JESELOU E.

ESPINOSA FIELD STUDY 2

BSED – ENGLISH 4 EPISODE 7
7.1 EXPOSURE
GETTING ACQUAINTED WITH THE STAGES IN INSTRUCTIONAL PLANNING
Reviewing Documents

Pre-Lesson Planning:

o Curriculum Guide: This document outlines the learning competencies,

standards, and objectives for each subject and grade level, helping teachers plan
lessons aligned with the curriculum.
o Teacher’s Guide or Lesson Framework: This provides a broad outline of how
each lesson should be approached, including suggested teaching methods,
activities, and resources.
o Learning Resources: Teachers need to identify textbooks, multimedia, or online
tools that can enhance lesson delivery.

Lesson Plan Writing:

o Lesson Plan Template: This document is a structured format for detailing the
objectives, teaching strategies, learning materials, assessment methods, and time
management for the lesson.
o Objectives or Learning Competencies: Clear and measurable objectives that
indicate what students should learn by the end of the lesson.
o Activity/Strategy Plan: A step-by-step outline of the teaching methods and
activities to be used, ensuring student engagement and participation.
o Differentiation Strategy: Documents indicating how teachers will modify
activities to meet the diverse needs of students, including those with learning
difficulties.

Assessment of Learning:

o Assessment Tools: These include rubrics, quizzes, worksheets, and performance

tasks, which help measure students' grasp of the lesson’s objectives.
o Formative and Summative Assessment Records: Teachers must be familiar
with how to document students' progress over time, using both informal
(formative) and formal (summative) assessments.
o Reflection/Analysis Forms: Teachers should also review and reflect on the
effectiveness of the lesson, identifying areas for improvement in future planning.
 7.2 PARTICIPATION

LESSON PLAN PREPARATION FOR DIFFERENT LEARNING MODALITIES

Learning Area: English Quarter: First Quarter

Grade Level: 8
Content Standard: The learner demonstrates understanding of: African literature as a means of
exploring forces that human beings contend with; various reading styles vis – à-vis purposes of
reading; prosodic features that serve as carriers of meaning; ways by which information may be
organized, related, and delivered orally; and parallel structures and cohesive devices in
presenting information.
Learning Competencies: Explain the literary devices used. EN8LT-Ic-2.2.2
Performance Standard: The learner transfers learning by composing and delivering an
informative speech based on a specific topic of interest keeping in mind the proper and effective
use of parallel structures and cohesive devices and appropriate prosodic features, stance, and
behavior.
Learning Outcomes:
 Cognitive: Students will explain how to use literary devices.
 Psychomotor: Students will read a poem and explain how the literary devices used in
poem.
 Affective: Identify the usage of literary devices.

A. Topic: Literary Devices

B. Specific Objectives:
At the end of the lesson, the students are expected to:
a. Explain how to use literary devices.
b. Read The Road Not Taken by Robert Frost and explain literary devices are used in
poem.
c. Identify the key elements of public speaking.

C. Learning Materials and Technology:

 Textbooks
 Laptop
 Projector
  PowerPoint presentations
D. Learning Procedure

1. Introduction
The teacher will begin with preliminary activities: opening prayer, greetings, classroom
management, introduction of the teacher and classroom rules, checking of attendance, and
checking of assignments. The teacher will review the previous lesson, ensuring students'
understanding and clarifying any questions. As a motivational activity, the teacher will present a
short video of a scene from a popular movie or TV show that uses various literary devices.
Students will be asked to identify the devices used within the scene. Afterward, the teacher will
introduce the subject matter of literary devices and explain the lesson objectives.

2. Interaction
The first activity, "Literary Devices in Action," will be a group-based task. The class will
be divided into five groups, and each group will be assigned a literary device (e.g., metaphor,
simile, alliteration, personification, and hyperbole). Each group will have 10 minutes to create a
short story, poem, or dialogue using their assigned device. The group will then present their work
to the class, highlighting the device used in their output.

3. Transfer
After the presentations, the teacher will guide a class discussion to explore each literary
device further. The teacher will ask questions to help students understand the function and
significance of each device in enhancing writing. The teacher will also provide definitions and
examples of the devices using a graphic organizer, helping students visualize the connections. To
integrate values, students will be asked how these literary devices can enhance creativity and
expression in writing, with prompts to guide their reflections.

4. Assessment
Activity: Literary Devices Scavenger Hunt
Directions: The class will be divided into five groups. The teacher will provide each
group with a short literary passage that includes multiple literary devices. The group will read the
passage and identify the devices used, writing down their answers on a whiteboard. The teacher
will call on each group to present their findings. The group that identifies the most literary
devices correctly will win the activity.
Evaluation
Directions: After the lesson, students will complete an individual quiz to evaluate their
understanding of the literary devices discussed. The quiz will consist of multiple-choice
questions, fill-in-the-blank questions, and short-answer questions that ask students to identify
and explain literary devices used in various excerpts. The teacher will assess the students' ability
to recognize, define, and apply literary devices in context. The results will guide future lessons
and interventions to address any gaps in understanding.
 7.3 IDENTIFICATION
CITING DIFFICULT PARTS IN LESSON PLANNING

Parts of Learning Plans Reasons for Difficulties to Make

1. Alignment with curriculum guides, Requires thorough understanding of the

standards, and competencies curriculum, frequent updates, and accurate
matching with student needs.
2. Formulating learning objectives or It can be challenging to write clear, measurable,
outcomes and achievable objectives that align with
competencies.
3. Selecting appropriate learning resources Limited access to resources and technologies,
and technologies and difficulty in matching them with lesson
goals.
4. Designing instructional procedures Balancing student engagement, time constraints,
and various learning styles can complicate
procedure planning.
5. Incorporating 21st-century skills Integrating skills like critical thinking,
collaboration, and digital literacy into traditional
subjects can be complex.
6. Using varied assessment tools to Designing diverse assessments that accurately
measure students’ performance of measure all types of learning outcomes can be
standards, skills, and competencies time-consuming and complex.
7. Providing activities to address learners' Differentiating instruction for diverse learners
varied interests and learning styles can be overwhelming, especially in a large class.
8. Integrating the school’s mission and Aligning each lesson with the broader goals of
vision the school can be difficult when focusing on day-
to-day teaching.
9. Providing meaningful closure or Ensuring that closure reinforces learning and ties
synthesis all lesson parts together requires thoughtful
reflection and planning.
10. Giving purposeful assignment Balancing workload and making assignments
relevant, clear, and purposeful for all students
can be challenging.
 7.5 DISSEMINATION
REFLECTING ON THE IMPORTANCE OF LESSON PLANNING ENGAGEMENTS
GROWTH PORTFOLIO ENTRY NO. 7

Successful Planning Equals Successful Teaching and Students’ Learning

Throughout my experience in observing and participating with my Resource Teacher,

Mr. Glen Mark Recamadas, during daily classes, attending demonstration sessions, and listening
in on pre-observation conferences, I gained a deeper understanding of the complexities involved
in preparing a Lesson Plan and Instruction. One significant insight I gained is the importance of
aligning lesson plans with both the curriculum and the specific needs of the students. My RT
consistently emphasized the need to ensure that the objectives were clear, measurable, and
focused on the learners' competencies. This practice ensures that teaching remains goal-oriented
and that the outcomes can be effectively assessed.
Another key takeaway was the necessity of being flexible and adaptable during the actual
delivery of lessons. While a detailed lesson plan is crucial, the teacher must be ready to adjust
based on student engagement, comprehension, and classroom dynamics. For example, my RT
often modified activities mid-lesson when students seemed disengaged or confused, showing me
the importance of being responsive to students' needs in real-time.
Furthermore, I learned that a well-prepared lesson plan should integrate a variety of
instructional strategies and assessment tools. This helps to address the diverse learning styles and
interests of the students. The use of technology, interactive activities, and varied assessment
methods, such as formative and summative assessments, were all strategies that enhanced student
engagement and provided valuable insights into their progress.
In conclusion, these experiences have deepened my appreciation for the detailed planning
and flexibility required in lesson preparation. They have also shown me the importance of
creating an environment where learning is dynamic, student-centered, and aligned with the goals
of the curriculum.