LEARNING AND EVALUATION

SITUATION ASSIGNMENT
Filipino Folktale:
Why Dogs Wag Their Tails

N. A. S.
M.-A. C.
B. D. L.
Alexandra Pozzan

April 15th, 2015

McGill University

Overview of the Learning and Evaluation Situation

A) Overview of the LES
Published in 1916, Why Dogs Wag their Tales is a Filipino folktale written by Mabel
Cook Cole. It is about a dog and a cat who were ordered by their master, who is a rich merchant,
to deliver a magic ring to his daughter. The dog ends up dropping the ring in the river before having
the chance to deliver it to his masters daughter. Instead of turning back to tell their master that
they have lost the ring, the dog runs away due to fear. The master wants to punish the dog, and
sends out his people and all dogs to find him in order to cut the dogs tail out. Since that day,
whenever a dog meets another, they ask if he is the dog that lost the magic ring, and to prove that
he is not the guilty one, the dog wags his tail.
This lesson will be used in a Secondary one advanced classroom. Most students are thirteen
years old. This public francophone school is located in Saint-Laurent, Montreal, which is a highly
multicultural area. There is a total of 30 students, 17 girls and 13 boys; most of these students
parents immigrated to Canada from countries where English is often spoken as a foreign second
language. Therefore, they have had exposure to English through their parents or through media,
including television, internet, or books. For this reason, these students, who have a good
knowledge of the language, have been placed together to form an advanced ESL class. In this
classroom, pair work and student participation are highly encouraged. As in many second language
classes in Quebec, the teacher will hear some students speak French or even some mother tongues
students share; however, this does not occur often, since it is an advanced level where these teenage
students enjoy speaking English and have the competence to do so.
Since the school is quite welcoming of students with dyslexia, there is a total is six dyslexic
students in the classroom; two girls and four boys. The teacher makes sure to read the texts or short
stories out loud before asking the students to read them individually. Moreover, the texts for these
students are printed in a special font designed to aid students with dyslexia, since the letters have
more varied shapes, such as asymmetric curves in the letters b and d. Due to time constraints,
the teacher must assume that the students have understood the given text. However, during exams
or evaluated work, the students with dyslexia are given additional time. There is also two students
with Attention Deficit Hyperactivity Disorder. They tend to get out of their seats often, ask to go
to the bathroom in order to leave the classroom, or lose focus by playing with their pens. The
teacher takes these students into consideration when planning the lessons and dedicates classes
with time for role-play, debates, and games to keep everyone engaged while learning.
This lesson takes place in the month of September, which is the beginning of their school
year. The first month is dedicated to short stories and folktales. Since the class is very multicultural,
the teacher will introduce stories from various cultures. They will first be introduced to a Filipino
folktale. The first class, after the reading, students have a think-pair-share activity followed by
comprehension questions. The second class, a summarizing activity will take place, followed by a

brainstorming activity, and finished by a script writing activity. . On the third period, students are
asked to peer edit each others production. Once each group receives their work, and they are asked
to finalize it based on the received feedback. During the last and fourth period, students will act
out their scenario in front of the class.

B) Targeted Learners:
Cycle 1, Secondary 2, enriched ESL learners.
c) Length:
Four periods of 75 minutes each.

D) Goal
Students will successfully understand the meaning of the Filipino folktale, as well as
reinvest their understanding of prior knowledge.

E) Broad Areas of Learning

Personal and Career Planning
1) Self-knowledge and awareness of his/her potential and how to fulfill it
- Recognition of his/her talents, strengths, interests awareness of factors related to
success in school subjects.
2) Adoption of strategies related to a plan or project
- Strategies related to various aspects of carrying out a plan or project (gathering
information, making decisions, planning, adjustment and completion).
- Strategies for collaboration and cooperation.

F) Cross-Curricular Competencies
Competency 4: Use creativity
Competency 5: Adopt effective work methods
Competency 7: Achieve his/her potential
Competency 8: Cooperate with others
Competency 9: Communicate appropriately

G) ESL Competencies
Competency 1: Interact orally in English

 Key Features: Engages in oral interaction, uses functional language, and other
vocabulary and language conventions.
Competency 2: Reinvest understanding in text
Key Features: Construct meaning of texts, use prior knowledge of text, cooperate,
and react to text.

Competency 3: Write/produce texts

Key Features: Adapt the process of the task, write the draft, revise, edit,
cooperate, and use resources.

H) Evaluation
Competency 1: Interact orally in English (Period 4- students act out their scenarios)
Participation in oral interaction
Articulation of the message
Pertinence of the message
Competency 2: Reinvest understanding in text (Period 1- students complete
comprehension questions based on the folktale)
Evidence of comprehension of texts
Use of knowledge from texts appropriate to the task
Competency 3: Write/produce texts (Period 2&3- students produce a possible ending of
the folktale, and edit each others work with the use of a rubric)
Pertinence of the text
Formulation of the text
Use of resources

I) Related Content
Text: Filipino folktale
Language repertoire: The words presented in the text will be at part to the students level
and relevant to the apparent theme Why Dogs Wag their Tails.
Group participation: Students must work in groups in order to complete various activities.
Grammar: The folktale will include several grammatical tenses/forms that are essential
for both comprehension and future writing tasks.
Process: Students must compose a scenario/script through a writing and editing process.

Lesson Plan #1
A) Factual Information
Teachers: N. A. S., M.-A. C., B. D. L., Alexandra Pozzan
Date: September 10th, 2015 (75 minute class)
Grade and Level: Secondary 1, advanced (age 13)

B) Objectives
General:

Students will build their ability to understand the meaning of a text.

Students will build their ability to recognise and understand texts of a particular genre.

Students will collaboratively construct meaning.

Specific (by the end of this lesson):

Students will be able to identify grammatical forms related to folktales.

Students will be able to identify elements typical to the folktale form.

Students will be able to successfully understand the folktale Why Dogs Wag Their
Tails by completing and creating comprehension questions.

C) Competencies Covered
Subject-Specific Competencies
Competency 1 - Interacts orally in English:

Students will engage in the think-pair-share method to complete the Time-Order Activity.

Students will participate in a brainstorming activity as a class.

Competency 2 - Reinvests understanding of texts:

Listens to, reads and/or views text:

Students will watch the video that explains what a folktale is.

They will listen to the teachers instructions concerning the activities, as well as the
teachers explanation of what the bolded words mean in the text.

Additionally, they will listen to the teacher reading the folktale, before having the
opportunity to read it individually.

Represents understanding of the texts & Constructs meaning of the text:

Students will complete activities that verify their understanding of the text.

Cross-Curricular Competencies
Competency 1 Uses information:

Students will use prior knowledge to brainstorm elements of the folktale form.

Competency 8 Cooperates with others:

Students will use prior knowledge to brainstorm elements of the folktale form.

Students will participate in pair activities to collaboratively construct meaning and verify
their understanding of the text.

Competency 9 Communicates appropriately

During brainstorming and other comprehension activities, students will practice

communicating effectively.

Evaluation Criteria

Students will be evaluated on their general understanding of the folktale and how they
applied their knowledge to properly answer the comprehension questions. In fact, an
evaluation grid will be given to students in order to help them correct their partners
answers of their own comprehension questions. Students work and evaluation will be
picked up by the teacher and checked.

Students will be evaluated on their use of written English. Students work and evaluation
will be picked up by the teacher and checked for mistakes. Marks will only be deducted
for forms known by the students, that is forms seen in class or prescribed by the
Progression of Learning.

Students will be evaluated on their use of English during brainstorming and group
activities. They must use the target language at all times during the class. The teacher will
circulate to ensure that students do. Accordingly, consequences will be given (token
system).

Students will also be evaluated according to their comportment, degree of effort, and
manner of expressing thoughts and opinions through group discussions.

D) Related Content/Essential Knowledge

Structure: The teacher will allow students to get a better idea of how a well-developed text is
formed by introducing and requiring them to read a folktale.
Grammar: The folktale will include several grammatical tenses/forms that are essential for both
comprehension and future writing tasks.
Vocabulary: The words presented in the text will be at par to the students level and relevant to
the apparent theme Why Dogs Wag their Tails.
Group Participation: A certain degree of effort and individual opinions will be exerted through
the think-pair-share method.
Comprehension of Questions: It is important that the teacher provides students with questions
that allow them reflect and question their own understanding of the folktale.

E) Materials
- The folk story

- Time order activity handout

- Comprehension question activity handout

- Evaluation grade handouts

- Projector and computer

- Link to video

- Board

F) Anticipated Problems
Problem 1: Projector and/or computer not functioning, which will restrict us from showing the
video to students.
Solution 1: Ask students to deduce what they believe what a folk tale is and then provide them
with a definition + examples.

Problem 2: Once students are asked to discuss in groups, they may go off topic and neglect the
required task.
Solution 2: The teacher can simply take on the responsibility of walking around the class to
check on students task progression.
Problem 3: Students may face challenges with the understanding of the folktale, thus disabling
them to continue due to being discouraged.
Solution 3: The teacher must be available to answer questions and/or to clarify meaning. The
teacher can also give more advanced learners to opportunity to teach their fellow classmates
what grasp from the text.

G) Structure of the Lesson

What the teacher does
1. Introduction
- Introduce todays class
structure, which is what we
will be doing throughout class
time. (video viewing, reading
activity, time order activity,
and comprehension questions
activity)
Time: 5 min.

Pre2. Brainstorming
- Show this video
https://www.youtube.com/wat
ch?v=PKKG9Afp7NM
- Based on what was said in
the video, ask student to come
up with more elements of
folktales and examples.
- Ask for grammar elements as
well, such as verb tenses.
- Write on the board the
students answers.
- Fill in the blanks: at the end,
write things students did not

What the students do

- Student listen and ask
relevant questions.
-Students will have the
opportunity to discuss the
video as a group.
- Students volunteer answers
about folktales by raising
their hands.

Rationale
- By knowing what the
classs structure will be,
students will have an idea of
what to expect throughout
class time.
- The video will be presented
to students in order to
remind/inform them what a
folktale is.

- Students are listening to the

teacher read the folktale out
loud. They are also copying
down the definitions of the
bolded words.

- Students will then

reactivate prior knowledge
by thinking about and
sharing what they know
about this story genre.

- They ask questions to the

teacher if they do not
comprehend the meaning of a
word.

- Pre-teaching vocabulary
will allow students to better
comprehend the text as the
teacher is predicting which
words students might not be
familiar with.
- Reading the story out loud

include.
Time: 10 min.

will be beneficial to auditory

learner and students with
dyslexia.

3. Reading
- Hand out the text (appendix
1.1).
- Read the story out loud.
- Ask students to reread it
quietly.
- Go over the bolded words in
the text & project the
definitions.
- Ask students if they do not
understand any other words,
and explain it to them.
Time: 15 min.

While

4. Ordering Activity (thinkpair-share method)

- Give students the handout
(appendix 1.2).
- Read instructions out loud.
- Ask students if they have any
relevant questions.
- Ask them to complete the
activity individually.
- In groups of two, students
must compare and discuss
their answers.
- Share and discuss answers as
a group.
Time: 10 mins
5. Comprehension Questions
Activity
- Give students the handout
(appendix 1.3).
- Read instructions out loud &
ask students if they have any
relevant questions.
- Ask students to write down
three questions.

- Students are given the

chance to ask any questions
related to the time order
activity.
- They complete the handout,
discuss it with a peer, and
later on with the rest of the
group.
- They must then write down
three comprehension
questions, ask the teacher for
approval, and then write
down the answers on the
handout.
- After students find a
partner, they must answer
each others comprehension
questions on the handout.

- Having students place what

event occurred in the correct
order will determine whether
or not they have indeed
understood the text.
- Having the opportunity to
discuss the answers with
another peer will allow them
to interact with others and
verify whether or not they
have the right answer.
- Writing comprehension
questions, answering it, and
later on answering the
questions of a peer will allow
students to explore the text
and demonstrate their
understanding.

- After I approve the questions,

they should answer their
questions on the handout.
Time: 15 mins
6. Creating Questions
- Give students the handout
(appendix 1.4)
- Read instructions out loud &
ask students if they have any
relevant questions.
- Ask students to get into
groups of two in order to
answer their peers questions.
Time: 15 minutes

Post-

7. Homework
- Recap lesson.
- Tell students that, for
homework, each student will
have to correct their partners
answers with the help of the
evaluation grid that I will
provide them with.
(Appendix 1.5).
Time: 5 min.

- Students listen to the

teacher recap the lesson.
- Students write down their
homework on the agenda, and
takes the evaluation grid from
the teacher.

- Having students correct

each others work will allow
students to practise what they
have done in class.

Appendix 1.1

Why Dogs Wag their Tails - Filipino folktale

A rich man in a certain town once owned a dog and a cat, both of which were very
useful to him. The dog had served his master for many years and had become so old
that he had lost his teeth and was unable to fight any more, but he was a good guide
and companion to the cat who was strong and cunning.
The master had a daughter who was attending school at a convent some distance
from home, and very often he sent the dog and the cat with presents to the girl.
One day he called the faithful animals and told them to carry a magic ring to his
daughter. You are strong and brave, he said to the cat You may carry the ring,
but you must be careful not to drop it
And to the dog he said: You must accompany the cat to guide her and keep her
from harm. They promised to do their best and went out. All went well until they
came to a river. As there was neither bridge nor boat, there was no way to cross but
to swim.
Let me take the magic ring, said the dog as they were about to jump into the water.
Oh, no, replied the cat, the master gave it to me to carry.
But you cannot swim well, argued the dog. I am strong and can take good care
of it.
But the cat refused to give up the ring until finally the dog threatened to kill her,
and then she unwillingly gave it to him.
The river was wide and the water so swift that they grew very tired and just before
they reached the opposite bank the dog dropped the ring. They searched carefully,

but could not find it anywhere. After a while they turned back to tell their master
about the sad loss. Just before reaching the house, however, the dog was so overcome
with fear that he turned and ran away and never was seen again.
The cat went on alone, and when the master saw her coming he called out to know
why she had returned so soon and what had become of her companion. The poor cat
was frightened, but as well as she could she explained how the ring had been lost
and how the dog had run away.
On hearing her story the master was very angry, and commanded that all his people
should search for the dog, and that it should be punished by having its tail cut off.
He also ordered that all the dogs in the world should join in the search, and ever
since when one dog meets another he says: Are you the old dog that lost the magic
ring? If so, your tail must be cut off. Then immediately each shows his teeth and
wags his tail to prove that he is not the guilty one.
Since then, too, cats have been afraid of water and will not swim across a river if
they can avoid it.

reference:http://storyforkids24.blogspot.ca/2014/09/why-dogs-wag-their-tails-filipino.html#more

Appendix 1.2
Name: __________________________________________

Date: _________________

Why Dogs Wag their Tails - Filipino folktale

1) Time Order Activity: What happens first? What happens next?
Number each sentence from 1 - 10 to show the correct order.
1 the first event that occurred, 10 the last event that occurred

The dog and cat could not find the ring.

The master wants to punish the dog, and sends out his people and all dogs to find him in order to cut
the dogs tail out.

The dog wanted the cat to give him the magic ring, but the cat refused to give it up until the dog
threatened to kill her.

Due to fear, the dog ran away, and was never seen again.
Since then, whenever dogs meet, they ask if they are the dog that lost the magic ring, and to prove
that they are not guilty, they wag their tails. Since then, too, cats have been afraid of water.

The dog and cat grew very tired, and just before they reached the opposite bank, the dog dropped the
ring.

The cat and dog both realized that there was no way to cross the river but to swim.
They turned back to tell their master that they lost the ring.
The rich man called the animals, and told them to carry a magic ring to his daughter.
The cat tells her master why she returned so soon, and why the dog is not with her.

Appendix 1.3
Name: ___________________________________________

Date: ___________

Why Dogs Wag their Tails - Filipino folktale

Comprehension Questions Activity:
Based on the folktale, create three comprehension questions.
1)

2)

3)

Answer your three comprehension questions.

Question 1: _____________________________________________________

Answer:

Question 2: _____________________________________________________

Answer:

Question 3: _____________________________________________________

Answer:

Appendix 1.4
Name: ________________________________________

Date: _________________

Why Dogs Wag their Tails - Filipino folktale

Comprehension Questions Activity (Part 2):
Pair up with a student and ask each other your questions.
Answer your partners questions in the following format:
Partners Name: ____________________________

Question 1: _____________________________________________________

Answer:

Question 2: _____________________________________________________

Answer:

Question 3: _____________________________________________________

Answer:

Appendix 1.5:

Peer Evaluation
Partners Name: _________________________
The student answered
the question correctly
(2 points)

The students answer

is incomplete
(1 point)

The student did not

answer the question
(0 points)

Question 1
Question 2
Question 3

/6
Correcting Students Signature: __________________________________________

Lesson Plan #2
A) Factual Information
Teachers: N. A. S., M.-A. C., B. D. L., Alexandra Pozzan
Date: September 12th, 2015 (75 minute class)
Grade and Level: Secondary 1, advanced (age 13)

B) Objectives
General:

Students will build their ability to reinvest their understanding of the meaning of a text.

Students will build their ability to recognise and understand texts of a particular genre.

Students will collaboratively construct meaning.

Specific (by the end of this lesson):

Students will be able to demonstrate their understanding of the folktale Why Dogs Wag
Their Tails by writing a scenario/script of what they believe will happen next.

C) Competencies Covered
Subject-Specific Competencies
Competency 1 - Interacts orally in English:

Students will participate in a brainstorming activity as a class.

Competency 2 - Reinvests understanding of texts:

Listens to, reads and/or views text:

They will listen to the teachers instructions concerning the activities.

Students will review the text as a class.

Represents understanding of the texts & Constructs meaning of the text:

Students will write a scenario/script of what they believe will happen next based on their
understanding of the folktale.

Competency 3 Writes and produces texts:

Students explore a variety of popular, literary and information-based texts.

Students cooperatively create a script/scenario based on the original folktale.

Cross-Curricular Competencies
Competency 1 Uses information:

Students will use prior knowledge to brainstorm and write a new text.

Competency 8 Cooperates with others:

Students will collaboratively create a scenario/script.

Competency 9 Communicates appropriately

Students will practice communicating effectively while negotiating ideas for their text.

Evaluation Criteria

Students will be evaluated according to their knowledge of the folktale and familiarity of
the script/scenario structure.

Writing skills will be evaluated according to structure and appropriate use of vocabulary
and grammar. Their creativity and effort will be evaluated through group discussions and
through the formation of the scenarios/scripts

Students will be evaluated on their use of English during group activities. They must use
the target language at all times during the class. The teacher will circulate to ensure that
students do. Accordingly, consequences will be given (token system).

D) Related Content/Essential Knowledge

Prior Folktale Knowledge: Students will ponder on what was taught in the previous class and
reflect on their knowledge of the text and form of literature.
Vocabulary/Writing skills/Structure/Grammar: Students will apply what they previously
retained through the comprehension by composing a scenario/script with vocabulary that is
appropriate to their level of understanding and they will demonstrate their knowledge on writing
structure by producing the written task in a coherent manner.
Group Participation: It is important that students express their own understanding of the text by
summarizing what they retained during a group discussion.

E) Materials
- Brainstorming activity handout

- Script-writing activity handout

- Role playing activity handout

- Evaluation grid handout

- Format example handout

- Board

F) Anticipated Problems
Problem 1: Forgetting the handouts.
Solution 1: I will ask students to write down their activities on a loose-leaf. As for the format
example handout, we will write on the board an example of the expected format. Finally, for the
evaluation grade handout, we will ask students to write down in their agenda what is expected to
be included in the scenario presentations.
Problem 2: Students may feel uncomfortable acting out scenes to their peers.
Solution 2: The teacher can volunteer to act as another character in the tale and encourage the
student(s) to carry on with their role in order to complete the ending.
Problem 3: Some students may have weaker writing skills compared to their peers, this causing
a problem of comprehending and/or falling behind when creating the scenarios/scripts.
Solution 3: The teacher can assign groups according to each students level. This way, groups
will uphold different strengths/weakness, where students can aid each other in the process.

G) Structure of the Lesson

What the teacher does

Pre-

1. Introduction
- Introduce todays class
structure, which is what we
will be doing throughout
class time. (Summarizing
activity, brainstorming

What the students do

- Students will give the
teacher their completed
homework.
- The students will
attentively wait for the
teachers further

Rationale
- The summarizing activity will
allow students memories to be
refreshed in order to
successfully and accurately
complete the reinvestment
activity.

activity, script writing

activity, homework)
- Ask students to hand me
their homework.
2. Summarizing activity
- Ask students to state what
the story was about in the
form of a discussion.
- Focus on the ending of the
story, clearly state it to
students, and write it on the
board: After the cat told
the master that the dog ran
away after losing the magic
ring, he commanded all his
people and dogs to search
for the dog, and that it
should be punished by
having its tail cut off.
Time: 10 mins
3. Brainstorming activity
- Give students the
brainstorming handout
(appendix 2.1).
- Read the instructions out
loud.
- Tell students to be creative,
and that they must first act-out
the ending of the folktale
before role-playing the ending
they have written.

- Ask students to
individually brainstorm
their ideas of what they
believe would happen next
in the folktale under the
individual column.
Time: 10 mins

instructions while gathering

the essential material they
were given in the previous
class.
- Students will get into
assigned groups to discuss
what they retained from the
folktale. They will also try
and greatly focus on the
ending of the tale toward the
end of their discussion.
- Students will brainstorm
(individually and then as a
group) a possible ending of
the tale in the appropriate
column found in the
handout.

- Allowing students to
brainstorm individually will
motivate students (especially
those who are more introverted)
to share their ideas with the rest
of their teammates.

- Once they are done, ask

students to get into groups
of four to share their ideas
with one another, and to
write their final ideas of
what they would like to
include in their script.
Time: 15 mins

While

4. Script writing activity

- Give students the script
writing activity handout
(appendix 2.2)
- Read the instructions out
loud.
- State that the script must
have between 80-100
words, & that they must
integrate the vocabulary
words that were pre-taught
last class (cunning, faithful,
harm, neither, nor,
unwillingly, swift) in their
script, which I will write on
the board.
- Provide an example of
how to write a
script/dialogue (Appendix
2.3) and the evaluation grid
(Appendix 2.4).
- Ask students to assign
each character to a member
of their group (narrator,
dog, cat, master, or other).
Time: 10 minutess
- Ask students to begin
writing their scripts
Time: 25 minutes

- Students will write a script

as a group and make sure
that they include the pretaught vocabulary in it.
- They must also assign a
character to each student
and write it down on the
handout.

- Students will be able to

reinvest what they have
previously done in class while
working as a group to envision
a possible ending, and write
down a script.
- Handing out the evaluation
grid will allow students to be
aware of what they will be
graded on.

Post-

5. Homework
- Recap lesson.
- State that next class (in 2
days), students will give
peer feedback and work on
the final version of the
script.
- Ask students to complete
their script as homework if
they have not finished it.
- Remind students to look at
the evaluation grid when
finishing their text
(appendix 2.4)
- State that students must
hand in one copy of the
script per group for next
class.
Time: 5 minutes

- Students will write down

their homework on their
agenda. They will also pick
up the evaluation grid from
the teacher.

- Having the evaluation grid

will allow students to be aware
of what they will be graded on.

Appendix 2.1
Name: ______________________________________

Date: _____________

Why Dogs Wag their Tails - Filipino folktale:

What Happens Next?
Under the Individual column, brainstorm what you believe would happen next.
Once you are done, get into groups of four & share your ideas with one another.
As a group, decide what you would like to include on your final version of the ending
under the Group column.

Individual

Group

Appendix 2.2
Name: ________________________________________

Date: ________________

Why Dogs Wag their Tails - Filipino folktale:

What Happens Next?
Assign a character to each group member (narrator, dog, cat, master, or other)
Name of Student

Assigned Role

As a group, write a short script of the ending you have previously discussed.
Be prepared to act out the script in front of the class.

Appendix 2.3

Play Example
Narrator
Lise is really upset by the situation.
This is a stage direction: an
instruction in the text of a play,
especially one indicating the
movement, position, or tone of
an actor, or the sound effects and
lighting.

Lise
(yells)
Ashley, I do not like mushrooms!

Ashley
You can give me the mushrooms.

Appendix 2.4

Draft Evaluation
Group: _______________________________________________________________________
Criteria

Excellent
7 points

On target

Unsatisfactory

4-5-6 points

0-1-2-3 points

The group
submitted a
complete text (100
words).

The group gave in a

complete text of 100
words +.

The group gave in a

complete text
between 80 and 100
words.

The group did not

give in a complete
text (less than 80
words).

The group included

stage directions and
respected the form.

The group submitted

a text with stage
directions and the
formatting respect the
one of a play.

The group submitted

a text that respects the
form of a play but
somewhat lack stage
directions.

The group submitted

a text that does not
resemble a play and
lacks stage directions.

The group
successfully
integrated all the
vocabulary words.

All 7 vocabulary
words were
integrated.

Only 6 to 4
vocabulary words
were integrated.

3 or less vocabulary
words were
integrated.

Total:

/21

Lesson Plan #3
A) Factual Information
Teachers: N. A. S., M.-A. C., B. D. L., Alexandra Pozzan
Date: September 29th, 2014 (75 minute class)
Grade and Level: Secondary 1, (age 13)

B) Objectives
General: Students will walk away from class demonstrating basic knowledge of a text and feeling
capable with following an editing process guideline coherently. Additionally, students will walk
away from class being able to review detailed corrections and finalize their texts accordingly.

Specific: By the end of this lesson, the learners will be able to follow the editing process guideline
by properly identifying errors through a peer folktale revision. Students will then be able to take
their peers corrections into consideration when creating the final version of their folktales.

C) Competencies Covered
ESL Competency 1:
Speak/Interact:

Students will interact with their fellow group members while discussing. guideline steps.
They will express their own suggestions and/or opinions throughout the editing process.

ESL Competency 2:
To listen:

Students will listen attentively while the teacher reviews the editing process guideline.
They will also listen to the teachers instructions on the structure of the editing activity.

Cross-Curricular Competency 5:
Adopts affective work methods:
Students will evaluate the objectives of the editing process.
They will identify and use all available resources to complete the task
Cross-Curricular Competency 8:

To cooperate with others:

Students will work in their folktale groups when editing their peer groups folktales.
They will assign group members with roles according to the editing process.
They will come to a final agreement on whether or not the editing is complete and if
further suggestions should be made.
Evaluation Criteria:
Students will be evaluated according to their knowledge on the editing process and their ability
to properly follow the guideline sheet. During the editing activity, the teacher will circulate
throughout the class to evaluate each students effort in the process and whether they are open to
accepting their peers corrections. The teacher will then base peer group corrections according to
the final version of their folktales.

D) Related Content/ Essential Knowledge

Structure: The teacher will allow for a better understanding of peer editing by revising and
clarifying a process guideline that was previously presented to the class.
Grammar: Students will be required to test their knowledge on grammar, as they will be asked
to revise tenses, forms, punctuation and grammatical details.
Vocabulary: The words presented in each folktale will be at par to the students level and they
will be required to correct any vocabulary errors made by their peers.
Group Participation: Students will work in groups through a productive, amicable and effortful
manner.

E) Materials

Peer groups folktale

Coloured pens
Editing process guideline handout
Projector

F) Anticipated Problems

Problem1: Some students may not be as familiar with the editing process guideline and may
need further clarification.
Solution: Rather than stalling the entire class, the teacher will allow for a small meeting at the
front of the class for students who demand for further clarification. The teacher will permit
students to return to their groups once they feel comfortable enough to commence the process.
Problem 2: The editing process may be too basic for the errors presented in some groups texts;
therefore the peer editing groups will not be able to complete the process effectively.
Solution: The teacher assures the class that if any issue regarding editing may arise, students can
simply raise their hand and the teacher will assist them throughout the process.
Problem 3: Students may reject their peer groups corrections if they feel they are incorrect or
unjust.
Solution: The teacher will review the peer groups corrections and will decide whether or not
corrections are fair and if they should be taken into consideration when creating the final version.

G) Structure of the Lesson

Pre-

What the teacher does

What the students do

Rationale

1. Introduction
-Introduce the classs topic of
the day on editing.
-Briefly describe what the
days tasks will consist of.

-Students will listen

attentively while the
teacher describes what the
days tasks.

-By slowly introducing the

students to the topic, they
are given the opportunity
to reflect on their previous
editing knowledge.
Students will not be
overwhelmed when asked
to complete additional
tasks as they are initially
advised by the teacher.

Time: 5 minutes

2. Editing Process
-With the use of a projector,
-Students listen attentively
present the class with the
while the teacher clarifies,
editing process guideline sheet describes and explains the
process.

-Further clarification and

explanation ensures that
all students are reminded
of the process and that

that they are already familiar

with (Appendix 3.1).
- Go through each step, clarify
and further explain the process
to avoid confusion.
- Instruct students to exchange
folktales with the group seated
While nearest to them.
Time: 5 minutes

-Students are encouraged

to ask questions and
express their thoughts and
opinions during the short
lecture.
-Students have one
representative from each
group exchange their sheet
with nearest group.

they are capable to

complete the task with
proper instructions.
-Questions during the
lecture allow for more
group editing time.
-Exchanging sheets with
the nearest group avoids
class commotion.

3. Peer Correction
-Handout guideline sheets to
group who lost theirs
(Appendix 3.1).
-Circulate the classroom with
an absence sheet in hand in
order to jot down which
students are not present during
the editing process.
-Evaluate group performance
according to how often
students speak amongst each
other, if roles are set in place
and if the guideline is used as
a resource throughout the task.
-Answer/clarify any questions
and/or issues and provide
groups with any help if
required.

-Students will assign

group members with roles
(hands-on corrector,
suggestion giver, guideline
attender, reviser and final
folktale writer).

-Assigning group roles

ensures that all tasks are
completed and it avoids
the occurrence of social
loafing.
-By doing so, the teacher
is aware that all students
are applying their
knowledge through the
editing process.

Time: 30 minutes

4. Final Correction
-Instruct students to review
their peers corrections in
order and to begin writing
their final folktales.
-Circulate the classroom in
case students do not feel as
though their peer corrections
are fair and/or correct.

-Students will correct,

revise and eventually read
the paper once it is
completely edited.
-The students will then
exchange their peer
groups edited folktales
and take back their own
edited folktales.
-Students will begin
revising their peers
corrections and they will
make sure that the editing
made to their work is
properly done.
-Groups will have their
assigned writers begin
writing the final version of
their folktales.
-Students will discuss
when to meet as group in
order to practice their
folktale for their upcoming
presentations.

-By allowing for revision,

students are better
understanding the process
that goes into editing and
they are avoiding adding
in any improper
corrections.
-By circulating the
classroom, the teacher is

-Instruct that students meet up

outside of class in order to
practice their folktales before
their final presentations next
class.
Time:30 minutes

Post-

5. Homework
- Recap lesson.
- State that next class (in 2
days), students will finally
present their script.
- Ask students to finish
correcting their script as
homework if they have not
finished it.
- State that students must hand
in one copy of the script per
group, which will be
evaluated this time according
to Appendix 3.2.
- Remind students they may
not read their lines but are
allowed to have notes with
them when they present as a
safety net. Other criteria for
the presentation are outlined
in Appendix 3.3.
- Encourage students to bring
props and costumes for their
presentation. Although their
use will not be graded, their
use can make the experience
more fun for the whole class.
Time: 5 minutes

- Students will write down

their homework on their
agenda. They will also
pick up the evaluation
grids from the teacher
(Appendix 3.2 and 3.3).

acting as both a helper and

a final decision maker.
-By encouraging students
to meet in groups outside
of class, the teacher is
giving them the
opportunity to practice
their orals naturally so that
they feel comfortable with
the idea of presenting their
folktale.
- Handing out the
evaluation grid will allow
students to be aware of
what they will be graded
on.

Appendix 3.1 Students Editing Process Guidelines

Editing Process Guidelines

Put a * whenever the there is an incorrect verb tense/form
Underline vocabulary errors
Highlight punctuation errors
**Remember to not give the direct corrections but to suggest possible alternatives. (i.e.
rather than using this conjunction, a similar conjunction would allow for a smoother
sentence)
Examples of incorrect verb tenses/forms: she builded (built) it, he like (likes) that
subject, we understood (understand) this, the bird be (is) searching for that crumb
Examples of incorrect spelling: it was worse (worst), beging (beginning), absance
(absence), adquire (acquire)
Examples of incorrect punctuation: the boys (boys) will go to the theatre, the
chocolate costs $2.00, (.) we should buy it., the man was silent. ()
Compliment the groups effort by proving positive feedback when appropriate
Examples: This idea is well described and/or, Your sentences flow nicely.

Be specific and good luck!

Appendix 3.2 Written Script Evaluation Grid

Filipino Folktale Script

Group: ____________________________________________ Date: ______________________
Criteria

Content of
the message

Sub-Criteria
Pertinence of
message/text
in light of
topic, purpose
and audience
Coherence of
text and
development
of ideas

Organization
of ideas

Formulation
of the
message

Accuracy of
targeted or
familiar
language
repertoire
Clarity of
message

Use of text
components/
features
appropriate to
text form

The text goes

nicely with
the original
tale and
considers its
audience.
The text is
clear and
ideas are
logical and
well
developed.

The text
considers the
original tale
and audience
most of the
time.
Most of the
text is clear.
Ideas are
usually
logical and
developed.

The text does

not always
consider the
original tale nor
its audience.

The text does

not at all
consider the
original tale nor
its audience.

Incomplete

The text is often Incomplete

unclear. Most
ideas are underdeveloped or
illogical.

The order of
events is
logical and
interesting.
Text contains
no error.
Vocabulary is
exact.

Most events
are ordered in
a logical
fashion.
Text contain
1-2 errors.
Vocabulary is
familiar but
correct.
Language
mostly carries
clear
meaning.
Text usually
resemble an
authentic
conversation
and considers
the folktale
genre.

The text is
sometimes
unclear clear.
Some ideas
seem illogical
or underdeveloped.
The sequence of
events is
sometimes
confusing.
Text contains a
few errors.
Vocabulary is
sometimes
incorrect.
Language is
sometimes
unclear and
meaning too.
The text
sometimes
sound unnatural
and does not
always consider
the folktale
genre.

Language
carries clear
meaning.
The text
resembles a
natural
conversation
and respect
the folktale
genre.

The sequence
of event is
illogical and
confusing.
Text contains
many errors
(10+).
Vocabulary is
often erroneous.
Language
makes meaning
difficult to
comprehend.
The text does
not resemble a
natural
conversation
and does not
consider the
folktale genre.

Incomplete

Incomplete

Incomplete

Incomplete

Overall Grade
A
B
C
D
E
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teachers Signature: _____________________________________

Appendix 3.3 Oral Presentation Evaluation Grid

Filipino Folktale Presentation

Students Name: __________________________________

Date: ___________________

Group: _______________________________________________________________________
Criteria

Sub-Criteria

Use of
English at all
times
Participation
Contribution
in oral
throughout
interaction
interaction
Behaviours
during
others
presentations
Language
fluency
Articulation
of the
message

Accuracy of
language

Intelligibility
of message

Use of notes

Overall Grade

Student only
used English.

Student used
1-2 French
word(s).

Student used a
few French
words.

Student used
French
throughout.

Incomplete

Student had a
balanced role.

Student had a
more or less
balanced role.

Student had
too little/much
to say.

Incomplete

Student was
quiet and
respectful.

Student was
mostly quiet
and respectful.

Student was
often
disruptive or
disrespectful.

Student had a
disproportionate
role.
Student was
disruptive and
disrespectful
throughout.

Student had a
natural flow
and exemplary
intonation.

Student
sometimes
hesitated.
Intonation was
adequate.
Speech
contained 1-2
errors.
Student mostly
used a clear,
strong voice.

Student often
hesitated.
Intonation was
often flat, from
reading, etc.
Speech
contained a
few errors.
Students
voice was
often low and
unclear.
Student read
the notes on
several
occasions. Did
not use as
reminder.

Student made
long pauses.
Intonation was
lacking.

Incomplete

Speech had
many (10+)
errors.
Student was
unintelligible
throughout the
presentation.
Student read
throughout the
presentation.

Incomplete

Incomplete

Speech
contained no
errors.
Student used a
clear, strong
voice
throughout.
Student used
the notes as a
reminder once
in a while.

Student
frequently
looked at the
notes,
sometimes
reading parts.

Incomplete

Incomplete

Incomplete

Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Teachers Signature: _____________________________________

Lesson Plan #4
A) Factual Information
Teachers: N. A. S., M.-A. C., B. D. L., Alexandra Pozzan
Date: September 10th, 2015 (75 minute class)
Grade and Level: Secondary 1, advanced (age 13)

B) Objectives
General:

Students will build their ability to speak English in front of a group.

Students will build their ability to appreciate texts from a certain genre.

Specific (by the end of this lesson):

Students will be able to perform their text in front of the class using correct English with
good fluency and intelligibility, and without heavily relying on their notes.

Students will be able to give constructive feedback to their peers in relation with their
presentation.

C) Competencies Covered
ESL Competency 1 - Interacts orally in English:

Participation in oral interaction : Use of English at all times, Contribution throughout the
presentation

Articulation of the message: Language fluency during presentation, Accuracy of

language during presentation, Intelligibility of message during presentation.

ESL Competency 3 - Writes and produces texts:

Pertinence and coherence of message/text, organization of ideas, and development of

ideas and viewpoints, as well as language accuracy and clarity, to be evaluated for the
written script.

Pertinence and coherence of message/text, organization of ideas, and development of

ideas and viewpoints, as well as language accuracy and clarity, to be evaluated for the
peer feedback forms.

Cross-Curricular Competency 3 Exercises critical judgment:

When engaging in peer evaluation, students must give and justify their opinion
concerning their peers presentation.

Cross-Curricular Competency 8 Cooperates with others:

Students will use prior knowledge to brainstorm elements of the folktale form.

Students will participate in pair activities to collaboratively construct meaning and verify
their understanding of the text.

Cross-Curricular Competency 9 Communicates appropriately

During brainstorming and other comprehension activities, students will practice

communicating effectively.

Evaluation Criteria

During the oral presentation, students will be evaluated for their participation in the oral
interaction as well as their articulation of the message. Students will be expected to
express themselves in English only and to have a balanced contribution across team
members. Students who use French or have too little or too much dialogue will be
penalized. Furthermore, students will be evaluated on their use of English, their fluency
and their intelligibility. Students who make errors, pause too often, speak too slowly, too
low or who heavily rely on reading will also lose marks.

Students who engage in disturbing behaviours while their peers are presenting will lose
marks for their presentation.

Students will be evaluated on their use of written English in their script and peer
evaluation. Students scripts and evaluations will be picked up by the teacher and
checked for mistakes. Marks will be deducted for forms known by the students (seen in
class or prescribed by the Progression of Learning), spelling, syntax and general clarity of
the language. The content of the texts will also be evaluated for their pertinence,
coherence, organization of ideas and the development of the latter, as prescribed by the
Framework for Evaluation.

Marks will also be given for the completion of the peer evaluation.

D) Related Content/Essential Knowledge

Peer Feedback: A certain degree of effort and individual opinions will be expected for the peer
evaluation.
Respectful behaviour: Students will be expected to show respect during the presentation, by
not engaging in certain behaviours, and in the peer evaluation.
Script mastery: A certain mastery of the script will be expected from students. They may use
notes, but not read most of their lines throughout the presentation.

E) Materials
- Each teams script

- Peer Evaluation Form

- C1 Evaluation Grid (Teacher)

- C3 Evaluation Grid (Teacher)

- Depending on the school, amphitheatre or moving desks in the regular classroom.

F) Anticipated Problems
Problem 1: A team member is absent.
Solution 1: Team presents anyways. The missing member will be replaced by a volunteer in the
class who will read their lines. The missing student will come at lunch time or after school to
read their part.
Problem 2: Disruptive students during presentation.
Solution 2: The disruptive students will lose marks on their own presentation (see Appendix
3.3).

G) Structure of the Lesson

Pre-

While

What the teacher does

What the students do

Rationale

After class routines

(welcoming students at the
door, taking attendance,
etc.), class decides the order
of the presentations.

Students pick up the peer

evaluation form (Appendix 1)
as they come in class.

Students are more motivated

when they are in control of
their learning.
This also gives the chance
to teams with late members
to go later on so those can
arrive.
Props and visuals makes the
presentation more fun for
the audience and the team
presenting. Costumes may
also empower students who
are shy.

Time: 5 minutes
While students present, the
teacher listens and
evaluates. During the 3
minute break between
teams, the teacher
announces the next team
and finishes up the
evaluation for the previous
team.
The teacher also monitors
the audience to make sure
no disruptive behaviour
occurs.

Post-

Time: 65 minutes
The teacher finishes up the
students evaluations.
The teacher may play some
relaxing music while
students write.
Time: 5 minutes

Students volunteer for the

order of the presentations.
Students present their script.
They may use notes as a
reminder. They are
encouraged to use props and
such materials.

While their peers present,

others listen quietly and
respectfully. They may take
some notes for their peer
feedback during the
presentation, but most of the
writing will take place in the
3 minutes break between
teams.
Students use the last minutes
of class to finish their peer
evaluation.

It is important for students

to give their attention to
their peers who are
presenting. Nevertheless, for
students who are more
active, sitting still can be
difficult and therefore
taking some notes may help
them stay quiet.
Time must be given for
students to create a quality
response to their peers
presentations.
Quiet, relaxing music may
help student concentrate on
the task at hand and also
help them calm down,
especially for the nervous
students who just
experienced a difficult class.

Appendix 4.1 Peer Evaluation Form

Name: ___________________________________________

Date: _____________

Peer Evaluation
Group

1.

2.

3.

4.

5.

6.

7.

What I liked
and why

What could be
improved
and why

Overall Grade
(A-B-C-D)