Lesson Plan on Caring for Mother Earth Action Plan (Conditionals)

By MITCHELLENE VIGILIA-RIVO
A. Students and Setting
Students
30 high school students of the Dagupan City National High School with average to
high language proficiency.
Setting
Public high school where students are studying English as one of the major subjects
and has an hour for the class.
B: Background
Student have viewed different documentaries, news articles, feature and editorial
articles on climate change. They will work in team to create an action plan demonstrating
what they have learned about caring for the mother earth. Students will complete set of
tasks that will lead to the creation of their action plan and give oral presentation using
appropriate vocabulary. Prior to this, the teacher has explained the scope of the project
and the need for teamwork.
In this lesson, students are just beginning to form teams to create the project. They will
have a handout from the teacher, but need to negotiate their roles within the team, and the
type of project they are going to do.
C. Learning Objectives/Expected Results
Students are expected to apply what they have learned about climate change and global
warming. They will need to manage their group so that they carry out the instructions as
scheduled. Creating a team name will help them pull together. They will propose and
evaluate possible titles for the project. They will begin the process of developing and
describing the project. They will be practicing advanced language skills as they discuss
their project. They will present their final action plan and perform it.
D. Procedure and Timing
Teacher say/does Students say/do Approximate Time
Present a short AVP on the
devastation caused by super
typhoon Yolanda or
Haiyan. (The AVP is
downloaded from Youtube).
Watch the presentation.
Make mental notes of the
information given by the
reporter.
2 min
Have students complete the Students complete the 1 min
statement:
The chaos brought by super
Haiyan could have been
avoided if
______________.
statement in a sheet of paper
and they are not to write
their names in that piece of
paper and they are going to
drop it a box.
The teacher draws
responses from the box and
present it to the class by
writing it on the prepared
template. In so doing, she
will ask students reaction on
the statement.
Let students give whatever
reaction that they could give
by writing it opposite or
near the statement.
3 min
Discuss briefly students
feedback.
Point out the structure of the
first part of the statement
and ask what type of
statement was generated.
Make guesses, assume, or
state what is on their mind.
3 min
Present the lesson on
conditionals.
Take down notes 3 min
Form groups by having
students count off 1-5.
There will be 5 groups with
three members each. Have
each group stay in one place
in the classroom.
Each students count off
from 1 to 5. All 1s should
group together. Same with
2, 3, 4, and 5.
2 min
State the different roles that
the members will play.
Discuss members roles.
will be a leader, another an
encoder and the other as
reporter.
Take down notes.
2 min
Discuss the goal and
procedures in
accomplishing the project.
Entertain questions or
clarification from students.
The project will be based on
documentaries and news,
editorial and feature articles
read.
Ask questions or
clarifications if there are.
Decide on a project and
write a short description. So
you need first of all to
decide who the leaders are
and who will be a reporter
and keep a record of
everything.
3 min
Bring out all the different
resources which the groups
could use to complete their
action plans.
Meets with each team
Work on their action plans. 15 min
individually for about 5
min. to determine scope and
theme of their presentation
Encourages students to
take ownership of the
project, but helps if they
seem headed in a wrong
direction
Discuss the rubric use to
evaluate their work.
Listen carefully 1 min
Give way to group
presentations
Ask questions for
clarification
Present each groups output.
Answer queries.
Have the group give their
initial presentation stating
the following:
Group name
Objective
Content of their Action
Plan
20 min
Facilitate an open forum Students could ask
questions to other groups or
make commendations.
5 min
Collect outputs Each group submits a copy
of their action plan
10 sec
F. LEARNER FEEDBACK/FORMATIVE ASSESSMENT
I have learned the importance of immediate feedback and I also learned that students
anxiety level should be keep low in order for them to assimilate or internalize what have
been presented in class. In order to do this, I will show enthusiasm and give them praises
if needed. If in case, the students committed global errors I will address after class so that
other may benefit from the information but I am not going to identify who have made it.
During the group presentation, I will ask all the group members to go in front and
help in presenting their work and if they have unanswered queries I will guide them
towards the answer. All of their actions plans will be collected and reproduced so that
each member of the group will have a copy of it which they could place in their
portfolios.
EXTENDED REFLECTION - ADDITIONAL ELEMENTS IN PHASE 2
(a) It is quite similar it is only that I added some alternative assessments tools such as
having them give their feedback may lead to error correction.
(b) Most of the lessons that we had for the past weeks were incorporated in this lesson
plan. I have used a newscast as a springboard. Then later on in the lesson I engaged them
to do some critical thinking task wherein they are to discover the viability or logic of a
given statement. It also caters to establishing feedback and formative assessment.
a) For phase 2, the formative assessment is better because I have added ways to analyze
what the learners are producing as they talk in groups. They will also have their speaking
and writing assessed as they take turns being the recorder for the group. Their writing will
be assessed when they turn in their project proposal, and later as they write their
presentations and tourist books. The final presentation based on the project will give each
student a chance to speak and have their oral performance evaluated. I will create a rubric
for the final presentation so that students can evaluate their peers.
b) This lesson plan has authentic materials and group work in phase 1. Learner feedback
and assessment have been included in both the group work and when the students report
back to the whole class. Critical and creative thinking are used when the groups are
deciding what project to do and later when they plan their research and presentations.