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A Lesson Plan Practically Incorporating Instructional Technology for Reading Skills

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

-John Dewey

The lesson plan is considered a system that sets limits on the extent of instruction at a particular time and place with varying formats based on the discretion of any educational institution. This presented lesson plan does not purport to change other lesson plan formats, but rather tries to fundamentally introduce how a lesson can be integrated with simple forms of technology as students engage in activities to refresh effectively nine their macro-skills and linguistic awareness for effective interaction. Modern language learning does not only involve macro skills and language skills, but realizing the essentials of how technologies are used in the classroom by learners is essential in a digital learning environment in constantly expanding. This semi-detailed procedural lesson plan that adheres to the fundamental and essential components of a learning plan aims to encourage teachers’ creativity to incorporate instructional technologies in all possible methods.

Lesson plan for level B1 reading skill

I. Behavioral goals

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

1. scan and predict passage content

2. get the main ideas of the passage

3. gather the details found in the passage

4. create inferences from text

5. use the basics of Microsoft word processing

6. Immerse in and use technology-related learning tools

7. Appreciate the use of technology in language learning

II. Object

Reference:

Reading 1: Customs around the world

Unit 2: Customs and tradition

From pages 36 and 37

Unlock 3 reading and writing manuals for level B1

By Carolyn Westbrook

Cambridge Press, fourth printing 2016

Target student level: B1 of the Common European Framework of Reference (CEFR)

Duration: 60 minutes

III. Materials:

Electronic copies of activities for on-screen viewing and downloads

Hard copies and electronic copies of activity sheets

Projector for walk-through displays

Internet to surf the photos and propel the Blackboard

Students’ Blackboard account to upload files

Teacher’s Blackboard account to upload files

Desktop computer for classroom activities

IV. Procedure

a. Preparation

Define all materials as tools in the teaching and learning process. Create a classroom like atmosphere conducive to learning. It is suggested that behavioral goals or expected outcomes may be outlined for students’ prior awareness.

b. Motivation

• The teacher uses this part as a springboard that connects students’ attention to getting involved in the lesson.

• The teacher presents the image of a globe found on the Internet in the absence of a globe. The teacher can also replace it with a Google map.

• The teacher displays images of people from all over the world on the screen with various common gestures in a PowerPoint presentation.

• The teacher solicits student responses on the meaning of these gestures. The teacher indiscriminately collects all possible answers and can encourage students to write accepted answers through a spider gram and link their accepted answers to the main word in the graphic organizer.

• The spider gram should have an electronic copy magnified by a projector for students to complete on the spot. All responses must be transparent to student inquiries.

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

• The teacher can also ask for a few usual gestures that are familiar to him and can also link the images to that of the globe presented in class.

vs. Presentation of the lesson

• Overview of some reading essentials through a PowerPoint presentation

• Provision of basic knowledge regarding passage comprehension

• Delivery of some techniques to answer comprehension questions. These ideas are displayed on the screen.

D. actual lesson

The discussions are followed by activities displayed on the screen. The answers for each activity will be highlighted, circled, underlined, italicized and painted, respectively by the students. One student’s mistakes may be the mistakes of others, so it is beneficial to display the answers made by individual students. This involves the roles of teachers and the roles of students. The teacher strives to adhere to the principles of facilitation rather than delivering lessons based on student performance exhibited in the process.

• The teacher explains scanning and prediction.

Students will answer activity numbers 1 and 2

• The teacher presents the meaning of the main ideas

Students will complete reading activity number 1.

• The teacher discusses the details with concrete examples.

The students will do activity number 4.

• Teacher elucidates inference as part of reading

The teacher explains by elaborating on what it means to “read between the lines” by providing specific examples and guiding the students on the task at hand.

Students will do activity number 5.

V. Assessment

The teacher frames or personalizes a sample passage if there is no authentic passage available as a springboard to test students’ abilities to analyze and predict content, obtain main ideas, assemble and create inferences from custom text.

Answers are deliberated by the teacher for common understanding

VI. Generalization

The teacher emphasizes the importance of reading and the effectiveness of reading comprehension through learners’ abilities to analyze, predict, determine main ideas, assemble and create inferences.

VII. Homework

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

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

• The second file consists of completing the text comprehension tree structure.

• You are required to bring these sheets for further discussion on Reading 2 tomorrow.

Integrating instructional technology into language teaching does not have to be complex or sophisticated. Thanks to the basic technological materials, the lessons become interesting and worth exploring. Film excerpts, film soundtracks, film opening and closing credits, dialogue excerpts, digital script, film posters, music videos, songs, film biographies, film trailers, cyberspace internet book reviews graphics, music or sound, reading passages from the Internet, popular speeches, images, charts, blogs, Facebook posts and comments, YouTube clips, various live or print advertisements, recorded recitals, newsletters, among others, are materials that trigger practical instructions related to technology. As we have noted, these authentic materials are forms and media productions that require the use of multimedia and technological tools. These phenomena further underscore that the integration of technology into instruction is always interconnected with the interaction of print and broadcast media and is absolutely mediated by multimedia, highlighting the fact that the multiple and prolific growth of multimedia is propelled by the growing technology to produce media forms that are now advocated by innovative educators in an authentic learning environment in curriculum design and instruction. Access to these materials gives rise to students’ technological involvement guided by well-designed lesson plans characterized for being specific, measurable, aligned, realistic or relevant and time-bound (SMART) just like how their goals behaviors are carefully observed as students. ‘performance indicators. Additionally, the success of integrating technology into lessons is measured by the manipulation of technical tools by teachers and students to achieve a two-way pedagogical process.

Finally, the educational world of learners in contemporary times is digital. Bringing students into an authentic learning environment is crucial to creating a real world for productive learners to explore. “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 explains. Every educator embraces that learners and educators in contemporary times are called digital age maneuverers for a more global digital world through academia as a hub of continuous instructive progression.

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