Lesson Plan - Bloom's questions section omitted. Add to Lesson plan

MATERIALS and SETTING

The setting is the classroom.

Materials needed include a Paper handout containing questions, a pencil, and paper and HD-audio-visual projector.

The student will watch a short video together as a class and then form groups of two to discussion about the plot, setting and characters in that video using guided questions.

KEY VOCABULARY and ACADEMIC LANGUAGE

Review and understand the definition of text, analyze, fiction, character, literary texts and plot

FOCUS ACTIVITY

Student will watch a short drama animation with two characters interacting with each other and playing together or having fun together.

CONNECTION TO PRIOR LEARNING

After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters communicated with each other. Each student will then write a short initial response to what they think of the characters in the video base don their own understanding and perspective.

OBJECTIVE STATEMENT (be sure to include the performance measure)

Students, our goal for today is to practice constructive and courteous communication using our communication skills and abilities. I will give each student the discussion questions that they will use as a guide to have a meaningful conversation about the video chosen with their member members. Each student will spend some time chatting with your companion, then switch seats and write about what you learned. This written answer will demonstrate that you written communication skills while the discussion will test oral communication skills.

PURPOSE OF LEARNING

This lesson will help each student to develop and improve in both oral and written communication skills need to accurately articulate thoughts and express ideas effectively to multiple audience and actively listen to other for understanding and meaning.

INSTRUCTIONAL STEPS

Review: I will review essential topics and discussion question through group discussion. These will include looking at nonverbal cues, group dynamics and evaluating students’ opinions and interest

Focus: Student will watch a short video to learn verbal and nonverbal cues.

Activity: Students will watch a short video together as a classroom, participate in group discussions and write a response to the discussion question to practice and improve on their written and oral communication skills.

LITERACY STRATEGIES USED

In this lesson student will use different literacy strategies such as activating, summarizing. Monitoring, organizing, searching, questioning and inferring to enhance their vocabulary, reading, listening, speaking and writing skills.

STUDENT USE OF TECHNOLOGY

Student will use their tablet to watch the video on their own and watching it one with another student in the classroom through a HD audio-video project. This resource will help the student to easily access the video during the lesson and during discussions.

MODIFICATIONS/ACCOMMODATIONS

Use teaching strategies and learning resource to make the learning content comprehensible to all student including English as a second language (ESL)students and English literacy development (ELD) students. For example, seat the student near the teacher, print clearly, print instruction clearly, print key words on board, incorporate visuals gestures and charts and speak clearly using normal tone and slightly slow rate to ensure that all students understand what is require and expected from them.

RETEACH/EXTENSION

We will have our kids having trouble coming up with ideas to fill out a brainstorming page in their notebooks. If students have trouble recalling dramatic norms we have covered in class, they will be directed to look at the textbook for examples we have used. If students have trouble recalling a story's literary elements—essential when crafting a play—they can use a mountain illustration depicting the story's beginning, rising action, climax, and falling action on the whiteboard (Montiel, 2021).

If students have finished their group brainstorming and idea gathering, they can proceed directly to the next stage of the writing process. They must prepare for the role if the play is written.

CLOSURE:

The lesson will wrap up with a round of questions and answers, at which point I can listen in and assess everyone's progress. Students can ask me critical thinking questions, and I will provide comments and guidance if needed. The deadline for finishing this task should be pushed back. Please remember that today is not the assignment's due date, and any forward motion at this level of planning and visualizing is to be commended. I'll repeat that as our lesson's main focus. We'll go through what's expected of them tomorrow so that when they get to school, they can get to work without much explanation since they'll be back at the same station with the same task.

Connect to future learning: Student will use the concept and skill their have acquired in the previous lesson to tackle part of the problem in the future oral and written communication lesson.