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
Reference:
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.

The Importance of School Resources for All Ages

School resources seem to become easier to come by as technology advances and the people around the world become more interconnected. Arts and crafts for kids are available all around the world because of the way the global economy works. Teaching resources are becoming more available because of advancements in technology, such as the Internet. A teacher can now grab additional information from the Internet that can be used to go into more depth about a topic that is being taught from the book. Nowadays, students can be shown pictures, videos, and other information related to the learning topic instantly through the use of the Internet. School teachers and parents have had a hard time when it comes to getting children to pay attention in school in the past, but these problems have become much less prevalent as technology has advanced and made learning more enjoyable for everyone involved.

Children cannot resist the interesting aspect on learning created by the Internet, which is why young children are becoming smarter at a younger age these days. While computers can definitely be used to waste time playing video games, they also have their use as a tool for education. A child left on his own would probably just play video games all day, but it is the job of the teacher and parent to make sure they are using technology for learning and not for laziness. A teacher can only do this job with enough available resources to grab the attention of a child and teach him or her about the world. Many resources for teachers are being cut out by advancements in technology these days, but this is actually a good thing. The resources being cut out are those that have been proven to be slower and less effective. A child is much better off using the Internet than an Encyclopaedia, so there is no reason to force outdated resource books to be used by students. New technology is available to help make learning more fun and exciting for both the students and the teachers. This technology should be used since it is likely to help children enjoy learning and strive to learn more each day.

One of the best resources for learning today are games that help children have fun while being taught the facts of the world. These games have become even more entertaining for children with the added use of various pieces of technology. Today, teachers are allowed to interact with the World Wide Web during lessons, which helps them gain more resources to show the children and teach them about the world. Fun activities in the lesson plan of a teacher are always a positive for the learning environment. Kids just care about having fun all of the time, so they have to be having fun while they learn. You cannot just teach by the book because that will leave most of the students bored and uninterested. This is a problem with many school systems around the world. The children simply do not care about paying attention to someone giving them a lecture all day. They will be much more open minded about learning if it is through the use of fun and games.

Learning is impossible without school resources, but learning can be taken to the next level with the use of fun activities for the students to do during the lesson. Arts and crafts for kids are a great method to get them to learn because most children love to colour and paint. This is often used in geography lessons where countries can be learned by colouring in maps with different colours for different sections of the world. Teaching resources are important, but how those resources are used are just as important. If a teacher really wants to get through to their students, they need to let them have fun every now and then. Starting the day with a lesson and note taking is fine, but the students need some kind of hands-on activity to really have the material sink in. The best way to get students to care about learning is to make it as fun as possible.

Free Teacher Resources – Where To Find Them

Science has redefined the manner in which we communicate and interact with one another. Thus, can our schools be far from the impact of such innovations? Perhaps not.

If traditional classrooms have as their paraphernalia, a black board, chalk and duster today’s classroom is abundant with modern gadgets such as a laptop or mobile phones. Technology has reached up to our classrooms, giving a new dimension to teaching.

A teacher can always stay in touch with the latest updates in the field of technology through the interactive free teacher resources.

Right from scientific experiments to kindergarten stories and rhymes, the present technology is there everywhere. They are interactive and are available to the teachers in many forms. The teacher can simply pick up his choice.

Our teachers do not have to go too far to search for technology that suits their needs. They are readily available from the free teacher resources online. It can be downloaded without any cost. Such technologies have slowly, but surely brought a revolution in classroom teaching. In return today’s classroom has become more fun filled and student friendly than it used to be some days back.

Innovative technology for the teacher is available as interactive white board technology. It includes digital images with audio and video. It has opened up new avenues for teacher-student communication, which were earlier, unexplored.

Information is available for the teacher at any time of the day, round the clock. He can use it through the free teacher resources as and when required.

The commonly found materials in the teacher’s resources are Word searches, maps and graphs. These can be printed, designs, different crossword puzzles, mind-teasers and number games.