Mee

Speech Communication in English Language Class: A Sample Lesson Plan

Mee Jay Domingo* ( sphinx_1284@yhoo.com.ph)

A. Students and Setting:

Students: The age of the students range from 16 – 17 years old (second year college students). They have been studying English since elementary. It is a heterogeneous class (students have different levels of proficiency) and they come from public and private secondary schools. English is considered as their second language.

Setting: The school is a state university with 35 students (Bachelor of Science in Nursing). It is a three-unit class (54 hours per semester); thus, three hours a week (one hour every Mondays, Wednesdays and Fridays). The Speech Communication class intends to enhance the speaking skills of the students in different contexts.

 B. Background:

The lesson is premised on the idea that a thorough classroom discussion was done already as to the production of the critical sounds of English and the rules on blending. Thus, the lesson is intended for extended practice.

Also, a copy of the song “Paraiso” was distributedto all the students (soft copy) three days before its actual use in class. Its URL (http://www.youtube.com/watch?v=kO99xryZVm8) was given to them as their reference.In that three-day period, students were instructed to not just learn how to sing the song but to identify the critical and blended sounds that manifest in the music.

C. Learning Objectives/Expected Results:

At the end of the class, students are expected to:

  1. Identify the sounds that are critical to Filipino speakers;
  2. Produce correctly the identified critical sounds based on how they were produced in the music;
  3. Determine the words or phrases that could be blended;
  4. Blend effortlessly the words/phrases;
  5. Deliver the song in a creative manner (e.g. speech choir format); and
  6. Critique each other’s performances using the evaluation rubric.

 D. Materials and Sources:

Materials:       Song “Paraiso” from youtube (see source)

                              Copy of the song “Paraiso” (see attachment 1)

                              Group’s Output (see attachment 2)

                              Procedure of the Activity (see attachment 3)

                              Evaluation Rubric (see attachment 4)

Sources:

Cayabyab, R. (n.d.). Paraiso [Recorded by Lea Salonga]. Retrieved from http://www.youtube.com/watch?v=kO99xryZVm8

Bowen, T. (2011). Teaching approaches: What is suggestopedia? Retrieved on April 17, 2014 from http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-what-is-suggestopedia/146499.article

 E. Procedures / Timing:

        1. Teacher says/does: Plays the video titled Paraiso. *Note: The teacher may sing with the students.

            Students say/do:                            Sing while the video is being played

           Approximate Time:                       6 minutes

        2.  Teacher says/does:  Assigns students into groups of seven. The academic orientation grouping will be used.

*In the academic orientation grouping technique, students with stronger academic backgrounds are mixed with the less academically prepared ones. This allows the former to scaffold the latter; thus promoting the principles of collaborative learning.

              Students say/do:                Form their groups       

              Approximate Time:                       2 minutes

      3. Teacher says/does: When all groups are formed, the teacher:

  1. Gives the groups copies of the song (see attachment 1), template of the group’s answer sheet (attachment 2), and the procedures of the activity (attachment 3), and Evaluation rubric (attachment 4).
  2. Instructs the students to do the following:
    • Assign roles to be performed by the members of the group (facilitator, scribe, reporter(s), time keeper, commentator(s), director (creative output)
    • Underline the English sounds that are considered critical tothem
    • Pronounce the words/sounds correctly by imitating the way the singer sounds.
    • Encircle the words/phrases that were blended.
    • Blend the sounds/words correctly by imitating the way the singer pronounces those blended words/phrases.
    • Plan as to how to deliver the song in a “creative manner.”
    • Present the song in front of the other members of the class
    • Choose one or more than one representative (s) to critique the performance of the group assigned to them: Group 1 will critique the performance of Group 2; Group 2 for Group 3; Group 3 for Group 4; Group 4 for Group 5; and Group 5 for Group 1. The evaluation rubric (attachment) 4 should be used by the groups as their basis for their assessment.

          3. Submit the group’s output (attachment 2)

          Students say/do:               

             Receive the following:

  1. copy of the song (one for each member);
  2. template for the group’s output;
  3. procedures (attachment 3); and
  4. Evaluation Rubric (attachment 4)

              Ask clarification questions about the procedures

     Approximate Time:                       2 minutes 

  1. Teacher says/does: Facilitates the accomplishment of the activity. Plays the music while students do the activity (based from suggestopedia approach). This will guide and motivate the students as they do the tasks. Also, the teacher goes to the groups once in a while to guide (answer queries and/or correct mistakes, if needed) them in accomplishing the activity.

          Students say/do:                           Follow the instructions given by the teacher. They can use the “Procedure of the activity” as they go on.

Since the identification of the critical and blended sounds is a part of their assignment, the major concern of the group is to assess the output of each member and come up with a collaborative output.

Rehearse for their presentation.

     Approximate Time:                      15 minutes      

  1. Teacher says/does: Watches the presentation of the groups.

Notes the merits and demerits of their performances using the Evaluation Rubric (attachment 4)

            Students say/do:               Groups showcase their outputs

Notes the merits and demerits of the performance of the group assigned to them by using the Evaluation Rubric (attachment 4) 

     Approximate Time:                      25 minutes 

  1. Teacher says/does: Asks the class to critique their performances.

Listens as the students critique one another.

Notes the merits and demerits of the evaluation     

          Students say/do:                            Representatives critique the performance of the group assigned to them.

         Approximate Time:                       5 minutes 

  1. Teacher says/does: Synthesizes the critiquing and facilitates the debriefing session 

           Students say/do:                            Listen to the synthesis

Participate in the debriefing session  

  Approximate Time:                       5 minutes        

Note: It should be emphasized that the groups must use English in their buzz sessions. Moreover, the class is intended to be heldin the school’s activity center so as not to disturb the other classes.

 F. Learner Feedback/Formative Assessment: 

The success of the lesson will be based on the performances of the groups. If the production of the critical sounds of English and the application of the rules of blending will manifest in the performances of the groups, then it would be safe to conclude that they have internalized the lesson; otherwise, another student-centered activity will be conducted. Also, the ways students will critique the performances of their fellow learners will absolutely show that they learned. After all, someone could only do “critiquing or evaluation” if he/she has a good grasp on the skill being measured.In addition, the assessment strategies (peer evaluation, presentations) measured the learning progress of the students; thus, realizing all the objectives set in this lesson.Lastly, an evaluation rubric was prepared to be used by the teachers and students in the evaluation of the group’s performances.

G. Reflection 

The lesson plan utilizes music (authentic material) in the teaching of the basic concepts of pronunciation (sounds and blending). I have chosen the song Paraiso (Paradise) because of the following reasons:

  1. it was sung by Lea Salonga, a Filipino who is known internationally (was once the lead character of Miss Saigon) and is exposed to the English language for the United States is her second home. This qualifies her to be a good model of English as far as pronunciation and blending is concerned;
  2. the song Paraiso has social relevance; and
  3. the rhythm of English (blending and the pronunciation of the sounds which are regarded as critical sounds in the Philippines) is observed in the video.

I used music because Filipinos, young and old are music lovers. Also, I consider songs as authentic materials since they are not specifically designed for classroom use. After the activity, the students will realize that listening to English songs can be a good strategy in improving pronunciation skills.

The lesson also demonstrates the principles of collaborative learning (group work).The students get to help one another in accomplishing the tasks and in analyzing the material (words/phrases that must be blended, critical sounds that must be given prime importance). Also, creativity is tested in the activity since the groups are required to transform the song into any kind of presentation (with proper pronunciation and blending) except singing. Moreover, since they are required to evaluate the performances of the other groups, their critical thinking is tested. Lastly, thesuggestopedia approach is used in order to create a comfortable and relaxing environment.

Moreover, I say that the activity is appealing and appropriate to the target learners since Lea Salonga is everybody’s idol, music is in every Filipino’s heart and the level of difficulty of the activity is within their level. I say this because the higher levels of Bloom’s Taxonomy manifest in the required tasks.

Learner feedback and formative assessment have been included in the lesson through peer evaluations (within their own groups), group evaluation (one group assessing the performance of the other groups),presentations, synthesis and debriefing sessions. Through these assessment schemes, learners would know the things that worked and did not work in their presentations. Moreover, students get to learn not only from their teachers but from their classmates as well.

Attachment 1

Paraiso(Paradise)

Performed by: Lea Salonga

Composed by: Ryan Cayabyab

Return to a land called Paraiso
A place where a dying river ends
No birds there fly over Paraiso
No space allows them to endure

The smoke that screens the air
The grass that’s never there
And if I could see a single bird, what a joy
I try to write some words and create a single song
To be heard by the rest of the world

I live in this land called Paraiso
In a house made of cardboard floors and walls
I learned to be free in Paraiso
Free to claim anything I see

Matching rags for my clothes
Plastic bags for the cold.
And if empty cans were all I have, what a joy
I never fight to take someone else’s coins
And live with fear like the rest of the boys

Paraiso, help me make a stand
Paraiso, take me by the hand
Paraiso, make the world understand
That if I could see a single bird, what a joy
This tired and hungry land could expect
Some truth and hope and respect from the rest of the world

Attachment 2

Group’s Output

Paraiso (Paradise)

(An excerpt)

Group No. _______

Names of Members:                                                                            Roles:

                        _______________________________________      ________________

                        _______________________________________      ________________

                        _______________________________________      ________________

                         _______________________________________      ________________

                          _______________________________________      ________________

                        _______________________________________      ________________

                       _______________________________________      ________________

Return to a land called Paraiso
A place where a dying river ends
No birds there fly over Paraiso
No space allows them to endure

The smoke that screens the air
The grass that’s never there
And if I could see a single bird, what a joy
I try to write some words and create a single song
To be heard by the rest of the world

I live in this land called Paraiso
In a house made of cardboard floors and walls
I learned to be free in Paraiso
Free to claim anything I see

Matching rags for my clothes
Plastic bags for the cold.
And if empty cans were all I have, what a joy
I never fight to take someone else’s coins
And live with fear like the rest of the boys

Paraiso, help me make a stand
Paraiso, take me by the hand
Paraiso, make the world understand
That if I could see a single bird, what a joy
This tired and hungry land could expect
Some truth and hope and respect from the rest of the world

Attachment 3

 Procedure of the Activity

 When all groups are formed, the teacher:

  1. Gives the groups copies of the song (see attachment 1), template of the group’s answer sheet (attachment 2), and the procedures of the activity (attachment 3), and Evaluation rubric (attachment 4).
  2. Instructs the students to do the following:
  3. Assign roles to be performed by the members of the group (facilitator, scribe, reporter(s), time keeper, commentator(s), director (creative output)
  4. Underline the English sounds that are considered critical to Filipinos
  5. Pronounce the words/sounds correctly by imitating the way the singer sounds.
  6. Encircle the words/phrases that were blended.
  7. Blend the sounds/words correctly by imitating the way the singer pronounces those blended words/phrases.
  8. Plan as to how to deliver the song in a “creative manner.”
  9. Present the song in front of the other members of the class.
  10. Choose a representative or representatives to critique the performance of the group assigned to them: Group 1 will critique the performance of Group 2; Group 2 for Group 3; Group 3 for Group 4; Group 4 for Group 5; and Group 5 for Group 1. The evaluation rubric (attachment) 4 should be used by the groups as their basis for their assessment.
  11. Submit the group’s output (attachment 2)

Attachment 4

(Rubric in Evaluating the Group’s Performances)

To be used by the groups and the teacher

Directions: Use this rubric to evaluate the performances of the group. Though only (a) representative(s) will do the critiquing, the comments or suggestions should be an output of the group. The representatives will only serve as the speakers of the group.

Category Poor (1) Weak (2) Fair (3) Good (4) Excellent (5)
Production of the critical sounds Almost all the sounds are not produced correctly 51% – 75% of the critical sounds are not produced correctly by the group members. 50% of the critical sounds are not produced correctly by the group members. Less than 25% of the critical sounds are not produced correctly by the group members. All the members produced all the critical sounds of the English language which are present in the song.
Application of the rules of blending Almost all the blended sounds are not produced correctly. 51% – 75% of the blended sounds are not produced correctly by the group members. 50% of the blended sounds are not produced correctly by the group members. Less than 25% of the blended sounds are not produced correctly by the group members. All the members blended all the sounds that need to be blended in the song.
Group Presentation (creative Output) It did not catch the attention of the class. It is not appropriate for the theme of the song. Only a few portions of the presentation are considered attention-getter. The presentation is ordinary. It is appropriate for the theme of the song. Half of the presentation is not that creative. The presentation is creative. It catches the attention of the audience, though there are parts of the presentation which is considered weak. The presentation is apt for the theme of the song. Very creative. It is different from the other presentations. It catches the attention of the class. It is apt for the theme of the song.
Participation of the Group members Almost all the members are not serious during the presentation. Only a few sounds are pronounced correctly by the group. 51% – 75% of the members are not serious in the presentation. Also, majority cannot produce correctly the required sounds. 50% of the members are not serious during the presentation. Half of the group members cannot produce the required sounds. Less than 25% of members are lax during the activity.Though almost all of them tried to produce correctly the sounds. All the members gave their best shot in their performance.All produced the required sounds.
 
(*Mr. Domingo is a language teacher at the Mariano Marcos State University, Philippines. He has presented his research outputs in national and international research forums. At present, aside from being a trainer/lecturer in workshops, he is writing his dissertation leading to the degree PhD in Linguistics.)
Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: