Annotated Lesson Plan in Speech and Stage Arts

I.

Objectives: At the end of the discussion, the students should be able to: A. B. C. D. Activate prior knowledge on general information through playing charades Identify the meaning and functions of word stress through guided inquiry; Locate stress in words using the correct stress symbol; and Complete a story by forming a sentence derived from the given stressed word.

II.

Subject Matter: A. Topic: Word Stress B. Year level: Fourth year high school C. References: Couper et.al 2005, A student centred approach in teaching word -stress retrieved from http://www.tesol.org.au/files/files/205_Couper_at_Cairns.pdf retrieved November 15, 2013 INTERNET Jennifer ESL 2008 Lesson 6a-Word stress Video presentation retrieved from http://www.youtube.com/watch?v=WX1rrFh4OZw retrieved November 15, 2013 VIDEO Author unknown English Phonetic course Lesson plan: Teaching word and sentence stress PDF FILE D. Materials: Visual aids pictures, colored papers, box, markers Technology laptop, LCD projector, speaker Audio files audio of words with correct stress

III. Lesson Proper: A. Motivation The class will play charades The teacher will divide the class into two groups. Each group will have representatives who will draw a word to be acted from the box. The teacher will post some clues on the board before the representative acts. This will give the groups ideas about the word to be guessed. Each group will only be given 2 minutes to answer as many words as they can. Group with the highest points wins the game.
Comment [mkjc1]: The goal in the motivation stage is to help the teacher in monitoring the level of awareness of the students in using appropriate word stress in pronunciation. The activity also addresses some inhibition problems of the class since it involves body movements in the form of playing charades.

B. Pre-discussion The teacher will post on the board the answers from the charades. After posting, teacher will ask the class to pronounce the words posted on the board. Teacher will read first followed by the class. After the whole class has read, each group will take turns in reading the words on the board alternately. C. Discussion The teacher discusses all about word stress Using the examples from the previous activity, teacher will demonstrate correct pronunciation of the words and the location of the stress. Teacher will provide more examples to be answered by the students through chanting.

Comment [mkjc2]: In the pre-discussion, the teacher now leads and prepares the class for the discussion of the lesson about word stress via pronunciation drills. The examples to be used come from the motivation to have transition between the two stages. It also touches the pronunciation skills of the students which will be emphasized in both discussion and post-discussion part of the lesson.

Comment [mkjc3]: In the discussion activity, the teacher now introduces the topic formally which is the word stress. The goal in the discussion part is to show the importance of pronouncing a word with the correct stress. In this manner, the students will be aware of the function and the importance of knowing word stress. Similarly, having this knowledge will strengthen the communicative skills of the learners thus, applying it in real life situations.

D. Post-discussion Class will be divided into two groups. Each group will have to continue the story through constructing sentences using the words that will be drawn from the box. Every student will have to pronounce the word correctly observing proper word stress. Selected will act as evaluators of each group. Evaluators will critique based on the following criteria: IV. Pronunciation of word/s (observing correct word stress) Creativity Organization of ideas

Comment [mkjc4]: For the post discussion, we now include the theatre arts technique. The activity aims to make use of improvisation technique while the students continue the story. It encourages the students to think critically in the class through talking and be creative in imagining the next part of the story. It also provides variation of outcome since the students will have to draw. With that condition, the students are more challenged to create a different kind of story. Since it is a draw lots, there is no certain dialogue or story line to be presented; following the principle of improvisation.

Assignment List down ten words and identify the correct stress pattern. write it on your notebook.