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Grade 5
Biblical Studies
Unit of Inquiry
English
Hardships
35 minutes
This lesson plan was based a booklet that the class was following on
the context of the life of Joseph. This time, we talked about hardships.
setting about being bound in a small hut and gave some pretty sickening
when he was sold into slavery and then later imprisoned. After a session of
hardships they have experienced and how that experience helped them to
it was my very first lesson, I had to adjust my talking speed many times just
Temptations
35 minutes
physical activity just to help non-auditory learners. Although the activity was
successful and the students somehow achieved the objective behind this, I
definitely was not satisfied because I know that I could have delivered the
concepts.
Learning never really stops. Every time we teach, we learn new ideas and
ways of conducting the class and more so, get to know the students and
Unjust Treatment
35 minutes
this time, was easily described physically. I slowly got into the topic of unjust
treatment by providing a context for the students to get set on. Gradually
then, I entered unfair treatment by telling them of the story of Joseph and
about unfair treatment. I think this activity fit well because they were also
studying about childrens rights in another class. This helped them apply
what they have learned, or assessed how far they have learned. The results
turned out pretty well! Although a few of them did not come up with realistic
scenarios, most of them did. This activity helped them see for themselves
what unfair treatments are actually happening in the now. Overall, I should
say that this lesson was rather successful because I met the objective and
Dreams!
35 minutes
I continued the with the booklets topic of Dreams this time. Just like
the previous lesson plans, I delivered this one within the context of Josephs
life. I had the students write a bit about what they want to become in the
future. I think this technique is pretty good in trying to get to know the
students more because they wrote some raw ideas of what they wanted to
be in the future. After writing down their dreams for the future, I had them
write down how they think they might be able to contribute to society. This is
because a few days ago, a guest speaker spoke in chapel about the idea of
shalom. Thus I had them try to connect their ideas to a Biblical worldview
learning speed may vary for each student. Some may still be young, but
The Answer is NO
35 minutes
had them write short reflections on what they want to be in the future and
had them also think of how they can connect that to the idea of Shalom.
This was for the purpose of having them get settled and comfortable on their
dream and think that everything is set for their future, considering that
they also managed to connect it to a Biblical worldview. The twist came when
had an almost perfect life, considering that he was most favored by his
father. But then, everything he knew about comfort vanished when he was
I then had them recall and write down some of their saddest
experience in life. This caused the class mood to get gloomy. Despite the
activity being pretty successful, I did not realize that some of the students
more sensitive next time. However, the purpose of this activity was to help
them sympathize of how Joseph must have felt, most likely even worse!
LP 6 Biblical Studies
Repentance
35 minutes
This lesson plan was the final one out of the six in the series of
Josephs story. I started the class with a game of building a house of cards in
groups. This was a very good opener, because the sense competition woke
the students up and had them all prepared for the lesson.
I explained that although their end results were different and creative,
it was the process that mattered more. I used this idea to segue to my lesson
idea that repentance is a process and is NOT easy. This is because, again,
lesson properly to prepare the students for learning, Next to this is how to
use that beginning and segue to the lesson itself in a way that wont confuse
the students.
LP 7 English
Character Analysis
45 minutes
The class just finished reading the book The Pinballs by Betsy Biars
and it was now time for analyzing. Honestly, I have never conducted this sort
of activity before, thus, I felt a bit insecure of whether Ill be able to organize
I then gave them some time to pair up and note down all the
characters they can find in the book and write short descriptions about them.
The first problem arose here: they were very picky as to who they wanted to
pair up with. (I lacked preparation in this area because I did not anticipate
this simple but chaotic problem, which way more time than it should have).
The objective behind this was so that they will learn how to pay attention to
detail in novels.
After a few minutes, they finally got some notes written. Due to the
time eaten by the grouping-up part, I had to rush them and start listing
down their findings on the book. Thanks to technology (OneNote), I was able
to gather up their each of their works easily and share them to the whole
class.
The main lesson that I learned from this experience is that I must plan
even the simplest part of the lesson thoroughly because especially for an
Character Forecasting
55 minutes
lesson plan, I had led the class towards innovating. By this, I mean using the
gathered, and connecting them to prior knowledge form others classes such
as Unit of Inquiry, where they have been learning about childrens rights, and
merging them all together, forecasting the characters situations where they
were actually learning more from the book through this activity more than
just reading it as they have done in the past. More so, they were learning
details into forecasts of how they imagine our current societys impact on the
characters development.
LP 9 Unit of Inquiry
Article Analysis
50 minutes
This is probably the most rushed lesson plan I have ever made and
conducted, due to the teacher notifying me in the morning, just a few hours
before the class. Thankfully, she gave me resources (Articles) with which I
can work on with the class. I then decided to do an article review. Thus, I split
the class into groups, and had them read the articles in jigsaw fashion.
This time, I actually planned out the groupings before class to make
sure that they wont have any complaints. It worked! The trouble now was
having the groupmates work together because being as young as they were,
not all had the attention-span to focus, keep quiet, and read. I could have
done a better job if I split the groups not just for the sake of having them
students could have been more productive if I split them in groups of their
academic levels where the more advanced can dig deeper into the article.