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 Lesson Plan

*Mee Jay A. Domingo &John Vincent A. Toribio

Title of the Lesson: Alternative assessment in a writing class

 Students and Setting:

Students: The age of the students range from 16 – 17 years old (first year college students). They have been studying English since elementary school. 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 20 students in the class. It is a three-unit class (54 hours per semester); thus, three hours a week (one and a half hours every Tuesdays and Thursdays). The Writing in the Disciplines class intends to enhance the writing abilities of the students, specifically in writing the four forms of discourse and term/library paper.

Background: This lesson is premised on the idea that topics on writing persuasive/argumentative papers have already been discussed to the students. Also, it is assumed that the students have mastered to use the copy reading/editing symbols since these are the first topics that are discussed in the subject Writing in the Disciplines.

Simply, this lesson is an extension of previously discussed topics.

Learning Objectives/Expected Results:

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

  1. Discuss the assigned reading materials,
  2. Debate on the motion, ‘This house believes that the Philippines is a nice place to live in’.
  3. Write an argumentative-persuasive essay on either of these topics:

* ‘It’s more fun in the Philippines’

* ‘It’s not fun in the Philippines’

  1. Peer check each other’s work.
  1. Materials and Sources:

Materials:        I hate this country by Angeli P. Diamante

I love this country by Billy A. Chan

Activity Sheet (see attached)

Sources:

Chan, B. (2014, July 8).  I love this country. Philippine Daily Inquirer.

Diamante, A. (2014, June 26). I hate this country.  Philippine Daily Inquirer. Retrieved January 7, 2015

from http://opinion.inquirer.net/75953/i-hate-this-country

  1. Topic: Writing Argumentative/Persuasive Essay
  1. Skills/Competencies: The Four Macro skills (Listening, Speaking, Reading and Writing)
  1. Procedures / Timing:

 *Note:  A day prior to the first lesson, class will be divided into two groups (10 members per team). A representative of each team shall pick a reading material (I Hate this Country or I Love this Country) that would be used as a springboard for their discussion. All the members of each group are required to read the article that they picked.

 Day 1 (1:30 hours)

Teacher says/does Students say/do ApproximateTime
Ask the students to group themselves according to their assigned reading material. After that, each member in the group is assigned a role to perform during the activity. Members shall be given roles to perform (leader, co-leaders, secretary, timekeeper, participants, moderator, speakers) 5 minutes
Ask the students to discuss the reading t(that was assigned in the previous class) with their group members Students are expected to confer and brainstorm on the points of their assigned materials 30 minutes
Ask the groups to debate on the motion “This house believes that the Philippines is a nice place to live in.” Students debate on the issue. 45 minutes
Teacher identifies the strengths and loopholes of the performances of each group. Specifically, he/she will comment on: manner (delivery), matter (arguments), and method (organization) Students listen and reflect on the points to be given by the teacher. 8 minutes
As their assignment, students are assigned to write a persuasive- argumentative essay (5-7 paragraphs) Students could ask clarification questions regarding the assigned task. 2 minutes.

 

Day 2 (1:30 hours)

Teacher says/does Students say/do ApproximateTime
Ask students to exchange paper (essay) with their peers. Students read the paper of their peer. 10 minutes
Ask students to proofread/copy read the work of their partner. Using the proofreading/ copy reading symbols, students shall edit (Mechanics) 30 minutes
Ask students to comment on the essay of their peer. Students should comment on:             A. ContentB. OrganizationNote: Please see activity sheet 50 minutes

 

  1. Alternative Assessment

 

In this lesson, there are four (4) alternative assessment strategies that are to be employed: 1) observing students at work; 2) peer assessment; 3) group processing; 4) critiquing.

 

Linguistic competence can be shown through students’ writing or speech. Thus, in the various activities presented in the lesson, the teacher could note the common linguistic errors of the students. These linguistics errors that manifest in the activity will be used as the teacher’s springboard in his/her next class. 

  1. Classroom Management

In this lesson, the following classroom management strategies will be used: forming groups, collaborative learning through group work, keeping track of groups, setting expectations.

  1. Forming groups. The academic orientation (proficient learners are grouped with the less proficient ones) is used since the activity aims not just to fortify the English language macro-skills but to promote peer teaching as well.
  2. Collaborative learning through group work. The students are asked to accomplish several activities in this lesson – lessons for them to improve their reading, listening, speaking and writing skills. These work since collaborative learning promotes student interaction, which includes useful language practice and student-to-student scaffolding during challenging tasks.
  3. Keeping track of groups. While the activities are going on, the teacher goes around to see if students in each group are performing the roles assigned to them. Also, this is a way of monitoring the group’s progress. While the teacher roams around, he/she takes notes of the errors committed by the students. This will serve as his/her bases in the debriefing sessions.
  4. Setting expectations. This is essential in order to guide the students on what to do. When students know the role that they need to perform, collaboration takes place since everybody will be committed to accomplish the task at hand by doing their obligations in their group.
  5. Postponement of Correcting Misbehavior. Misbehaviors will be pointed out in the debriefing sessions. Those who misbehave will not be identified in class so as to protect the ego of the student. However, the teacher will talk to those who misbehave to correct such misconduct.

 

On Integrated Skills

 

This lesson demonstrates the teaching of several macro-skills of the English language. Reading comprehension is tested by asking them to analyze the articles assigned to them. Students’ speaking abilities are also tested since they are required to debate on a certain proposition. Their writing skills, likewise are tested because they are made to write an argumentative/persuasive essay. Conferencing and group dynamics also help in the development of the students’ listening ability. Lastly, critical and creative thinking obviously are promoted in all the activities conducted in the lesson.

 

On Individual Learner Differences

 

Several types of activities are to be accomplished in this lesson. Moreover, to address individual learner differences, they are given options (such as roles) to choose from. They can be a speaker, scribe, presenter, time keeper, facilitator, etc. Since there will be a presentation of their outputs (letters), their creative skills will be tested. Their presentations will manifest the unique characteristics, skills and talents of the students.

 

Activity Sheet 

  Score Reasons  for the Score
Content – 45 points(substance of argument)       
Organization -30 points(Unity, Coherence, Emphasis)        
Mechanics – 25 points(spelling, capitalization, punctuation, sentence structure)       

( *Mee Jay A. Domingo teaches English courses at the Mariano Marcos State University (MMSU), Philippines. As a university teacher, he has conducted trainings, seminars and workshops for teachers and students. He is interested in researches that help bridge theory and practice and the enhancement of language proficiency of students.

*John Vincent B. Toribio is an instructor at the MMSU-CAS, particularly, at the Department of Languages and Literature. He teaches English, Humanities, Literature and major Writing subjects. He is currently the adviser of the University Student Publication (Sirmata) and the organization of Communication students (Young Communicators’ Circle).)

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One response

  1. Scdcgopal Argha | Reply

    Thanks Gopal

    Like

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