‘Technology-Enhanced Learning Lesson Plans Objectives: This lesson aims to prepare you in designing an instructional interaction using appropriate instructional materials with an expectation that the students are able to: + explain the components of a 4A’s and SE"s lesson exemplar, and its importanee in the teaching and learning pro + craft a technology-enhanced teaching lesson exemplar. C23 san Welcome to Lesson 3 Module 5, ess; and ‘The very important skill of a teacher isto be able to design an interactive and engaging, relevant and informative, and lively and welcoming class. This skill requires planning on what important elements to consider, and one of this is the inclusion of instructional materials. As a teacher, you are expected to exhibit efficiency when it comes to planning your future lessons with consideration to your content, and how to deliver your content through your instructional activities and learning materials, In this way, you and the learners will be guided on what to do throughout the session and what to expect after the learning experience. In this lesson, you will be able to craft lesson plans using the 4A’s and SE"s format along with the integration of the learning materials you will use for your lesson, wh .. Hil Its time to be a teacher, Imagine the things done by a teacher. In this activity, select one competency in your specialized field and design a one-day session in order to realize some parts of the competency (ifal of it), Include you all the things you know about planning a lesson. Fill in the template on the next page for your format, : “Share your Ways” Specialization: Grade Level: Learning Competency: Learning Competeney Code: 105jing Compenenis Learning Objectives Your Plan Learning Materials and References Topic Tearing Activities Tearing Procedure ‘Assessment Task “Assignment 206Analysis: ‘After completing your work above, answer the questions below as guide for reflective thinking. Use the space after each question to discuss your answer. 1. What are your considerations as you designed your lesson plan? 2. Do you think your plan is effective? Why do you think so? 3. Isyour plan important before conducting your hs Abstraction: ‘A lesson plan is your road map of what your leamers have to acquire at the end of the session and your ways of how you will guide them to effectively leam what is expected from them. Lesson planning allows you to explore pedagogical aspects in teaching the content, By this, you can deeply think on how to design the lesson in a way that learners can relate using activities that learers can engage. Finally, this will also give you a reflection on how you can improve yourself to provide the best understanding for your leamers. The following items below further discuss the importance of lesson planning, Planning inresses your pong ease your | | iaming allows you to ref | | Pamingbeps you kno your secures striving your | | Necrpracics aa beable so | |! leer and ate ‘confidently falta the sprove what seeds according to how you know ‘discussion, Planning allows you to master the content of your teaching ‘and broaden your ‘understanding Planning allows you to own the leaning area and make the ‘most of your leaming spaces, In making the lesson plan, the first thing to remember is your learning competency. You have to identify what leaning competency to use for that specific day. Make sure that the competency you will use is corresponded to the competency to be taught on that day as reflected ‘on the competency code, Second, vou have to make the learning objectives based on the learning competency. It is encouraged to craft objectives for each domain of leaming — cognitive, psychomotor, and 207affective, In crafting your objectives, make sure that it can be attained for that specific lesson plan. tid, identify the topic based on the competency you adopted and the learning materials and references to be used. In this Way, you can prepare the things you needed for lesson prior to your instruction with your learners. Fourth, plan for your learning procedure, inthis process, you have to adopt the lesson planning format that is used by your institution. Usually, the most common lesson planning format is the 4A’s which standards for ACTIVITYES, ANALYSIS, ABSTRACTION, and APPLICATION (also known as 5A’s that includes the last part, which is ASSESSMENT) here in the Philippines. The discussion below provides a guide on how these components are designed. ‘+ Activity: This is the part of the lesson that conditions learners for the instruction. You Ihave two typos of activities in this part © Preliminary activities should be done to monitor attendance, do class routines, and even motivate learners to learn, Motivational activities are activities which are not related to the class, but may be conducted to break an awkward atmosphere, Usually, this will take less than 5 minutes of the time Icebreakers are often done in this. © Preparatory activities are done to establish prior knowledge from the students. These activities are essential for the learners to retrieve important information that will bridge what they have learned before to what they will be learning on that session, These activities may utilize contents discussed on the previous sessions or those discussed on the previous grade levels, or can be their own, personal experiences. You may have just one, two, or more activities in this, part as long as it will consume a maximum of 20 minutes of your instructional time. Note: You won’t use concepts in this part that are yet to be taught. ‘+ Analysis: This is the pant of the lesson that makes sense to the series of activities done. ‘As a teacher, you will ask a series of questions that will allow leamers to think and highlight those important information that they will be using for the content of the lesson, This is the part where your questioning techniques matter in order for the learners to effectively retrieve their prior knowledge and bridge these to the lesson. If ‘ever your questions will not be properly understood by the learners or will yield out- ‘of-the-box responses, you may simplify it or use probing questions. This makes your role as a facilitator, or guide, for leamers to construct their own knowledge. Usually, this part takes 5 minutes of your time, ‘+ Abstraction: This is the part of the lesson where you will present the content of the lesson based on your references, But for you to relate these contents, you may refer more often to your activity and analysis part so that they can bridge the new knowledge lo their existing knowledge, Moreover, most, if not all, of the learning objectives are achieved in this part, By this time, you will provide important information about the topic, However, you may filter some of those if you want learners to explore more in the next section. Usually, this will ake $ to 10 minutes of your time, + Application: This is the part of the lesson that broadens learners’ new knowledge. In ‘order for this knowledge to make sense, you have to make sure that learners can apply these knowledge in their own field or can observe in their own setting. You can do this by exposing them to various examples or designing another activity that they can apply in on their own reflection or work with classmates as they do mini-tasks about this, knowledge. Usually, this may take 15-20 minutes of your instructional time. 208Fifth, design assessment tasks in order to know if our objectives are met, As a teacher, you are guided by your learning objectives, so knowing if learners have achieved this is an important testament to tell if you succeed in your instruction or not. Since only a litle time is left in this part, you may design short assessment tasks like quizzes, oral recitation, or boardwork just to measure learners’ achievement of the objectives. Sixth, you may consider giving an assignment or agreement to vour class. Assignment as tasks that will require extended practice for your Ieamers about what they have learned in your session, while agreement is something that learners have to work on for the next session, Agreement is necessary especially for contents that need lots of preparation and prior knowledge to familiarize with, Refer to the sample lesson plan below, along with some discussions on how is was arranged that way. ‘CATRIONA GRAY NATIONAL HIGH SCHOOL agugpo Nor, Tagum Git, Davao Del Nore JUNIOR HIGH SCHOOL DEPARTMENT LESSON PLANIN GRADE 10 MATHEMATICS QUARTER 2 tober 19,2018 pare Teaming Competeney: Gaphr a ciala 8 cord |. oBectIvEs [ithe end ofthe lesson th students ae expects to: + discus how fo graph cre in a coordinate plane graph a coin a coordinate plane, and + demonstrate accurary in graphing acc. SUBJECT MATTER + Topic Graphs ofa Ce ‘+ Mitts: ICT mesa (pion brought bythe teacher, and gal project ICT appcaton beard, chak + Reference Deparment of Education Mathematics 10 Module ML PROCEDURE 4) Prlminary Acs (5 minutes iL Classoom Managemen it Prayer i, Checking of Rtendance 1) Preparatory Acts (10 ints) iL Reviw (Exper and Setters’ Act) 1D the cls in wo groups the Hh sid ad the ts. (Noo: Ther are only 20 suertsin he css) 2. For the right-side grup, gu each fhe members equations fhe clin general fom. On ha tide group, gu each ofthe members the coespording ener and rads as answers fo equlons and ansners gen reas flows a 2x + 2y?+10x+ toy +E = 0 C124) and et bax? 4 3y? 4 18x12 412=0 C:(82)and ce ty tart ree ©: (412) and = 4 Sx-ty-2=0 —— C:(6i25)ande=3 109 quatns ofthe members in he aght-side group, The ay° ©: (1,912) and =2V6 C: (5122) and (: (672-2) and e ty?t2r- 9-8 {4x2 + dy? + 20x -16y +5 4x24 Ay? — 200-4 16y +5 he 6x? + 6y?— 18x + 24y—2= 0 C:(8!2-2) and 3 Ltt Ty + 7x 56y+ (412-4) and 4 i tyts6rtitys2=0 6:65.11) and: five to seven minutes, let the members ofthe righ-side group soWve and explore the problem ut they wil find the answers before exploring the chairs were the members ofthe lt-sie group ss. 4, Once the member ofthe right-side group settles ina right place fst, they will win he gama, ©) Lesson Proper ACTIVITY (10. minutes) 1. This tine, show @ graph using Geogebra of he cel fom one ofthe exeres given inthe reviow sat ‘Ax? + Ay? + 16x — 24y — 48 = 0, with a center of (23) and radius of 5 {nese cups ate sine Gags es 2.0m be pal thay sated fom the revaw act, aak each of th pat to make a carnnecton wien in a eneourth sheet of paper fom the graph to the equation presented for three muta. 4. fer tres minus, cl wo pas sing "pas the ha game. 4 Let ach pair discuss her connecons formule, i ANALYSIS (6 minutes “What your base for your connections? 2. What are te slates? How ait manta? |. Wat are the inptiant considerations in observing the graph of & ore gen ts equation? fi, ABSTRACTION (6 mites) Graphs ofa Cire (1) The graph of the cle wih a standard equation of (x ~ A)? + (y= 8)? =r nasa center ath) anda rai of unis; and th graph of ee wth stancardfom of +»? = r* has a contr (0.0) anda radius of uns ar given below, (ahora sed Cel win err at ‘Cte wa cetera he gin Iv. APPLICATION (20 minutes) no4. nthe same pair withthe same equaton 2skthom to graph iton irc. (Noto: For pair, replace the equaton by 3x? + 3y?— 18x + 12y +12 = 0.) & 2x? tay? + 10x+16y+2=0 C5124) andi b. « 6 (8/28) and r=34x2 +4y2—20x-416y+5=0 — C: (62,2) and=3 eer cauentee } i 0 C6124) and =e bo ttyeertiys 20 c:(8-iRjande6 m22. Once they hav hi graphs, one of hem wil prose in eto the paper ile to look forthe corespondig raph pinta tom Geogebra $3. Forever coect match, everyone's asked io sel donin ter eat give the Noor forthe conect pair to discus ther outputs. With is, the lagging pa wil be given a canoe f orgrie thir nought and be guided. 4. The process wil be repeats ul al the pars have corey fn heirmatched graph, 4) Assessmant(§ mints) ‘Graph the flloning cls, 1 atey Da By4T0 2oateyenacty 28-9 2) Assignment Fomalate your equaton of crcl in genera form and graph t. The center should nce fractional coors. Prepared by ELLVANW, CAMPOS, LT Malhemates 10 Techer Preliminary Components Based on the content of the plan, the teacher crafted learning objectives based on the competency and has identified the topic, learning materials, and references to use in planning the instruction and delivering the content. An ICT leaming material was used to supplement the understanding and delivery of instruction. Activ’ In this lesson, two essential activities are done. The preliminary activity required learners to review their previous topic about finding the center and radius of the circle given its equation, Since the lesson is about Graphing Circles, learning to identify the center and radius of a circle is important since those will be the very basic of its graph. Establishing learners’ knowledge on that part will likely facilitate efficiency in graphing circles, The activity in the lesson proper, on the other hand, already presented the graph of a citele, but had not provided concepts or procedures of how it was done. In this way, learners will think activity based on how they observed from the given situation. Their observations are important stepping stones of processing information for the next part Analysis ‘Questions are asked in order to know how the learners think, Since the thinking process is purely personal, your guidance a teacher is important. So at the end of these questions, you have to lead them the very point of everything that they have done, In this way, they will be directed,Abstraction The teacher presented the content of the lesson. In this way, the learners will get an accurate information of what is expected from them, Also, they will start so connect everything from the activities that asked them get the center and radius of a circle and making important connections of how these concepts work together in order to create a graph of a circle, Application. After being equipped with the important knowledge of graphing a circle, the teacher utilized the same items for the same pair to graph their own circle, In this way, learners will get to practice the knowledge they established from the previous parts of the lesson plan, Assessment and Assignment ‘These parts have deepened learners’ knowledge further. Moreover, the teacher was able to identify if his leamers have achieved the learning objectives as we! Now, have you ever encountered this type of lesson plan format throughout our class? Of course, The lessons in our modules are structured based on this format, You may refer to all of our modules for more example of a lesson plan designed in a 4A’s format, gi Assessment: ‘Make your own lesson plan in your own specialization using the 44’s format. Make sure to observe all the necessary details in designing your lesson plan, Learning Competency: Learning Competency Code: Attach your lesson plan below this. CONGRATULATIONS! ‘You have just finished all the lessons in Module 5. This time, you will take the summative assessment for the second module to test your learning on how technology is used in leaning lessons, Good tuck! @ ny