Teaching Practice Activities Part III
Teaching Practice
Activities Part III
On the
fourth week, I was permitted to teach grade 8 and 10 students. Grade 8 is under
Mrs. Hilda D. Darocca. Grade 10 is under Mrs. Jieza J. Napone. On the fourth
week, I had a very hectic week. I was teaching from Monday to Thursday and was
teaching grade 7, 8, 9 and 10 in each day. But fortunately, I did not teach the
whole schedule. I shared it with Jeng Anggi Priyatni, another exchange student
from the same university as me. The following are the lesson plan that I used
to teach grade 8 and 9.
The Lesson Plan
Iloilo Science and Technology University Laboratory
School
Grade 8 Molave
I. Objectives
At
the end of the one hour lesson, the grade 8 Molave students should be able
to:
-
Cognitive
: analyze the story of Mangiring and
Mona.
-
Psychomotor
: present their discussion orally in front of the class.
-
Affective
: associate inferiority in Mangiring
and Mona with their current life.
II.
Subject Matter : Language (A Short Story)
A. A short story entitled “Mangiring
and Mona” by Arie MP Tamba
Material :
English Book Language in Literature; Afro-Asian Literature for Grade 8
projector, speaker and microphone.
Time Allocation : 1 hour
No. of Students : 50 students
Grade level :
grade 8
Time :
8.30 a.m. – 9.30 a.m.
III.
Procedure
A.
Review:
Branstorming session; the last material from previous meeting
-
Students
will be asked to answer several questions about what they have learned.
-
The teacher will ask the students about the result of
their group work
from previous meeting.
-
The
teacher will ask the students’ readiness to present their group work.
B. Introduction
-
The
teacher will ask some questions related to the Mangiring and Mona story.
-
The
students will present the result of their group work.
C.
Material
Presentation
-
The
students will present their group work.
-
After
they present their group work, they will have a discussion.
-
The
other students will ask some questions and criticize the students who present
their group work.
-
After
they have their discussion, then teacher will ask the students some questions
related to the story of “Mangiring and Mona” and related to their presentation.
-
After
that, the teacher will make a conclusion on today’s lesson.
IV.
Evaluation
-
The
students will present the result of their work discussing about the story of Mangiring
and Mona.
-
In
their presentation, the students will be answering the following questions:
-
Rubric:
Index
of score will be 1 up to 40; the description can be seen as follows:
|
Score
|
Total Score
|
Description
|
|
16-20
|
36-40
|
Excellent
|
|
11-15
|
30-35
|
Good
|
|
6-10
|
25-30
|
Good enough
|
|
0-5
|
1-24
|
bad
|
Presentation
|
|
Ideas
|
Presentation Skills
|
Effort
|
|
Group 1
|
|
|
|
|
Group 2
|
|
|
|
|
Group 3
|
|
|
|
V.
Assignment
-
The
teacher will divide the students into 3 groups.
-
Each
group will make a story related to the story of Mangiring and Mona.
-
The
story is either a sequel or prequel of Mangiring and Mona story.
Iloilo, 19 of Februry, 2018
Uswatun Hasanah
Lesson Plan
Iloilo
Science and Technology University Laboratory School
Grade 9
Falcon
I. Objectives
At the end of the one hour lesson, the grade
9 Falcon students should be able to:
-
Cognitive :
interpret and understand the speech of Gettysburg Address.
-
Psychomotor : perform the speech of Gettysburg
Address in front of the class.
-
Affective :
reflect on the value of the Gettysburg Address speech.
II. Subject Matter :
Language
Speech
Material : English Book Language in
Literature Anglo-American Literature for Grade 9 and internet
Speaker, microphone and projector
Time
Allocation : 1 hour
No.
of Students : 41 students
Grade
level : grade 9
Time : 8.30 a.m. – 9.30
a.m.
III. Procedure
A. Review/Motivation:
-
Teacher will be reviewing the previous lesson.
-
Teacher will be giving motivation on the lesson
that will be delivered related to Gettysburg Address speech.
B.
Introduction to the new lesson
-
Teacher will be asking the students about what
is Gettysburg Address.
-
Teacher will try to dig the students’ prior
knowledge about Gettysburg Address speech and also the speaker of the speech,
Abraham Lincoln.
-
Teacher will be giving some information or
background of the speech of Gettysburg Address.
C.
Material Presentation
-
Teacher will play the video of Gettysburg
Address speech by Abraham Lincoln.
-
After playing the video, teacher will be asking
the students about what is the speech about.
-
Teacher will also be asking the students to give
their opinion about how Abraham Lincoln delivered the speech.
-
Teacher will give a lecture about tips/the way
how to deliver a good speech.
1.
Strip it down.
There's
an unfortunate temptation in a short
speech to
try to cram everything you have to say into a short time. Instead of trying to
make the time fit the speech, however, recognize that you have to make your
remarks fit the time allotted. If you've got five minutes to talk, you
shouldn't have more than three main points.
2.
Plan and rehearse.
This applies whether you
have five days notice before your speech or 30 seconds. If you're surprised to
be called on to speak, your planning might consist only of conjuring up your
three main points while someone else is trying to get everyone's attention and
introduce you, but that's better than nothing. Ideally, you want to plan
everything you're going to say, rehearse in front of other people, and rewrite
over and over.
3.
Cut yourself off.
In the history of the
entire world, I don't think anyone has ever said, "I wish that speech had
been longer." So keep track of time, and by all means don't ramble. If
you've run out of time to make a major point, either work it into the questions
people have for you afterward, or send a follow-up note to the members of the
audience.
Key: Take the length of time you've been asked to speak for, and
cut it down by 20 percent.
4.
Use milestones
For a five minute
speech, you want to organize in roughly one-minute intervals, and you want to
offer milestones to the audience at the top of each minute. You get one minute
for your introduction, during which you explain what you plan to say. Then you
get 60 seconds each for your three main points. That last 60 seconds can be
used either for a short conclusion, or as a buffer in case you run long.
5.
Show. Don't tell.
7.
Speak up.
IV. Evaluation
-
Students will be asked to perform the speech of
Gettysburg Address with/without the text.
V. Assignment
-
Students will be asked to write down their
opinion about what did Abraham Lincoln try to deliver in his speech of
Gettysburg Address.
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