III. Teaching Plan

       1. CURRICULUM RELATED TO ENGLISH

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The K to 12 Curriculum Guide (English) has helped me in picturing the overall plan that I used in teaching. It has been mentioned in the said curriculum the things that I kept in my mind when making the lesson:

Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary.

The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use.

The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1).

Thus, in making my lessons in the English subject, language strands such as listening, speaking, reading, writing, and/or viewing must had been always included. –

       2. TEACHING PLAN RELATED TO ENGLISH

In creating a lesson plan during my practice teaching in SMAN 2 Madiun, there have been teaching plans also that guided me. I made sure that I get to use the different language teaching principles mentioned in the K to 12 English Curriculum Guide.

For effective language acquisition and learning to take place, language teachers, like me, must be guided by the six (6) language teaching principles under the Component 1: Language Learning Process. These principles explain the natural process of language development.

     1. Spiral Progression

Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.

     2. Interaction

Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.

     3. Integration

The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).

     4. Learner-Centeredness

Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.

     5. Contextualization

Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.

     6. Construction

Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

Through these principles, surely, the students were not only able to learn but also to enjoy as they were given the chance to share as well their ideas and thoughts in the class. –