Teaching Plan

Curriculum

 

A. Operational

Speaking Skills:

Communicative Activities: Students participate in activities such as roleplays, group discussions, and presentation to develop effective and confident English communication skills.

Reading and Writing Skills:

Text Analysis: Students read and analyze various texts, including short stories, essays, 

and articles. They learn to identify text structures, rhetorical devices, and vocabulary meanings in different contexts.

Writing Skills: Students practice writing different types of texts, from short pieces such as letters and journals to longer essays. Writing exercises help students improve grammar, vocabulary, and organizational skills.

B. Advocacy

Cultural Awareness: Students learn about different cultures through lessons on customs,traditions, and festivals of English speaking countries. These activities help students understand and respect cultural diversity.

Critical Thinking: Students engage in debates and discussions on social issues such as climate change, gender equality, and human rights. The goal is to develop independent thinking and objective evaluation of information.

C. Campaign

Projectbased Learning: Students undertake longterm projects such as creating short films, writing research reports, or organizing school events. These project help students apply their English knowledge in realworld situations and develop teamwork skills.

Community Engagement: Students participate in extracurricular activities such as volunteering, organizing performances, and participating in social campaigns. These activities encourage students to use English in social  contexts and enhance their social communication skills.

 

Teaching plan related to my major (English major)

 

Grade Level Standards	The learner demonstrates understanding and communicative competence through the application of research concepts, particularly in defining terms operationally, in order to foster deeper appreciation of the research process.
Learning Competency and its Code	- Define terms operationally and explain their significance in research
Key Concept	- Operational Definitions
I. LEARNING OBJECTIVES	At the end of the lesson the learners will be able to:   1. Define the concept of "operational definition" and its importance in research.   2. Differentiate between “technical” and “operational definitions”.   3. Recognize and explain examples of operational definitions in research contexts.   4. Construct operational definitions for common research terms (e.g., depression, temperature).   5. Apply the concept of operational definitions related to research.
II. CONTENT	- Operational Definitions in Research
References	- DepEd Special Curricular Programs MELCS with Corresponding CG Codes; - DepEd Self-learning Modules - Google Images
Resources	- Power point Presentation, Papers
III. LEARNING PROCEDURES	LEARNING ACTIVITY
A. Preliminary Activities	Management of Learning: v Prayer v Checking of Attendance v Present Class Rules v Pre-assessment v Recapitulation
Motivation	Activity 1: Guess the words 3’ (Group-work) Stress Happy Sad Angry Excited
B. Developmental Activities
1. Activities	Activity 2: Quick review 2’ (individually) How many terms in Research – Language Formation?   Activity 3: Recapitulation 5’ (individually) Answer the following in your notebook:     1. What is the definition of "depression"?     2. How do you define "temperature" in a science experiment?
2. Analysis	Activity 4: Guess the definition 3’ (individually) *Answer the following question: 3. What do you understand by "operational definition"?
3. Abstraction	Activity 5: Comparing (5’) (group-work) Let compare the prior knowledge on basic definitions with new concept in research (Technical vs. Operational) *Show examples of definitions without revealing their operational counterparts. Have students guess whether the definition is technical or operational.   - Example:     + Technical: Precise and specialized, Used in science, engineering, and industry.   + Operational: Measurable and observable, Used in research and experiments. - Discuss the difference between the two.
4. Application	Activity 6: “Defining Terms Operationally” (15’) (group-work) - Have students work in groups to define terms operationally, based on hypothetical research scenarios.   - Group 1: Define "intelligence" operationally.   - Group 2: Define "social behavior" operationally.   - Group 3: Define "academic achievement" operationally.   - After completion, groups will present their operational definitions to the class.   - Provide feedback on their definitions and how precise or measurable they are. Answer: "Intelligence" can be measured by "IQ tests" or "problem-solving ability". "Social behavior" can be measured by "participation in conversations" or "helping others" in social situations. "Academic achievement" can be measured by "grades" or "class rankings".
5. Generalization	Why is it important to define terms operationally in daily life? (individually) (3’)
IV. Evaluation	Activity 7: “Multiple Choice Quiz” (5’) (individually) - Instructions: Choose the correct operational definition based on the given term.     1. Which of the following is the “operational definition” of "stress"?        a. Stress is a feeling of mental tension.        b. Stress is measured by the number of hours worked per week.        c. Stress is a response to high-pressure situations.        d. Stress is caused by negative life events.     2. Which of the following is an “operational definition” of "temperature"?        a. Temperature is the amount of heat in an object.        b. Temperature is measured using a thermometer in Celsius.        c. Temperature is the quality of being hot or cold.        d. Temperature is the degree of energy in molecules.     3. How is "depression" typically “operationally defined”?        a. Depression is measured by physical symptoms like headaches.        b. Depression is defined as a mental illness that includes sadness.        c. Depression is measured by a score on the Beck Depression Inventory.        d. Depression is caused by environmental stressors.     4. Which of the following is an “operational definition” of "academic performance"?        a. Academic performance refers to how well students understand subjects.        b. Academic performance is measured by GPA and test scores.        c. Academic performance is the ability to memorize lessons.        d. Academic performance is the study habits of students.   Answer: B B C B
V. Assignment	Activity 8: “Research Concept Definition Project” (individually) (4’) - Choose a concept relevant to your field of study (e.g., motivation, learning, happiness) and create both a “technical” and “operational definition” for it.   - Use the following guidelines:     1. Provide the “conceptual” definition based on general understanding.     2. Provide the “operational” definition showing how you would measure or observe it in a research study.   - Be ready to present your definitions in the next class.
VI. REFLECTION
A. Number of learners who earned 80% or more in the evaluation.   - _______________     B. Number of learners requiring additional remediation (scored below 80%).   - _______________     C. Did the remedial lessons work? Number of learners who caught up.   - _______________     D. Number of learners needing further remediation.   - _______________     E. Which teaching strategies worked well?

 

 

 

Grade Level Standards	Students demonstrate understanding and communicative competence through the application of advocacy concepts, focusing on their significance in research and decision-making processes.
Learning Competency and its Code	- Understanding Advocacy: + Define advocacy and articulate its importance in influencing public awareness and policy change. - Research Skills: + Identify and analyze various research methodologies that support advocacy efforts. - Collaboration and Communication: + Work collaboratively in groups to develop and present advocacy plans, effectively communicating ideas and strategies. - Critical Thinking: + Evaluate the effectiveness of different advocacy strategies through research and case studies, making informed decisions about which methods to employ. - Active Participation: + Engage in discussions and activities that promote awareness of social issues, demonstrating a commitment to civic responsibility and community engagement.
Key Concept	- The Language of Advocacy
I. LEARNING OBJECTIVES	At the end of the lesson the learners will be able to:   - Define the concept of advocacy and its importance in influencing public awareness. -Identify key activities involved in advocacy campaigns. - Understand the role of research in advocacy planning. - Collaboratively create a mini advocacy plan focusing on a chosen issue. - Present their advocacy plans effectively to the class.
II. CONTENT	- Basic definition of advocacy. - Importance of advocacy in society. - Simple advocacy activities.
References	- DepEd Special Curricular Programs MELCS with Corresponding CG Codes; - DepEd Self-learning Modules - Google Images
Resources	- PowerPoint Presentation, videos, whiteboard, markers, and printed handouts.
III. LEARNING PROCEDURES	LEARNING ACTIVITY
A. Preliminary Activities	Management of Learning: v Prayer v Checking of Attendance v Present Class Rules v Pre-assessment v Recapitulation
Motivation	* Guessing game (2 minutes)
B. Developmental Activities
1.  Activities	Activity 1: Quick Think-Pair-Share (3 minutes) - Pose the question: "What does advocacy mean to you?" - Have students think for 30 seconds, then discuss with a partner for 1 minute.
2. Analysis	Activity 2: Simple Advocacy Vocabulary (10 minutes) - Write key terms on the board (e.g., "advocacy," "stakeholder," "campaign"). - In pairs, students match definitions with terms. - Go over the answers as a class.
3. Abstraction	Activity 3: Brainstorming Session (15 minutes) - Divide students into small groups (4-5 students). - Assign each group a broad topic (e.g., environment, health, education). - Groups brainstorm specific issues within their topic and list possible advocacy activities (like writing letters, organizing events). - Each group shares their ideas with the class.
4. Application	Activity 4: Advocacy Poster (5 minutes) - In their groups, students create a simple poster outlining one advocacy idea they discussed. - Posters can include the issue, the target audience, and one action they would take.
5. Generalization	Activity 5: Gallery Walk (5 minutes) - Display posters around the classroom. - Students walk around to view each group's work and leave positive comments on sticky notes
IV. Evaluation	*Two criteria:   - Participation: Observe student engagement during discussions and activities. - Posters: Evaluate the clarity and creativity of the advocacy posters.
V. Assignment	Activity 6: Write a short paragraph about an advocacy issue you care about.  1. Choose an Issue: Think of a social issue that is important to you (like climate change, education, health, etc.).   2. Write a Short Paragraph: In 3-5 sentences, explain:    - What the issue is.    - Why it matters to you.    - One action you think people can take to help.   3. Format: Make sure to write neatly and check your spelling and grammar.   Submission: - Bring your paragraph to the next class to share with your classmates.
VI. REFLECTION
A. Number of learners who earned 80% or more in the evaluation.   - _______________     B. Number of learners requiring additional remediation (scored below 80%).   - _______________     C. Did the remedial lessons work? Number of learners who caught up.   - _______________     D. Number of learners needing further remediation.   - _______________     E. Which teaching strategies worked well?

 

 

 

 

 

Grade Level Standards	Students demonstrate understanding of campaign concepts and their application in advocacy, with a focus on research, planning, and communication.
Learnig Competency and its Code	- Understanding Campaigns: + Define campaign and understand its role in advocating for social issues. - Research Skills: + Identify different campaign activities and platforms used to advocate for causes. - Collaboration and Communication: + Work in groups to plan a basic campaign using various methods. - Critical Thinking: + Evaluate the potential impact of different campaign methods. - Active Participation: + Engage in discussions about campaign strategies and their relevance to social issues.
Key Concept	- The Language of Campaign
I. LEARNING OBJECTIVES	At the end of the lesson the learners will be able to: - Define what a campaign is and how it relates to advocacy. - Identify and describe common campaign activities. - Work collaboratively to develop a simple campaign idea. - Present their campaign idea to the class in a clear and concise manner.
II. CONTENT	- Definition of a Campaign: + A connected series of operations designed to achieve a specific goal using words or actions. - Campaign Activities: + Social Media Campaign + Issue Briefings + Press Releases + Rallies and Events
References	- DepEd Special Curricular Programs MELCS with Corresponding CG Codes; - DepEd Self-learning Modules - Google Images
Resources	- PowerPoint Presentation, videos, whiteboard, markers, and printed handouts.
III. LEARNING PROCEDURES	LEARNING ACTIVITY
A. Preliminary Activities	Management of Learning: v Prayer v Checking of Attendance v Present Class Rules v Pre-assessment v Recapitulation
Motivation	*Guess the drawing: Pictionary (5 minutes) 1. Run 2. Talk 3. Sign 4. Walk 5. Work 6. Stand 7. Share 8. Lead
B. Developmental Activities
1.  Activities	Activity 1: What is a Campaign? (5 minutes) - Objective: Define a campaign. - Task: Teacher defines what a campaign is and provides examples (e.g., human rights, environmental protection). Discussion: Ask students how campaigns might influence social issues. Write their ideas on the board.
2. Analysis	Activity 2: Campaign Activities Brainstorm (10 minutes) - Objective: Identify common campaign activities. - Task: In pairs, students match the campaign activities (social media, issue briefings, press releases, rallies/events) to their descriptions. Sharing: Groups share their answers briefly, and the teacher reinforces the correct answers with additional context. Example: - Campaign Definition: A campaign is a series of connected actions designed to achieve a specific goal or bring awareness to an issue using words, actions, or media. - Examples of Campaigns: + "Save the Earth" Campaign: A campaign focused on environmental protection, encouraging people to reduce waste and recycle. It uses social media, rallies, and educational programs to spread the message. + Human Rights Campaign: An advocacy campaign that promotes equality, freedom of speech, and protection of fundamental human rights. This can involve press releases, protests, and social media posts to raise awareness. + "No to Plastic" Campaign: A campaign that aims to reduce the use of plastic bags. The campaign uses social media platforms, posters in public spaces, and rallies to encourage people to switch to eco-friendly alternatives.
3. Abstraction	Activity 2: Discussion Questions (5 minutes) - What types of actions or tools do you think campaigns use to get their message out? - Why do you think campaigns are important for social change?
4. Application	Activity 3: Mini Campaign Planning (10 minutes) - Objective: Create a simple campaign plan. - Task: In small groups (4-5 students), assign each group a social issue (e.g., environmental protection, press freedom, or human rights). - Planning: Groups decide on one campaign activity they could use (e.g., social media campaign, rally, issue briefing). Sharing: Each group presents their campaign idea in 2-3 sentences.
5. Generalization	Activity 4: Quick Reflection - Campaign Summary (5 minutes) - Objective: Reflect on the activity. - Task: Individually, each student writes one sentence summarizing the importance of campaigns in creating social change.
IV. Evaluation	*Two criteria:  · Participation: Observe student involvement in discussions and activities. · Mini Campaign Plan: Evaluate the clarity of ideas and whether the group included an appropriate campaign activity.
V. Assignment	Activity 6: Write a Short Reflection (5 minutes) - Choose one of the campaign activities (social media, rallies, issue briefing, or press release) and explain how it could be used to promote an important social issue. - Write 3-5 sentences on the issue, why the chosen activity is effective, and what the goal of the campaign would be.
VI. REFLECTION
A. Number of learners who earned 80% or more in the evaluation.   - _______________     B. Number of learners requiring additional remediation (scored below 80%).   - _______________     C. Did the remedial lessons work? Number of learners who caught up.   - _______________     D. Number of learners needing further remediation.   - _______________     E. Which teaching strategies worked well?

 

 

 

 

 

 

Others

Emotional Support: Beyond academic instruction, offer emotional support and engage in meaningful conversations on a variety of topics.

Creativity and Innovation: Assist students in brainstorming ideas for projects, writing, and other creative endeavors.

Practical Skills: Offer guidance on everyday skills such as time management and effective study techniques.