School CENTRAL BICOL STATE Grade Level ENGLISH 2A

UNIVERSITY OF
2nd YEAR
AGRICULTURE
DETAILED
Teacher ROSALYN T. DEBORDE Learning Area ENGLISH
LESSON PLAN
Teaching Date and OCTOBER 11, 2024 Quarter 1ST SEMESTER
Time 3:3O – 5:00 P.M.

I. OBJECTIVES
A. Content The course examined and demonstrates content knowledge on the principles, factors, and
Standards contexts of language acquisition and learning based on theories and research findings. This
course enables students to explore and analyze the relationship of language learning
principles and principles to classroom practice.
B. Performance The learner are expected to create a language acquisition Model/Framework integrating the
Standards relationship of language acquisition and learning with the view of improving language
instruction.
C. Learning After completing this course, the students must be able to:
Competencies 1. Examine the principles, factors, and contexts of language acquisition and learning
through various teaching/learning events/scenarios; and
2. demonstrate research-based content knowledge on the relationship of language
acquisition and learning theories to classroom practice;
3. create a Language Acquisition Model/Framework integrating the relationship of
language acquisition and learning with the view of improving language instruction.
D. Objectives At the end of the discussion, the students are expected to:
a) Identify the meaning of behaviorist theory and its principle; and
b) reflect on the importance of behaviorist theory in the classroom learning process;
c) create a paragraph the stages of language acquisition.
II. CONTENT Principles of Behaviorist Theory
III. LEARNING EL 103 Module (Principles and Theories)
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s What Is Behaviorist Theory? Understanding Its Influence on the Work of a Behavior Analyst
Material pages - Behavioral Collective
3. Textbook pages N/A
4. Additional N/A
Materials from
Learning Resource
(LR) portal
B. Other Learning What Is Behaviorist Theory? Understanding Its Influence on the Work of a Behavior Analyst -
Resources Behavioral Collective
C. Values Integration Appreciation, Critical Thinking, Honesty, Integrity, and Perseverance
D. Methodology Deductive Method and 4A’S (Activity, Analysis, Abstraction, Application)
IV. PROCEDURES
ACTIVITY (10 mins) TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing 1. Preliminary Activities (5 mins)
previous lesson or
presenting the new a. Greetings
lesson Good morning, class! How are
you today? Good morning, ma’am! We’re doing fine.

All right, thank you! I’m glad that

all of you are doing fine.

b. Prayer

Before we start, let us all stand

for the opening prayer.
 The student will stand up for the prayer.
(The teacher will lead the prayer)

Praise be thy name of our Lord Jesus Christ…

(Everyone)…Now and forever, Amen.

c. Classroom Management

Before you take your seats,

kindly arrange your chairs
properly, and pick up the pieces
of dirt under your chairs and
throw it to the nearest trashcan.
(The students will fix the chairs.)

Are we good? Yes, ma’am!

(The teacher will read the

classroom rules)

d. Checking of Attendance
All right, Miss Beadle, is there an
absentee today? None, ma’am!

Thank you! I’m glad to hear that

everybody is here today.

e. Checking of assignments
For I remember it well, I gave
you an assignment last Yes, ma’am!
meeting, right?

Okay, you can now pass your

assignment. (The student will submit their assignments.)

f. Review of the Previous Lesson

Now, let’s have a short recap
about our discussion last
meeting. May I call a volunteer
to tell us what we discussed last
time?

Yes, Student A? Last meeting we discussed about language,

language acquisition, and language learning.
First, language is system of communication
using symbols, sounds, words, or gestures
understood by a community or culture to
express thoughts, ideas, and emotions.
While language acquisition is a natural
process by which humans develop the ability
to understand and use language, typically
during early childhood, without formal
teaching. The conscious effort to learn a
language, often through formal education or
study, typically involving grammar rules,
vocabulary, and structured practice is
classified as language learning.
 Very well said, Student A! Thank you, sir!

Last meeting, we discussed

about language, wherein
language is the way of people to
communicate by using words or
symbols. And language
acquisition is a process of how
we naturally learn to speak as
children. Lastly, language
learning is studying a language
on purpose, usually in school or
through practice.

Before we go further, let’s have

this activity. Are you class ready? Yes, ma’am!

All right!

2. Developmental Activities (5 mins)

Motivation
INSTRUCTIONS:

Our activity is called “Mind

Maze”. The students are going
to answer the given riddles and
provide a simple explanation
about their answer.

Are we clear? Yes, ma’am!

Riddle 1

I’m an idea you try to explain,

I need proof before I can gain
fame.
I’m not just a guess, but not a
fact too,
What am I, that helps you know
what’s true?

Answer: A Theory

Riddle 2

I don’t look inside your thoughts

or your mind,
But focus on actions, the
outward kind.
Reward or punish, and you’ll
change your way,
What am I, that studies behavior
each day?

Answer: Behaviorism

Riddle 3
 When you do something right, I
give you a prize,
So you’ll repeat the action,
becoming more wise.
I’m a motivator, a pleasure to
see,
What am I, that encourages
positivity?

Answer:Positive Reinforcement
(Reward)

Riddle 4

I take something away when you

do something wrong,
To stop the behavior and help
you stay strong.
Your favorite toy disappears out
of view,
What am I, making you rethink
what you do?

Answer: Negative Punishment

(Removing a pleasant stimulus
to decrease behavior)

Riddle 5

I’m the way you learn to speak,

From small sounds to sentences,
week by week.
I start when you’re born, and
grow as you do,
What am I, that helps you talk
too?

Answer: Language Acquisition

3. Presentation of the topic

For today’s lesson, we will
discuss about the Principles of
Behaviorist Theory.

Presentation of the objectives

So now, let us have our lesson At the end of the discussion, the students are
objectives for today. expected to:
a) Identify the meaning of behaviorist
theory and its principle; and
b) reflect on the importance of
behaviorist theory in the classroom
learning process;
c) create a paragraph the stages of
language acquisition.

Everyone, please read.

 Thank you! These are the
objectives that we will be able to
capture, and it will guide us
throughout the entire session.
ANALYSIS (10 mins) Now, let us proceed to our discussion with
B. Establishing a this short activity.
purpose for the
lesson Instruction: Give a short description of the
given pictures.

Picture 1 POSSIBLE ANSWERS:

The picture tells a student who did

something good, like finishing their
homework or helping a friend, they might
get a reward. This can be something fun, like
a sticker, or nice words from the teacher, like
"Great job!" Rewards like this help the
student feel proud and happy about what
they did, and it makes them want to keep
Picture 2 doing good things.

The picture is about a student who did

something wrong, like breaking a rule or not
listening, might get a punishment. This could
be something like missing playtime or having
to sit in a time-out. Punishments are meant
to help the student learn that what they did
wasn’t okay, so they can do better next time.
It helps them understand the difference
between good and bad choices.
ABSTRACTION In a real-life situation. How did you feel when When I was rewarded, I felt happy and
C. Presenting you were rewarded? How does it motivate proud. It motivated me to work harder
examples/instances you to do better? How does the absence of because I knew my efforts were noticed. If I
of the new lesson reward make you want to improve? didn’t get a reward, I felt a bit disappointed
but also motivated to improve, thinking
about what I could do better next time.

Discussing new Before we go further with our formal

concepts and discussion, let us first define these terms:
practicing new
skills Theory– a system of ideas intended to
explain something, especially one based on
general principles independent of the thing
to be explained.

Behaviorism– is a learning theory that

studies observable and measurable
behavioral changes, which result from
stimulus-response associations made by the
learner.

Now, let us discuss the Behaviorist Theory.

- This theory stems from the work of

Ivan Pavlov, who studied animal
behavior and was able to condition a
dog to associate the ringing of a bell
 with food. Pavlovian conditioning is
known as classical conditioning.

- Pavlov’s theory was later developed

by Thorndike, Watson, and Skinner.
Skinner introduced the theory of
operant conditioning.
- Operant conditioning is a method of
learning that uses rewards and
punishment to modify the behavior.
Through operant conditioning:
• Behavior that is rewarded is likely to
be repeated.
• Behavior that is punished is prone to
happen less.

APPLICATION OF BEHAVIORISM IN THE

CLASSROOM

- The learning process, according to

Behaviorism, places the teacher in a
primary role wherein the teacher
adjust the learner’s behavior and
directs learning through drills and
practice, through habit-breaking,
and punishment/reward.

EXAMPLES:

1. Follow the instruction

2. Take the test
3. Get the reward
4. Learn
BEHAVIORIST TEACHING STRATEGIES

1. Direct Instruction
- Involves clear and structured teaching,
with a focus on repetition and practice.
2. Token Economy
- students earn token or points for
exhibiting appropriate behavior.
3. Prompting and Fading
- Use to guide students toward the correct
response.
4. Behavior Contracts
- Outline specific goals and rewards.
5. Time-out
- Temporary removal of a student from a
reinforcing environment due to disruptive
behavior.
6. Task Analysis
- Complex task can be broken down into
smaller, manageable steps.

THE PRINCIPLE OF THE

BEHAVIORSIT THEORY

- The behaviorist believed that

“infants learn oral language from
other human role models through a
process of involving imitation,
rewards and practice. Human role
models in an infant environment
provide stimuli and rewards.”
- One of the earliest scientific
explanations of language acquisition
was provided by Skinner (1957). As
one of the pioneers of behaviorism,
he accounted for language
development using environmental
influence, through imitation,
reinforcement, and conditioning.
- In this view, children learn words and
grammar primarily by mimicking the
speech they hear and receiving
positive feedback for correct usage.

STAGES OF LANGUAGE ACQUISITION

1. Babbling Stage
- The baby begins to recognize its
mother’s voice.
 - First sub-stage: Baby’s learn by
imitation and hear sounds around
them and try to reproduce them,
with limited success.
- Second sub-stage: From 8 months
to 12 months the baby gains control
not only its vocal communication
but physical communication as well.
For example, body language and
gesturing.

2. Holophrastic/ one-word stage

- Characterized by one- word
sentences.
- This contains single word utterances
like “play” for “I want to play”.
Infants use these sentence to obtain
things they want/needed.

3. Two-word Stage
- Made up of two-word sentences.
The sentences contain 1 word
predicate and 1 word for the
subject.
- For example, “Doggie walk” for the
sentence “The Dog is being walked”.

4. Telegraphic Stage
- This stage contains three to four
word sentences.
- As all human beings do, at this stage
children improve something they
cannot yet do.

LANGUAGE ACQUISITION AS A RESULT OF

NURTURE

- Behaviorist propose that a child’s

environment is the most important
factors in first language acquisition.
- It is possible that first language
includes speech imitation, but

• Children do not imitate everything

they hear, they appear to be very
selective and only reproduce
unassimilated language chunks.
Their replication seem to be
controlled by an internal-monitoring
process.
• Children learn the basic rules of
language at around five, the
behaviorist theory cannot accounts
for the speed that first language is
acquired.
• Children says things that are not
adult imitation. They produce
language structures that do not
exist.
 • Children that acquire language from
habit formation seem to memorize
certain structures prematurely.
• Children produce many more
sound-combination than they hear,
and understand many more than
they can produce.
• Children are exposed to language
performance and not to language
competence.
E. Developing To see if you better understand our
Mastery (Leads to discussion, I’ll ask a series of questions for
Formative you class to answer. Are you ready?
Assessment) Yes, ma’am!
Kindly raise your hands if you want to
answer.

Here are the questions:

1. Can you explain Pavlov’s experiment

in classical conditioning? Pavlov rang a bell (neutral stimulus)
before feeding dogs (unconditioned
stimulus). After several pairings, the
sound of the bell alone (now a
conditioned stimulus) caused the dogs
to salivate (conditioned response).
2. What are the key concepts of operant 1. Positive reinforcement: Adding a pleasant
conditioning? stimulus to increase a behavior (e.g., giving a
student praise for completing homework).
2. Negative reinforcement: Removing an
unpleasant stimulus to increase behavior
(e.g., turning off an annoying noise when a
task is completed).
3. Positive punishment: Adding an
unpleasant stimulus to decrease behavior
(e.g., scolding for misbehavior).
4. Negative punishment: Removing a
pleasant stimulus to decrease behavior (e.g.,
taking away privileges for bad behavior).
3. What is the role of repetition in learning
according to behaviorism? Repetition helps reinforce desired behaviors
or skills through practice. Frequent
reinforcement strengthens connections
between stimuli and responses, aiding in
learning new information or behaviors.
4. How does behaviorism explain language
acquisition? According to behaviorism, language
acquisition is a result of imitation,
reinforcement, and conditioning. Children
learn language by mimicking adults and
receiving positive reinforcement for correct
usage.
5. How can behaviorist principles be applied
in classroom management? Positive reinforcement: Teachers can use
praise, rewards, or privileges to encourage
 good behavior (e.g., rewarding participation
with stickers or points).
Negative reinforcement: Removing
disruptive factors when students behave
(e.g., reducing homework if the class
remains focused).
Punishment: Teachers might use detention
or loss of privileges to discourage negative
behavior, though behaviorists recommend
reinforcing positive behavior over
Excellent, class! You have really understood punishment.
our topic.
APPLICATION For your next activity, you are going to write
F. Finding Practical 1 paragraph outlining the stages of language
applications of acquisition.
concepts and skills (The students will work on their activity.)
in daily living You will be given 5 minutes to finish that.
After the timer ends, finished or not finished,
you need to pass your work.

(Students will pass their output by passing it

in front.)
Time is up! Pass it now.

G. Making From our discussion, what have you learned

generalization and about the behaviorist theory? POSSIBLE ANSWERS:
abstraction the
lesson Behaviorism is a theory of learning that
focuses on observable behaviors,
emphasizing the role of environmental
stimuli and consequences in shaping
behavior. The key principle is that all
behaviors are acquired through
conditioning, which happens through
interaction with the environment.
There are two main types of conditioning in
behaviorism:
Classical Conditioning (Pavlovian): This
occurs when a neutral stimulus becomes
associated with a meaningful stimulus,
eventually eliciting a similar response.
Pavlov's experiments with dogs are a classic
example, where a bell (neutral stimulus) was
paired with food (meaningful stimulus) to
eventually make the dog salivate at the
sound of the bell alone.
Operant Conditioning (Skinnerian): This
involves learning through the consequences
of behavior. Behaviors followed by rewards
(positive reinforcement) tend to be
repeated, while behaviors followed by
punishments (negative consequences) are
less likely to be repeated. B.F. Skinner's work
with rats in a "Skinner box" highlighted how
rewards and punishments can shape
behavior.

STAGES OF LANGUAGE ACQUISITION

- Babbling
 - One-word stage
- Two-word stage
- Telegraphic stage

Precisely, class!
H. Evaluating For your quiz, kindly open this link
Learning “https://forms.gle/HQsRvRv2kqMx5ZedA“
Answer the questions presented. Choose the
best answer.

1. What is the primary focus of ANSWERS:

Behaviorism?
A) Cognitive processes 1. B) Observable and measurable behavior
B) Observable and measurable 2. C) Ivan Pavlov
3. B) Rewards and punishments
behavior
4. C) A director of learning and behavior
C) Emotional responses 5. B) The imitation of sounds and gestures
D) Social interactions 6. C) Using single-word utterances
2. Who is known for developing 7. B) Combining two words to form basic
classical conditioning through sentences
the experiment with dogs? 8. C) Three to four words
A) John Watson 9. B) Children learn language through
B) B.F. Skinner environmental influences and imitation.
C) Ivan Pavlov 10. A) It is likely to be repeated.
D) Edward Thorndike
3. What method does operant
conditioning use to modify
behavior?
A) Observation and imitation
B) Rewards and punishments
C) Cognitive restructuring
D) Emotional reinforcement
4. According to Behaviorism, what
role does the teacher primarily
play in the classroom?
A) A facilitator of discussion
B) A provider of emotional
support
C) A director of learning and
behavior
D) A collaborator with students
5. Which of the following best
describes the babbling stage of
language acquisition?
A) The use of single-word
sentences
B) The imitation of sounds and
gestures
C) The formation of complex
sentences
D) The ability to understand
grammar rules
 6. In the holophrastic stage, how do
infants typically communicate?
A) Through complex sentences
B) With body language only
C) Using single-word utterances
D) By writing words down
7. What characterizes the two-
word stage of language
acquisition?
A) Use of single words to express
needs
B) Combining two words to form
basic sentences
C) Formulating grammatically
correct sentences
D) Using gestures instead of
words
8. During the telegraphic stage,
what is the typical sentence
length?
A) One to two words
B) Two to three words
C) Three to four words
D) More than four words
9. Which statement aligns with
Skinner's view of language
acquisition?
A) Language is innate and not
learned.
B) Children learn language
through environmental
influences and imitation.
C) Language development occurs
independently of social
interaction.
D) Grammar rules are learned
before vocabulary.
10. What is the expected outcome of
behavior that is rewarded
according to operant
conditioning?
A) It is likely to be repeated.
B) It is likely to diminish.
C) It becomes irrelevant.
D) It is forgotten.

I. Additional ASSIGNMENT:
activities for 1. Make a poster about your understanding of classical conditioning and operant
application for conditioning theory. Write a short explanation.
remediation 2. Read and study the Cognitivist theory.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to remediation

Prepared by:

ROSALYN T. DEBORDE
Student Teacher