook

Cambridge Press, Fourth Printing 2016

Target Student level: B1 from Common European Frame of Reference (CEFR)

Time Frame: 60 minutes

III. Materials:

Soft copies of activities for screen display and downloads

Hard copies and soft copies of activity sheets

Projector for passage displays

Internet to surf pictures and to propel the Blackboard

Students’ Blackboard account to download files

Teacher’s Blackboard account to upload files

Desktop computer for class activities

IV. Procedure

a. Preparation

Set all the materials as tools in the teaching and learning process. Create classroom as an atmosphere for conducive learning. It is suggested that the behavioral objectives or intended outcomes may be underscored for students’ prior awareness.

b. Motivation

• The teacher uses this portion as a springboard that links students’ attention to be engaged with the lesson.

• The teacher presents a globe’s picture from the internet in the absence of a globe. The teacher may further substitute it with a Google map.

• The teacher displays pictures of people around the world with varied customary gestures onscreen in a PowerPoint presentation

• The teacher elicits responses from the students on what do these gestures mean. The teacher indiscriminately collates all possible responses and be able encourage students to write accepted answers through a spider gram and relate their accepted responses to the main word in the graphic organizer.

• The spider gram should have a soft copy enlarged by a projector for the students to complete on the spot. All responses should be transparent for the students’ inquiries.

• Students are requested to fill-in the blanks using the classroom computer.

• The teacher may further ask some customary gestures which they are familiar with and may additionally relate the pictures to that of the globe presented in class.

c. Presentation of the lesson

• Overview some reading essentials through a PowerPoint presentation

• Provision of a background knowledge regarding passage comprehension

• Delivery of some techniques in answering comprehension questions. These ideas are displayed onscreen.

d. Lesson Proper

Discussions are followed by activities displayed onscreen. Answers in every activity will be highlighted, circled, underscored, italicized and painted, respectively by the students. Errors of one students’ may be the errors of others so it is beneficial to display answers done by students individually. This involves teacher roles and students’ roles. The teacher strives to adhere on the principles of facilitation rather than lecturing depending on the students” performance exhibited in the process.

• The teacher explains scanning and predicting.

Students will response to activity numbers 1 & 2

• The teacher introduces the meaning of main ideas

Students will perform reading activity number 1.

• The teacher discusses what details are with concrete examples.

The students are going to deal with activity number 4.

• The teacher elucidates inference as a part of reading

The teacher explicates by elaborating what ” reading between the lines” means by providing specific examples and guiding the students on the task related.

The students will perform activity number 5.

V. Evaluation

The teacher frames or customizes an example of a passage if there is no available authentic passage as a springboard to test the students’ abilities on scanning and predicting the content, obtaining main ideas, assembling and creating inferences from the customized text.

Answers are deliberated by the teacher for common understanding

VI. Generalization

The teacher accentuates on the importance of reading and how effective reading comprehension is achieved through learners’ abilities in scanning, predicting, determining main ideas, assembling and creating inferences.

VII. Homework

Read the passage, A British Wedding found on page 40. After reading, open your Blackboard account and download two (2) files related to this text.

• The first file contains activity sheets that tasks you to fill-in the gaps regarding the passage.

• The second file entails you to complete the tree diagram for text comprehension.

• You are required to bring these sheets for further discussions about Reading Number 2, tomorrow.

Incorporating instructional technology in language teaching doesn’t need to be complex or sophisticated. Through the basic technological materials, the lessons become worth-engaging and worth -exploring. Excerpted film clips, film soundtracks, film opening and closing credits, an excerpted dialogue, digital script, film posters, music video, songs, film biography, film trailers, book reviews from the cyberspace internet graphics, music or sounds, reading passages from the internet, popular speeches, pictures, tables, Blogs, Facebook posts and comments, YouTube clips, live or print varied advertisements, recorded recitals, newscast among others, are materials that trigger practical technology -related instructions. As noticed, these authentic materials are media forms and productions that necessitate the employment of multimedia and technological tools. These phenomena further stress that integration of technology in instructions is always interconnected with the interplay of print and audio-visual media and are absolutely operated by multimedia highlighting the fact that the multiple and prolific growth of multimedia are propelled by rising technology to produce media forms which are now advocated by innovative educators in an authentic learning environment in the design of curricula and instructions. Access to these materials yield the occurrence of students’ technological involvement guided by well-designed lesson plans characterized to be specific, measurable, aligned, realistic or relevant, and time-bound (SMART) just as how their behavioral objectives are keenly observed as students ‘performance indicators. Furthermore, the success of technology integration in lessons is measured through the manipulation of technical tools by both teachers and students to attain a two-way pedagogical process.

Finally, the educational world of learners in the contemporary times is digital. It is crucial that students must be brought into authentic learning environment for the creation of a real- world to be explored by by productive learners. “Social tools leave a digital audit trail, documenting our learning journey-often an unfolding story-and leaving a path for others to follow,” as Marcia Conner articulates. Every educator embraces the fact that learners and educators in the contemporary times are called maneuvers of a digital age for a more globally digital world through the academe as the hub of a continuing instructive progression.

Source by Marvin Wacnag Lidawan

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