Annotated Lesson Plan Anticipation Guide Subject Description: Subject: English (Literature) Level of Student: Grade Six Class

Size: 35-40, Heterogeneous Suggested Time Allotment: 60 90 Minutes English Proficiency Level: Pupils have low proficiency level. English is their second language. They can read but low in comprehension and poor in constructing sentences. Overview: This lesson will give students the opportunity to view a variety of illustrations in different forms of literature. Students will be able to create their own work of art. They will also find that fairy tales can inspire readers to create original works of art. Description of Students: Age and Socio Economic Status 11 12 years old and belong to low family income and parents without permanent jobs and poor in writing, speaking skills. Principles of Teaching Used in the Plan Students are the center of the learning process. Classroom should be conducive to learning. Learners must be active in the learning process. Learning activities must start with simple ones to more complex. They must be given tasks that meet their interest and level of comprehension. 6. The use of anticipation guide will help the student have their overview of the story. 1. 2. 3. 4. 5. Description of Learning Unit: In the short story, "The Fisherman And His Wife" by Rick Walton, a fish in the sea teaches a married couple the value of hard work and the consequences of greed. When trolling your line through this unit, you will also learn how to catch and use adjectives. The hands-on activities include making a wish list and using adjectives to describe Ilsabills wishes, decorating your Fishy Story with how you think the fish looks, fishing for the definition of an adjective. You will also get to create three of your own fun, fishy, and wishy stories.

The Teaching Plan I. Objectives: a. Activate thoughts and information about a topic by stating their opinion for each of the five statements. b. Use information from the text to write a response to the five statements justifying their opinion. c. Appreciate the importance of anticipation guide. II. Subject Matter: Topic: The Fisherman and His Wife Reference: English Language Power by Leticia B. Batac Materials: flashcards pictures and wish list III. Procedure: Pre-reading Activities Review This activity aims to recall the What are the 5 important elements of courteous expressions as a form of a short story? facts based on the part of lesson. 1. A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work. 2. The setting of a short story is the time and place in which it happens. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting. 3. A plot is a series of events and character actions that relate to the central conflict. 4. The conflict is a struggle between two people or things in a short story. The main character is usually on one side of the central conflict. 5. The theme is the central idea or belief in a short story. 2. Motivation To gain more knowledge about The teacher will ask, What does it motivation and its contribution to the mean if you agree with something? success of individual learner.

Call on a student to give a definition of what to agree with something means. Restate the students definition and tell him/her that you agree with their definition. Ask students, What does it mean if you disagree with something? Call on a student to give a definition of what to disagree with something means. Restate the students definition.

Motivation is recognized as an essential condition upon which learning is dependent. (Kelly, 2006) The teachers use pictures to motivate learners. Motivation is behind every behavior. The principle of cause and effect is apparent in the study of motivation and behavior. Motivation is the cause and behavior is the effect. Thus, it is motivation that gives direction and thrust to our behavior. Without motivation, behavior may not occur. (Dworetzkey, 1999, 290) There are some words that block learners understanding of the next text. It serves as obstacle for the students to understand the story on the succeeding page. This activity is given prior to the reading of the next. The unfamiliar words are used in a sentence for the learners find the meaning easily. Know their meanings by using contextual clues. The context clue is the connection of the words or the parts of a discourse that surround a word or passage and can throw light in its meaning. (Danget, 1991)

3. Unlocking of Difficulties a. pigsty unattractive place b. enchanted to attract and delight c. frightened - scared d. clear water plain and clean

4. Say to the students I am going to read a story to you that you may agree or disagree with. The story is a fairy tale. Before we begin the text, lets briefly talk about what you may already know about The Fisherman and His Wife. Be sure to share some main points about the story to add to students prior knowledge. Now, I will be reading a short story, The Fisherman and His Wife, I want

A study guide that prepares students to identify the major themes and concepts of a written work through a series of statements that address the concepts, rather than the story. Students may be asked to agree or disagree with a series of statements in order to get them to think about certain ideas. Anticipation Guides are often structured as a series of statements with which the students can choose to agree or disagree. They can focus on the prior knowledge that the reader brings to the

you to complete the following assignment. (Show Anticipation Guide)This is an Anticipation Guide. These 5 statements are related to the story. The 5 statements will help us anticipate what the story is about. (Teacher can post the anticipation guide on the board and provide a copy to all the students.) In the space before each statement, put an X to indicate whether you agree or disagree with the statement that follow. Once you have read the text, go back and reevaluate your response to the statements. Agree Disagre e Statement 1. The more things you have the happier you are. 2. If you have a lot of money, you will be happier. 3. People who live in a small house want to have bigger ones. 4. All wishes come true. 5. We need to follow everything people command us to do. During Reading Read Faithful Elephants. Ask students to listen carefully to the text for evidence to support their responses on their Anticipation Guide. Provide a copy of the book for each table or ideally for each student.

text, or the "big ideas" or essential questions posed (implicitly or explicitly) by the writer as a way for the reader to clarify his/her opinions before reading the text and then compare them to the writer's message as they read. An Anticipation Guide is a before reading strategy used to start students thinking about what they know (or think they know) about a topic. The teacher develops the Anticipation Guide by creating 5-10 statements about the content students will be exploring. Students read each statement and Agree or Disagree with it. They do not have to share their answers, but they have to put an answer for each statement. After they have agreed or disagreed with each statement, students are to read the related text, and they can change or revise their answers if they learn something new. The Anticipation Guide may be used as an assessment for learning, but should not be used for a grade.

Students can listen on a higher language level than they can read, so reading aloud makes complex ideas more accessible to students and exposes them to vocabulary and language patterns that are not part of their everyday speech. This, in turn, helps students understand the structure While reading the students should of books when they read independently

listen and take down notes of the (Fountas and Pinnell 1996). evidences that supports their answers on the anticipation guide. Reading aloud is the foundation for literacy development. It is the single The teacher will pause and give most important activity for reading emphasis on the things that may success (Neuman, Copple, and support the statements on the guide. Bredekamp 2000). Listening to others read helps students develop key understanding and skills, such as an appreciation for how a story is written and familiarity with book conventions, such as "once upon a time" and "happily ever after" (Neuman et al. 2000). The single most important activity you can do to build the knowledge students require for eventual success in reading is toread aloudto them (Anderson et al. 1985). There are many classrooms in which After reading the teacher will ask teachers rarely pose questions above questions regarding the text. The the "read-it-and-repeat-it" level. questions are from simple to complex Questions that demand inferential ones. reasoning, much less hypothesisformation or the creative transfer of information to new situations, simply do not occur with any frequency (Gall 1970; Mills, Rice, Berliner and Rousseau 1980) Classroom questions are often disingenuous. Some are rhetorical: "Are we ready to begin now?" Others are mere information checks-a teacher knows the answer and wants to know if students do, too. Missing from many classrooms are what might be considered true questions, either requests for new information that belongs uniquely to the person being questioned or initiations of mutual inquiry (Bly 1986, Cook-Gumperz 1982).

Explain to the students that their responses about specific topics are important, but they always need to be justified or supported with evidence. Before reading a book or a magazine, it is important to stop and reflect: a. What do I already know about this topic that is true? b. Set a purpose for your reading: read to see if the information in the text supports what you already know and read to learn new and exciting ideas/facts. Post - reading Activities: 1. Individual Activity/Discussion The student will be ask to revisit the Anticipation Guide to review their previous responses. Ask students to be sure to mark their current responses in the second set of columns, agreeing or disagreeing with the statements. The teacher will call a student for each statement and the student will compare his answers before and after reading the text. The student can now justify his answer. 2. Group Activity The student will be divide into 4 groups and they will have active discussion on what they have learned from the story and also in anticipation guide.

QAR, or "Question Answer Relationship",was developed by Taffy Raphael (1988) to help students understand the relationship between different types of questions and their (the students) use of the text to find the answers. This is because answers can be either explicit, implicit (implied), or not found in the text depending upon the nature of the question. Learners need first hand experience. Sharing ideas, skills etc with learners by telling or showing often is insufficient. They need to use and test ideas, skills etc. through relevant activities. Often, this involves concrete experiences that combined with abstract ideas that have just been presented to them. (Benoze, 2005 cited in Vega and Prieto, 2006) This activity can measure students ability to draw conclusion based on information giving in writing. The learners will use their intellectual ability and give more focus on accomplishing the task that is given to them.

IV. Evaluation: A. Answer the following questions briefly. Why did the flounder keep giving the wife everything she asked for when she didn't seem very grateful for the things he had already given her?

V. Assignment: Do you agree or disagree with the following statements? We should always obey the rules. Animals should be in cages. Animals should die for people. Animals are not smart enough to know that food has been poisoned.

This is an activity that enhances their reading and reasoning skills. This enrichment activity tries to develop knowledge and let the students master and applies different thinking skills.

Summary of the Lesson Plan Anticipation guide is use to motivate students interest and set a purpose for reading. It also encourages higher-level thinking before, during and after reading a read aloud. Students should be able to explain their answer and defend their opinion to each statement in both whole and small group discussions. After reading, the teacher will use anticipation guide to evaluate students comprehension of the text. It is not only use in literature but can also be use in different subject matter. It is an effective reading strategy that activates students prior knowledge about the particular topic. This lesson use anticipation guide to encourage the student to have a critical thinking and will also let the students enhance their reasoning skill. Reference: Books: Fountas, Irene C. and Pinnell, Gay Su. (1996). Guided Reading, Good First Teaching for All Children. Portsmouth, NH: Heinemann Vega, Violeta A. and Nelia G. Prieto. Facilitating Learning, MAndaluyong City: Books Atbp. Publishing Corp. 2006 Milberg W, Blumstein SE, Dworetzkey B (1987): Processing of lexical Ambiguities in aphasia. Brain Lang 31:138150.
Raphael, T. E., (1986). Teaching question-and-answer-relationships, revisited. Reading Teacher, 39(6), 516-522. Journnals:

Annette Patterson, Reading Research Methodology and the "Reading Research Quarterly": A Question of Gender Reading Research Quarterly Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 290-298 (article consists of 9 pages) Published by: International Reading Association Mills, S.R., C.T. Rice, D.C. Berliner, and E.W. Rousseau. "The Correspondence between Teacher Questions and Student Answers in Classroom Discourse," Journal of Experimental Education, 48, 1980, 194-204.

Review: The 5 Important Elements of a short Story 1. A character is a person, or sometimes even an animal, who takes part in the action of a short story or other literary work. 2. The setting of a short story is the time and place in which it happens. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting. 3. A plot is a series of events and character actions that relate to the central conflict. 4. The conflict is a struggle between two people or things in a short story. The main character is usually on one side of the central conflict. 5. The theme is the central idea or belief in a short story.

Anticipation Guide: In the space before each statement, put an X to indicate whether you agree or disagree with the statement that follow. Once you have read the text, go back and reevaluate your response to the statements. Agree Disagre e Statement 1. The more things you have the happier you are. 2. If you have a lot of money, you will be happier. 3. Usually people who live in a small house want to have bigger ones. 4. All wishes come true. 5. We need to follow everything people command us. Agree Disagree

Republic of the Philippines University of St. La Salle ECF Project Free

Submitted by:

MARY FATIMA B. GABOR Read -2

Submitted to:

MARIA VANESA PALAFOX-ARADOR, MAED, MAELLT

Reflective Essay

Literature before for me is merely a book. After reading the book, you get the lesson and reflect then finish you can go on to the next. In terms of teaching, it is almost the same. I let my students read a particular literature especially poems and short story after that I will let them answer the commonly whquestions and then just the lesson. Teaching literature for me is very easy. Especially the levels of my students are always beginner. I am afraid to dig deeper on literature because I know it will make our lesson to become more complicated. As I was growing as a child before my mother exposed me to reading. She invested to a lot of books and encourages us to read a lot. I had read a lot of books when I was a child. But when I grew up and become a teacher my passion in reading stopped and seldom do I sit and read a book. So was when I enter the teaching profession. I just read the reading materials that I ought t teach. So even I, I didnt set a good example for my students for them to love reading. That was I before I entered this class. During the first few days of the discussion, I can say that I was cultured shock with all the books and literary pieces mentioned by our teacher and classmates. I always asked myself what is that? What are they talking about? Then came the discussion of the different strategies on interpreting a literary piece, right there and there I started to think positively and critically in understanding a certain statement or piece. I dont know a lot about these strategies before but I was able to appreciate them more during the discussion. There were a lot of confusions in my mind especially in interpreting a literary piece. But it motivated me to read more, to study more and to love more literature. It means in teaching literature now, I have to understand the text fully before teaching that to my students.

I have learned a lot of strategies like the readers response formalistic approach and extrinsic approach which I can use in teaching. It varies depends upon the topic. There were also strategies suggested in the book which encourages students to think critically. Two basic approaches to teaching literature at any level are the "structural" (traditional literary analysis) and the "reader response" approaches. While they may be viewed as opposites, they are more productively regarded as complementary. Structural analysis provides the terms and concepts that help readers interpret and discuss literature, while reader response emphasizes the integrated experience an individual has with a text, with the reader's personal response having primacy over formal knowledge of textual characteristics. A strong case can be made for beginning with reader response. If done without first establishing the personal relationship by which the reader breathes life into a text, formal analysis is likely to resemble an autopsy. Teaching them to appreciate literature is one of the big tasks we have on our shoulders. We should let our students appreciate literature not only a written material but also a work of art that passes through generation to generation, cross culture and cross all division to express human experiences. It is also the way we explore and communicate with the future. Through teaching literature, we recognize the special claim that children have on the future as well as our willingness to share the past. To appreciate literature is to appreciate what it means to be part of the entire human race. And all children should experience that.