TOPIC: Putting it all Together: Integrating 21st Century Literacies in

UNIT 4 the
Curriculum

Course Intended Apply various teaching methods and techniques in teaching 21st century literacy skills
Learning Outcomes
Integrate 21st century literacy instruction across content areas

Design lesson plans and appropriate instructional materials for teaching 21st century
literacies
Essential Question/s How can teachers integrate the teaching of the 21st century literacies in the teaching of
different content areas?
Description of the This unit focuses on developing and presenting lesson plans with appropriate
Lesson instructional materials for teaching 21st century literacies integrated across content
areas.
Learning Target/s Finalize and present a Lesson Plan with accompanying Instructional Material
(for developing a specific type of literacy).

Induction of Prior Knowledge

Teachers are quite familiar with lesson plans. They are a descriptive document that indicates everything
a teacher needs to do during their classes. In other words, they are an activity and content-planning tool.
A teacher’s role is to convey as much knowledge as possible. So, there’s nothing better than relying on a
planning tool that enables the teacher to organize the content and integrate 21st century literacies in his/her plan
that will be taught in the most logical manner.

Dissection of Concepts

LESSON PLANNING
 A Lesson plan is a teacher’s detailed description of the course of instruction, or ‘learning trajectory’ for a
lesson. A daily lesson plan is developed by a teacher to guide class learning.
Lesson planning has never been easy for most educators. A thorough search is needed using different
references. By all means the Department of Education is innovating our curriculum. Teachers can now
download a copy of lesson plans. Daily lesson Log is the latest lesson planning that is being made by teachers
but they have to refer from the Detailed Teacher’s Guide.

Importance of Lesson Planning before delivery

Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is
well on his/her way to a successful instructional experience. The development of interesting lessons takes a
great deal of time and effort. As a new teacher you must be committed to spending the necessary time in this
endeavor.
It is also important to realize that the best planned lesson is worthless if interesting delivery procedures,
along with good classroom management techniques, are not in evidence. There is a large body of research
available pertaining to lesson development and delivery and the significance of classroom management. They
are skills that must be researched, structured to your individual style, implemented in a teacher/learning
situation, and constantly evaluated and revamped when necessary. Consistency is of the utmost importance in
the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The educational philosophy
of the district and the uniqueness of their schools should be the guiding force behind what takes place in the
classroom. The school’s code of discipline, which should be fair, responsible and meaningful, must be reflected
in every teacher’s classroom management efforts.
(Source: https://www.linkedin.com/pulse/importance-lesson-planning-before-delivery-ms-jemi-sudhakar)
Strategies for Effective Lesson Planning
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Before you plan your lesson, you will first need to identify the learning
objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to
obtain feedback on student learning. A successful lesson plan addresses and integrates these three key
components:
 Objectives for student learning
 Teaching/learning activities
 Strategies to check student understanding
 Specifying concrete objectives for student learning will help you determine the kinds of teaching and
learning activities you will use in class, while those activities will define how you will check whether the learning
objectives have been accomplished.
(Source: https://www.slideshare.net/yuranispedrozo/strategies-for-effective-lesson-planning-53451997)

Twelve Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a
set of questions meant to prompt reflection and aid you in designing your teaching and learning activities.
(1) Outline learning objectives
The first step is to determine what you want students to learn and be able to do at the end of class. To
help you specify your objectives for student learning, answer the following questions:
What is the topic of the lesson?
What do I want students to learn?
What do I want them to understand and be able to do at the end of class?
What do I want them to take away from this particular lesson?
Once you outline the learning objectives for the class meeting, rank them in terms of their importance.
This step will prepare you for managing class time and accomplishing the more important learning objectives in
case you are pressed for time. Consider the following questions:
What are the most important concepts, ideas, or skills I want students to be able to grasp and apply?
Why are they important?
If I ran out of time, which ones could not be omitted?
And conversely, which ones could I skip if pressed for time?
(2) Develop the introduction
Now that you have your learning objectives in order of their importance, design the specific activities you
will use to get students to understand and apply what they have learned. Because you will have a diverse body
of students with different academic and personal experiences, they may already be familiar with the topic. That
is why you might start with a question or activity to gauge students’ knowledge of the subject or possibly, their
preconceived notions about it. For example, you can take a simple poll: “How many of you have heard of X?
Raise your hand if you have.” You can also gather background information from your students prior to class by
sending students an electronic survey or asking them to write comments on index cards. This additional
information can help shape your introduction, learning activities, etc. When you have an idea of the students’
familiarity with the topic, you will also have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking. You can use a
variety of approaches to engage students (e.g., personal anecdote, historical event, thought-provoking dilemma,
real-world example, short video clip, practical application, probing question, etc.). Consider the following
questions when planning your introduction:
How will I check whether students know anything about the topic or have any preconceived notions
about it?
What are some commonly held ideas (or possibly misconceptions) about this topic that students might
be familiar with?
What will I do to introduce the topic?

(3) Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to
catch the attention of more students and appeal to different learning styles. As you plan your examples and
activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion,
but also be prepared to move on quickly to different applications or problems, and to identify strategies that
check for understanding. These questions would help you design the learning activities you will use:
What will I do to explain the topic?
What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or situations that can help students understand
the topic?
What will students need to do to help them understand the topic better?
(4) Plan to check for understanding
Now that you have explained the topic and illustrated it with different examples, you need to check for
student understanding – how will you know that students are learning? Think about specific questions you can
ask students in order to check for understanding, write them down, and then paraphrase them so that you are
prepared to ask the questions in different ways. Try to predict the answers your questions will generate. Decide
on whether you want students to respond orally or in writing.
What questions will I ask students to check for understanding?
What will I have students do to demonstrate that they are following?
Going back to my list of learning objectives, what activity can I have students do to check whether each
of those has been
accomplished?
An important strategy that will also help you with time management is to anticipate students’ questions.
When planning your lesson, decide what kinds of questions will be productive for discussion and what questions
might sidetrack the class. Think about and decide on the balance between covering content (accomplishing your
learning objectives) and ensuring that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You can do this in a
number of ways: you can state the main points yourself (“Today we talked about…”), you can ask a student to
help you summarize them, or you can even ask all students to write down on a piece of paper what they think
were the main points of the lesson. You can review the students’ answers to gauge their understanding of the
topic and then explain anything unclear the following class. Conclude the lesson not only by summarizing the
main points, but also by previewing the next lesson. How does the topic relate to the one that’s coming? This
preview will spur students’ interest and help them connect the different ideas within a larger context
(6) Create a realistic timeline
The best teaching comes about from having not only a good lesson plan for each individual section but
also a view of the big picture, a sense of how individual sections fit into the grand scheme of things. After all, if
you don’t know what each section is for, then you can’t communicate that to your students, and if they don’t
know why they’re in section, then why should they go?
Know how easy it is to run out of time and not cover all of the many points you have planned to cover. A
list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts, ideas, or
skills you want students to learn. Instructors also agree that they often need to adjust their lesson plan during
class depending on what the students need. Your list of prioritized learning objectives will help you make
decisions on the spot and adjust your lesson plan as needed. Having additional examples or alternative
activities will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to adapt to
the specific classroom environment.
Here are some strategies for creating a realistic timeline:
1. Estimate how much time each of the activities will take, then plan some extra time for each.
2. When you prepare your lesson plan, next to each activity indicate how much time you expect it will take.
3. Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
4. Plan an extra activity or discussion question in case you have time left
5. Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more
productive rather than sticking to your original plan
(7)Presenting the Lesson Plan
Letting your students know what they will be learning and doing in class will help keep them more
engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling students
explicitly what they will be learning and doing in class. You can outline on the board or on a handout the
learning objectives for the class. Providing a meaningful organization of the class time can help students not
only remember better, but also follow your presentation and understand the rationale behind in-class activities.
Having a clearly visible agenda (e.g., on the board) will also help you and students stay on track.
(8)How to teach
While being clear about what topics to teach is important, knowing how to teach them is the key to
success in the classroom. The same topic can be (and should be) taught differently, depending on the students’
skills, temperament and attitude. These considerations should influence a teacher’s planning of the tasks to be
presented, resources needed and pacing of the lessons. With the students in mind, the teacher should ask
questions like “Should we spend more time on concrete manipulatives?”, “Use more worksheets for practice?”
Or even “would printing worksheets in color versus black and white make a difference?
(9)Reflecting on Your Lesson Plan
A lesson plan may not work as well as you had expected due to a number of extraneous circumstances.
You should not get discouraged – it happens to even the most experienced teachers! Take a few minutes after
each class to reflect on what worked well and why, and what you could have done differently. Identifying
successful and less successful organization of class time and activities would make it easier to adjust to the
contingencies of the classroom. For additional feedback on planning and managing class time, obtain student
feedback, adopt peer observation, view a videotape of your teaching, and have a consultation with a mentor.
(10)Lesson planning now saves time in future
Lesson plans serve as a useful basis for future planning. They can be used again, in part or in whole, for future
classes. Lesson planning for subsequent years can be drawn from and modified from current planning. The
extra effort put in by first year teachers to plan and organize the entire year’s lesson plans and resources will go
a long way for subsequent years teaching the same level.

(11)A good lesson plan makes a confident teacher

Many teachers teach the way they were taught as students. However, that might not be the best way.
We need to constantly update ourselves with best practices that work, and how to teach more effectively. For
example, a teacher who has only learned “how to” and not “why” when growing up will need to evaluate their
own gap in knowledge when drawing out the lesson plans for the semester. This gives the teacher confidence
when delivering the lesson in the classroom. A confident teacher inspires respect from students, which in turn
reduces discipline problems.
(12)Handing over and professional performance
A clear lesson plan can be used by substitute teachers, ensuring that time is used productively, when
the main teacher is not around. It can also serve as a central document for handing over to new teachers who
are teaching the level for the first time. In addition, lesson plans, along with other materials, can also be used to
support annual performance evaluation. Teachers applying for new job can also submit samples of their lesson
plans to show their content understanding and organizational skills.

The Most Important Things to be Done while Preparing for Class

 Do the reading and problem sets
 Take notes on the material
 Review lecture notes for the week
 Prepare an outline of issues to cover in class
 Make a list of questions to use in class or write on the board
 Make a handout of topics to discuss in class
 Make a study guide to hand out
 Design a homework assignment or question for students to prepare for a future class
 Compile bibliographies or other outside information related to the material
 Assemble visual material
 Prepare slides, videos, dioramas of the first Thanksgiving (okay, just kidding)
 Prepare supplemental reading (be stingy!)
 Meet with the professor and/or other TFs to discuss the material and how to present it in section
 Review students’ questions to anticipate their concerns, problems, interests
 Make up quizzes
 Devise debates, small group discussion, or other interactive projects
 Copy articles relevant to the discussion at hand from newspapers and other periodicals

STRATEGIES FOR SUCCESS

1. Establish a positive classroom environment

Make the classroom a pleasant, friendly place
Accept individual differences
Learning activities should be cooperative and supportive
Create a non-threatening learning environment
Establish classroom rules and procedures and consistently reinforce them
2. Begin lessons by giving clear instructions
 State desired quality of work
 Have students paraphrase directions
 Ensure that everyone is paying attention
  Ensure that all distractions have been removed
 Describe expectations, activities and evaluation procedures
 Start with a highly motivating activity
 Build lesson upon prior student knowledge

3. Maintain student attention

Use random selection in calling upon students
Vary who you call on and how you call on them
Ask questions before calling on a student; wait at least five seconds for a response
Be animated; show enthusiasm and interest
Reinforce student efforts with praise
Vary instructional methods
Provide guided practice for students; monitor responses and deliver immediate corrective feedback
4. Use appropriate pacing
Be aware of your teaching tempo
Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be
shortened
5. Provide suitable seat work
Seatwork should be diagnostic and prescriptive
Develop procedures for seeking assistance; have a “help” signal
Develop procedures for what to do when finished
6. Evaluate what has taken place in your lesson
Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a
direct result of their good behavior
Determine if the lesson was successful; were goals accomplished?
7. Make a smooth transition into next subject
Have materials ready for next lesson
Maintain attention of students until you have given clear instructions for the next activity
Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use
monitors
Provide simple, step-by-step instructions
Utilize a freeze and listen signal, when necessary
8. Develop positive teacher/student relationships
Set a good example; be a positive role model
 Create an exciting learning environment for all students
Reward good behavior; create special activities that children will enjoy doing
Correct misbehaviors; have consequences of disruptive behavior; communicate them to children
Use a warning system
Defer disruptive behavior proactively (eye contact, close space between you and student, use
head/hand gestures)
(Source:https://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLANNING%20&
%20Classroom%20Mgmt.htm#:

Experiential Episodes

Answer Guide Question:

How can teachers integrate the teaching of the 21st century literacies in the teaching of different
content areas?

Authentic Assessment

Develop and present a Lesson Plan with accompanying Instructional Material (for developing a specific
type of literacy).

Rubric for Lesson Plan Development

(For developing a specific type of literacy)

Beginning Developing Accomplished Exemplary Score

1 2 3 4
Objectives* Objectives are not Objectives are Objectives are Objects are
Subject matter observable and either not somewhat obviously
knowledge, also are not observable or not observable and observable and
skills and measurable; measurable; measurable; Stated measurable;
application Application of minimal application application of Clearly stated
subject matter of subject matter subject matter application of
Reasoning knowledge and knowledge and knowledge and subject matter
ability skills not evident; skills; Domains and skills; Some knowledge and
 Domains and levels are domains are skills; Includes the
levels are not addressed limitedly included, but not all three domains;
addressed three or not across cognitive,
all levels affective,
psychomotor-
across all
reasoning levels;
lower, middle,
high

Instructional Instructional Some instructional Most instructional Specific

Strategies strategies are strategies are strategies are instructional
missing or appropriate for appropriate for strategies
strategies used learning learning appropriate for
are inappropriate. outcomes(s). Some outcome(s). Most learning
strategies are strategies are suited outcome(s).
based on a for the 21st century Strategies applied
combination of literacies. They are are suited for the
practical based on a development of
experience, theory, combination of the 21st century
research and practical literacies. They
documented best experience, theory, are based on a
practice. research and combination of
documented best practical
practice. experience,
theory, research
and documented
best practice.
Assessment Not connected to Connected to Appropriate; Appropriate and
objectives or not objectives to a connected some connected to all
appropriate; Does limited degree; objectives; Plans for objectives.
not include plans Plans for either both performative or Specific
for either formative or summative description of both
formative or summative assessment; States formative and
summative assessment; States at least two different summative
assessment; Does one way to ways to represent assessments;
not include any represent learning; learning; e.g. Details at least
ways to represent e.g. concept map, concept map, quiz, two different ways
learning quiz, reflective reflective response to represent
response learning; e.g.
concept map,
quiz, reflective
response

Technology Selection and Selection and Selection and Selection and

Used application of application of application of application of
technologies are technologies are technologies are technologies are
inappropriate (or beginning to be basically appropriate for the
non-existent) for appropriate for 21st appropriate for the 21st century
21st century century learner. 21st century learner. learner.
learner. Technologies Some technologies Technologies
applied do not affect applied enhance applied enhance
learning for the learning suited to learning suited to
development of 21st the development of the development
century literacies 21st century of 21st century
literacies literacies
Materials Material list is Some materials Most materials All materials
Needed missing. necessary for necessary for necessary for
student and teacher student and teacher student and
to complete lesson are listed. teacher are clearly
are listed, but list is identified.
incomplete.
Organization Lesson plan is Lesson plan is Lesson plan is Complete
and unorganized and organized, but not organized and package and of
Presentation not presented in a professionally neatly presented. excellent quality.
neat manner. presented. Shows Apply teaching
Unaligned literacy demonstration of literacy skills
skills development literacy skills development
development. suited for the
lesson.
Total Points

Source: http://www.k12.hi.us/~paia/int/rubtem.html

FURTHER READINGS/ REFERENCES:

 Detailed Lesson Plan https://depedtambayan.org/detailed-lesson-plan/
 Effective Lesson Planning, Delivery Techniques https://www.kean.edu/~tpc/Classroom
%20Management/EFFECTIVE%20LESSON%20PLANNING%20&%20Classroom%20Mgmt.htm#:
Importance of Lesson Planning https://www.tesol.org/docs/default-source/books/14002_lesson-
planning_ch-1
 Policy Guideline on Daily Lesson Preparation for K to 12 Basic Educ. Program
https://www.slideshare.net/janisary/lesson-planning-for-deped-teachers
Sample lesson plans for teaching demonstrations: https://www.teacherph.com/detailed-lesson-plan-english/