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LESSON PLAN SAMPLES
1. Micro Teaching A
(Lesson Plan for the Final Teaching Practice)
LESSON PLAN
Educational Unit : Edward Sutton College
Subject : English
Grade/Semester :XI (Phase F)
Time Allocation : 1 meeting x 2 class hours (@45 minutes) shortened to 30 minutes
Academic Year : 2025/2026
Topic/Genre : Paraphrasing, Quoting, and Summarising
Made by : Lydia Kezia
IDENTIFICATION
STUDENTS’ COMMON CHARACTERISTICS
Having entered Phase F, Grade 11, Semester 2, students have acquired basic knowledge of text comprehension and academic writing strategies. They are familiar with reading for meaning, identifying key ideas, and expressing their understanding in written and spoken form. Students show increasing awareness of how ideas from texts can be accurately represented in their own words or through direct quotations. They are capable of recognizing main points in short passages and summarizing them appropriately. The results of the diagnostic assessment indicate that their English proficiency level ranges from B1 to B2 based on the Common European Framework for Languages (CEFR), showing variation in their ability to paraphrase, quote, and summarize texts effectively.
COURSE MATERIALS
The English Subject on Paraphrasing, Quoting, and Summarising contains the following knowledge:
Essential
Basic definition of what paraphrasing, quoting, and summarising are
The differences between paraphrasing, quoting, and summarising
Knowledge on when each are to be used and what are included in each
Applicative
How to paraphrase correctly
How to quote correctly
How to summarise correctly
Value and Character
Encouraging responsibility and clarity when handling statements made by others as well as when making references and inferences
Fostering empathy through respectful acknowledgement of previously made works
Practicing ethical use of language and appropriate written communication through the practice of paraphrasing, quoting, and summarising
GRADUATE PROFILE
Faith and Piety to God Almighty
Critical Thinking
Independence
Creativity
Communication
COURSE DESIGN
LEARNING OUTCOME
By the end of Phase F, students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to open-ended questions and use strategies to initiate, sustain and conclude conversations and discussion. They understand and identify the main ideas and relevant details of discussions or presentations on a wide range of topics. They use English to express opinions on social issues and to discuss youth-related interests, behaviours and values across cultural contexts. They give and justify opinions, make comparisons and evaluate perspectives. They employ self-correction and repair strategies, and use nonverbal elements such as gestures, speed and pitch to be understood in most contexts.
CROSS-DISCIPLINARY LEARNING
By integrating knowledge from History, Science, and Economics, students apply paraphrasing, quoting, and summarizing to understand and restate information from various academic texts. They produce holistic outputs such as short analytical paragraphs, concise summaries, and integrated notes that reflect both language skills and real-world subject content.
LEARNING OBJECTIVE
Students are able to identify and analyze the difference between a paraphrased sentence/text, a quote, and a summary, as well as when to use them and what elements are included in each. Students would also be guided to master the art of creating accurate and precise paraphrasing, quoting, and summarising.
LEARNING TOPIC
Paraphrasing, quoting, and summarizing short informational texts, focusing on identifying main ideas, restating key points in students’ own words, and selecting appropriate sentences for direct quotation.
PEDAGOGICAL PRACTICE
Constructivism
CLT (Communicative Language Teaching)
TBLT (Task-based Language Teaching)
Ignatian Pedagogy
LEARNING PARTNERSHIP
Geography class
Teacher Support and Scaffolding
The teacher provides clear modeling, step-by-step guidance, and immediate feedback during practice. Support focuses on helping students understand the difference between paraphrasing, quoting, and summarising, and on building confidence before they move into independent writing.
LEARNING ENVIRONMENT
A supportive classroom that encourages students to express ideas confidently while exploring different ways to understand and restate information.
An environment that provides meaningful academic tasks such as analysing short texts about global warming and renewable energy.
Learning spaces that connect classroom activities to real-life issues students recognize, helping them engage with environmental topics while developing essential literacy skills.
DIGITAL UTILIZATION
Use of a Canva presentation projected on the screen to introduce the topic and demonstrate paraphrasing, quoting, and summarising clearly.
Display of the sample environmental text on the presentation slides to guide students during the identification activity.
Use of projected examples and visual highlights to support students’ understanding before they work independently with their printed handouts.
LEARNING EXPERIENCE
Meeting 1
Before anything, open the class by greeting the students: “Hi, good morning! How’s everyone been doing?”
1. Introduction/Warm-up (5 minutes: including the greeting and prayer)
Teacher will show the students a short one or two sentence text about the class topic (paraphrasing, quoting, and summarising)
Teacher will, as part of the intro, explain the text by paraphrasing the provided sentences
Next, teacher will quote from one specific person, book/film character, writer, etc as a response to the first paraphrasing explanation
After that, teacher will briefly summarise the whole quick explanation (the paraphrasing of the topic, and the quoting)
Then, the teacher will ask the students if they realise what the teacher just did. If the students did, the teachers will give appreciation, confirm their guess, and continue to transition to the next activity (eg. “What I was doing there was paraphrasing the sentence, quoting, and summarising, what I’m doing now.”)
2. Guided Practice/Analysis & Brief Explanation (10 minutes)
Teacher will provide a text (80-150 words) to the students on the board/screen as well as distribute a printed handout of the same text to each student to analyse together with the class
The teacher will ask and guide students to analyse and decide which sentence is suitable for quoting
Teacher will also ask students to choose a sentence or two to be paraphrased together
After that, teacher will ask the class to try and summarise the whole text in one or two sentences
Students will try to highlight parts of the text which would be included in the summary
3. Independent Practice (10 minutes)
Teacher will provide the class with a printed handout of a text (an article, condensed to some parts only, by the United Nations) about renewable energy
Using the texts, students will be instructed to write a paragraph based on the text. The paragraph will include two sentences that the students have chosen to paraphrase, a quote the students has chosen from the article, and a summary of one to two sentences.
This will help students apply the knowledge of paraphrasing, quoting, and summarizing directly and check their overall understanding
Link to the article used: https://www.un.org/en/climatechange/raising-ambition/renewable-energy
4. Closing & Reflection (5 minutes)
Teacher will ask one student to share and present their work to the rest of the class
Then, the teacher will ask “Which of the three skills was easiest for you today? Which was hardest?”
Teacher will give a quick recap to the students of what paraphrasing, quoting, and summarizing are and asks the students about what they remember
Teacher will ask students to share their thought, what they feel, what they think, what they struggled with, how they think it connects with their life (teacher will also try to explain before how the skills will be beneficial for life)
Teacher will then end the class
LEARNING ASSESSMENT
Assessment:
Formative Assessment:
The teacher observes students during guided practice as they identify paraphrases, quotations, and summaries from a short environmental text. The teacher evaluates participation, reasoning, and accuracy. Immediate feedback is given to ensure understanding before the individual task.
Direct Assessment (Individual Work)
Each student independently writes a short paragraph about renewable energy that includes:
2 paraphrases
1 quote
1 summary
The teacher directly evaluates the paragraph for accuracy, clarity, coherence, and correct application of each skill.
3. Indirect Assessment
3. Indirect Assessment
Students answer short reflective questions connecting the lesson to their real lives and other school subjects. This assesses their understanding of why paraphrasing, quoting, and summarising matter beyond English class.
2. Micro Teaching A
(Lesson Plan for the First Teaching Practice)
LESSON PLAN
Educational Unit : Edward Sutton College
Subject : English
Grade/Semester :XI (Phase F)
Time Allocation : 1 meeting x 2 class hours (@45 minutes) shortened to 20 minutes
Academic Year : 2025/2026
Topic/Genre : Announcement Text
Made by : Lydia Kezia
IDENTIFICATION
STUDENTS’ COMMON CHARACTERISTICS
Having entered Phase F grade 11 semester 2, students have acquired basic knowledge of language features in advertisement text (simple present tense, simple future tense, and declarative sentences) and ones in procedure text (imperative sentences). Students are familiar with school-related communication. Students show increasing awareness of how information is formally conveyed in both written and spoken English. They can relate announcements to their daily school life and activities, such as extracurricular events, academic schedules, and student programs. The results of the diagnostic assessment indicate that their English proficiency level ranges from B1 to B2 based on the Common European Framework for Languages (CEFR), showing variation in receptive and productive skills.
COURSE MATERIALS
The English Subject on Announcement Text contains the following knowledge:
Essential
Basic vocabulary and technical terms.
The generic structure of announcement texts (title/topic, date/time/place, and additional details) and language features
(simple present tense, formal expressions, imperatives)
The essential elements of an announcement (purpose, audience, clarity, accuracy, tone)
Applicative
Announcement text as a functional text to inform and instruct the public in real-life school contexts
The clarity and accuracy of information in announcements for events, lost & found, or schedules
The ability to create and deliver written or spoken announcements using appropriate media (posters, audio recordings, school platforms)
Value and Character
Encouraging responsibility and clarity in public communication
Fostering empathy through respectful and inclusive messages
Practicing ethical use of language and appropriate interaction in public contexts
GRADUATE PROFILE
Faith and Piety to God Almighty
Critical Thinking
Independence
Creativity
Communication
COURSE DESIGN
LEARNING OUTCOME
By the end of Phase F, students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to open-ended questions and use strategies to initiate, sustain and conclude conversations and discussion. They understand and identify the main ideas and relevant details of discussions or presentations on a wide range of topics. They use English to express opinions on social issues and to discuss youth-related interests, behaviours and values across cultural contexts. They give and justify opinions, make comparisons and evaluate perspectives. They employ self-correction and repair strategies, and use nonverbal elements such as gestures, speed and pitch to be understood in most contexts.
CROSS-DISCIPLINARY LEARNING
By integrating knowledge from social studies, environmental studies, and business, students create holistic outputs such as announcements, infographics, flyers, and other informational materials that reflect both language skills and real-world issues.
LEARNING OBJECTIVE
Students are able to identify and analyze the structure, function, and language features of announcement texts, and produce clear, contextual oral or written announcements relevant to school and real-world situations.
LEARNING TOPIC
Announcement texts about schedules and events (e.g. exams, club meetings, school fairs), lost and found notices, public tips (e.g. shopping wisely, saving energy, health), and promotions or offers (e.g. scholarships, discounts, new openings).
PEDAGOGICAL PRACTICE
Constructivism
CLT (Communicative Language Teaching)
TBLT (Task-based Language Teaching)
Ignatian Pedagogy
LEARNING PARTNERSHIP
Business Class
Collaborative group work in drafting, revising, and presenting announcement texts
Peer feedback and discussion to refine clarity and effectiveness of announcement
Teacher guidance to support students' awareness of purpose and audience
LEARNING ENVIRONMENT
Supportive classroom that encourages open communication and creativity
Realistic communication tasks such as school announcements or event posters
Access to school-related topics and real-life contexts that resonate with students’ experiences
DIGITAL UTILIZATION
Use of Padlet for collaborative publishing of group-made announcements.
Real-time display of announcements on the shared board for class-wide viewing.
Option for quick peer/teacher comments on Padlet to refine clarity and effectiveness.
LEARNING EXPERIENCE
MEETING 1
1. Opening (2 minutes)
Quick greeting + small hook.
Example: Show a real-life announcement (a school event poster, an airport PA announcement, or a screenshot from Instagram about a concert). The teacher will ask: “What is this? Where do we usually see announcements?”
Introduction (3 minutes)
Briefly explain what an announcement text is (purpose, structure: title → date/time/place → details → contact info).
Highlight 1–2 key language features (simple present tense, clear/concise wording).
Main Activity (11 minutes)
“Create & Share Your Own Announcement”
Divide students into small groups (2–3).
Give each group a short scenario (lost-and-found item, school competition, new club meeting, concert, scholarship opportunity).
Task: Write a short announcement text (just 3–4 lines) in the class Padlet shared by the teacher through a link.
After some minutes, have a few groups present or read their announcement aloud.
Closing & Reflection (4 minutes)
Ask: “What do we need to include in an announcement to make it effective?” (Students recall structure & purpose). (As a brief recap)
Ask: “How did you feel about learning announcement texts?”
“How do you think what you learned today connects with your life?” (As a reflection)
LEARNING ASSESSMENT
Assessment:
Formative assessment: observation of students’ participation in group work, quality of announcement drafts on Padlet, and clarity during short presentations.
Direct assessment: evaluation of student-created announcement texts (content, structure, language use).
Indirect assessment: student responses to reflective questions connecting the lesson to personal experience and real life.
Peer assessment: peer feedback on announcements through Padlet comments and class discussion.
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