MASTER OF EDUCATION (MOED)
(SCHOOL HOLIDAY PROGRAMME)
EDLE 7322
INSTRUCTIONAL MEDIA IN TESL
ASSIGNMENT TASK:
Media-Integration/Lesson Plan (Digital Media)
LECTURER:
PROF DR. MOHAIDA BINTI
MOHIN
KULLIYYAH OF EDUCATION
PREPARED BY:
AMIRAH NAZIHAH BINTI ZULKIPLI G2013198
NORSYUHADA BINTI MAT ISA (G1922830)
HIDAYATI BINTI AHMAD (G1921316)
SUTHA A/P KESAVAN (G1926596)
LESSON PLAN (DIGITAL MEDIA)
Day/Date
Year
Enrolment
:
:
:
Monday, 13th June 2022
6 Cerdas
/33 (Beginner)/Intermediate
Subject
:
Content Standard
Learning
Standard
Learning
Objectives
Success Criteria
Time
Duration
:
:
8.00-9.00am
60 minutes
English
3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
3.2.2 Understand specific information and details of simple longer text.
By the end of the lesson, pupils will be able to:
1. Analyse and evaluate specific information and details of the text about Mr.
Brockbank.
2. Rewrite the text by using suitable vocabulary.
By the end of the lesson, pupils can:
1. identify the things used in the past and present by underlining the words.
2. Cross (X) the things that people didn’t have in the past.
3. Rewrite the text about Mr. Brockbank by replacing the words underlined and
include things which people had 300 years ago.
Contents
Vocabulary:
lamp- candle, digital camera, bus-walk- horse, broom-vacuum, cinema - opera, drive
- ride, phone-personal visit, car-carriage
Language Skills
Reading
Values
Respect and appreciate cultures, ideas, and traditions.
Prior Knowledge
Pupils have already learned the simple past tense.
Instructional
Aids
Nearpod web and apps, worksheet, video
-Teacher
conducts
the
Warm-up
activity
(Time
machine).
-Pupils imagine they are in a time machine and they can choose which period of time
they want to visit (e.g the time when dinosaurs were alive, the ice age to see
mammoth, travel in an old train/ship, etc)
Set Induction
-Pupils close their eyes for 20 seconds and imagine they are in the past.
-In pairs, they respond in the Nearpod ; Draw it. They need to upload an image to
show their imagination of things in the past.
Step 1:
1. Pupils say how they imagine the world 300 years ago. HOTS questions:
Do you think there were any mobile phones/ digital cameras/
medicines/ planes? What objects do you think people used? Why?
2. Pupils watch a video in Nearpod about Long Ago and Now.
3. Pupils share their thoughts about the difference of things in the past
and present in the Nearpod ; Collaborate Board. They compare their
answers with their friends.
4. Pupils read the text in pairs. Buddy system is used for the low
proficient pupils.
5. In pairs, pupils underline all items mentioned in the text which didn’t
exist 300 years ago in the Nearpod ; Draw it.
( Evaluation of Learning Outcomes 1)
Step 2:
1. Pupils are given a set of pictures and asked to circle the things used in
the past in the Nearpod ; Draw it.
Content
Development
2. Pupils are given a worksheet individually and have them say the name
of each object. -Appendix
3. Pupils who can access to Nearpod can use the Liveworksheet link for the
same worksheet.
4. Pupils complete the worksheet by crossing (X) the things that people
didn’t have 300 years ago. Then, write four more items that they think
didn’t have in the past. Pupils complete the worksheet within 5 minutes.
( Evaluation of Learning Outcomes 2)
5. Pupils snap a photo of their worksheet and upload in the Nearpod:
Collaborate Board to discuss and check the answers together
Step 3:
1. Pupils refer to the text again and rewrite the text about Mr. Brockbank
by replacing the underlined words with the things people had 300 years
ago. ( Evaluation of Learning Outcomes 3)
2. Pupils present their rewritten text. Teacher monitors and puts a few
samples of the text in the Collaborative Board.
3. Pupils play a game to answer the quiz about the things in the past and
present in the Nearpod: Time to climb.
1. Teacher summarizes the lesson.
2. Pupils answer the Nearpod poll to show their understanding of the lesson.
Conclusion
3. Teacher re-emphasizes the value of respect and appreciate cultures,
ideas, and traditions.
1. Evaluation of Learning Outcome 1
Teacher asks pupils to share their thoughts about things used in the past in the
Nearpod: Collaborate Board.
2. Evaluation of Learning Outcome 2
Pupils complete the worksheet by crossing (X) the things that people didn’t have
Evaluation of
Learning
Outcomes
300 years ago. Then, write four more items that they think didn’t have in the
past. Pupils complete the worksheet within 5 minutes and discuss it in the
Nearpod: Collaborate Board.
3.Evaluation of Learning Outcome 3
Pupils refer to the text again and rewrite the text about Mr. Brockbank by
replacing the underlined words with the things people had 300 years ago.
Lesson Plans using ASSURE Model
Name:
Subject: English
Topic: Life in the Past
Subtopic: Nouns
Year: 6
Age Group: 12 years old
Time: 60 minutes
Date: 13th June, 2022
Analyze Learners (A)
This lesson is prepared for Year 6 pupils. This class has a population of 33 students. There
are mixed abilities and proficiency in the English Language. The pupils generally have
problems in reading individually. 40% of the class are at TP 3&4 for reading. During the
course challenges some pupils are not able to maintain focus if they read traditionally and
individually. Lessons have to be upgraded to attract pupils' attention in order to overcome
this problem. In particular, the teacher must be prepared to meet audiovisual and kinetic
learning styles that vary in this class. Moreover, the use of digital materials and integration
of ICT will boost their learning.
Learning Styles
As educators, it is our obligation to adapt our lessons to the specific group of kids we are
dealing with at any time. It is best if teachers can tailor lessons to each pupil's skills, ensuring
that they fully comprehend the material. Every student has different methods that help them
recall knowledge more effectively. Some take notes, others draw diagrams, others prefer to
listen to lectures, and so on because no one learning style fits all students. Therefore, these are
several learning styles involved in the lesson:
Visual learners need to see the words or information often. They prefer to receive the
information visually—be that with pictures, maps, graphs, diagrams, charts, and others.
They enjoy reading and learning. Therefore, in the lesson, Nearpod is chosen to cater these
learners. Since Nearpod offers plenty of features such as games, quizzes, videos and other
interactive content or activities, it will help pupils to practice reading skills.
For the auditory learners, they prefer to learn by listening or when it is heard or spoken.
They need to listen to the instructions and materials in order to help them acquire the
vocabulary before they read. These learners will enjoy the opportunity to interact with
others which is also related to kinesthetic learners. They prefer to learn by doing things such
as through personal experience, practice, examples, or simulations. In this lesson, pupils
will explore the lesson in Nearpod with their friends’ preferences by completing the
interactive tasks. Not only that, but learners also who are tactile learn by touching,
moving, building, or drawing what they learn. They prefer "hands-on" and tend to learn
better when the interactive activities are provided in the lesson. Finally, Nearpod
provides a huge opportunity for the pupils to master their ICT skills since 21st century
learning is practiced widely now. It is also a need for the learners to integrate ICT since
it is a requirement to survive in the future working world.
State Standards and Objectives: (S)
The objective of the lesson is pupils will be able to analyse and evaluate specific
information and details of the text.
Selected Media, Materials and Methods (S)
Nearpod Draw It: The teacher will use the time machine activity to allow the students to
imagine the world in the past. Pupils need to share their thoughts by uploading images or
write something related to the past.
Video: With the aid of video, pupils will be able to see and imagine the world in the past
better.
Nearpod Collaborate Board: This will be used for the ‘hands-on’ activity. Pupils can share
their work, ideas and thoughts here so that it is easier for the teacher to get the whole class
input and can be discussed together.
Nearpod Poll: Pupils need to answer the poll to give the idea for the teacher to evaluate
the whole class understanding.
Nearpod Time To climb:
LCD projector & speaker: These aids are needed to project the lesson on the screen.
Whiteboard: All information will be emphasized and presented on the whiteboard.
Worksheet: Worksheet will be used for the pupils to rewrite the text.
Textbook : The main source of the content.
Utilize Media and Material (U)
The teacher needs to provide contents and choose interactive activities for the classroom
activities and fully utilize the use of the textbook. The teacher needs to prepare the materials
which are slides and activities earlier to avoid any kind of disturbance and technical problem.
The teacher must provide information about the effectiveness of the classroom before class.
The teacher will set up the LCD projector before the class and ask pupils to get ready with
their own device. These pieces of equipment will then be used and tested. The worksheets
provided have different levels of difficulties which cater different proficiency levels of the
pupils. (Differentiation)
Require Learner Participation (R)
For the participation of pupils, the teacher will not lecture in a traditional way like chalk and
talk. Throughout the lesson, pupils will interact and participate actively in a controlled
situation. Since the teacher will prepare the lesson with creative and various activities which
provide fun and enjoyment in the class for pupils, they will not take note constantly from start
to end of the lesson. The main purpose of the lesson will be learning actively and interactively
where the lesson should be two-way interaction. When pupils are attracted to learn, they are
motivated to practice reading better.
Evaluate and Revise (E)
At the end of the class, the teacher will prepare a pop quiz to check if everyone got the lesson
or not by summarizing the content of the lesson learnt. A poll is also given to check the pupils’
understanding. Also, the teacher will encourage the pupils to re-emphasize the value of respect
and appreciate cultures, ideas, and traditions.
References
Davis, H. O. (1992). ESL Instruction Using Maps, Conjoint Retention, and Confluency.
Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on
English language teaching. Journal of studies in education, 2(1), 104-113.
Kelly, C., Kelly, L., Offner, M., & Vorland, B. (2002). Effective ways to use authentic materials
with ESL/EFL students. The internet TESL journal, 8(11), 1-5.
Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research
Journal of English language and literature (RJELAL), 3(1), 91-96.
Pegrum, M. A. (2000). The outside world as an extension of the EFL/ESL classroom. The
Internet TESL Journal, 6(8).
Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of nearpod as
interactive learning method. INTED2019 Proceedings, 1, 8908-8915.
Appendix
Worksheet 1
Worksheet 2