Task 4

Lesson Title Sports Equipment

Level of Inquiry Structured inquiry

A brief description of the The lesson is about sports equipment. In this lesson, the students
lesson will learn new vocabularies related to sports equipment. The
students will use these new words in writing contextual sentences
and eventually, they will write a short paragraph about their favorite
sports. The students will also talk about some sports that they know
and want to learn. In this lesson, my learning objectives are aimed at
developing vocabulary and language fluency in speaking, writing,
reading and listening skills. The activities I prepared include guessing
games, K-W-L chart (what I know, what I want to know, what I
learned), reading and paragraph writing. I will present my lesson
using Power Point Presentation, video presentation, learner’s book,
activity book and printed worksheets. The students will work
collaboratively with their learner’s and activity book. They will work
independently with the worksheets. Worksheets will be
differentiated according to their levels. Low level students will have
keywords and guide questions in their worksheets, average level will
have keywords while the high level will have blank worksheets that
they will fill accordingly. The lesson will end with another guessing
game in which I will play some short video clips and ask questions
about it.

The Problem or Issue Discover the sporting equipments and be able to use them properly.

Essential Question How to properly care for sports equipment?

Guiding Questions -What is a sport equipment?
-What are the different types of sports equipment?
-What are the sports that use such equipment?
-What are the proper maintenance for such equipment?
-Why do sports have a specific type of equipment?
-How to use these sports equipment properly?
Learning Outcomes (LOs) -Discover the new vocabulary about the sport equipment
By the end of the lessons -Write shot paragraph about they favorite sport
students will be able to: -Speak fluently about the sports and its prescribed equipment
Hypothesis Confirmation inquiry is the fist level in the inquiry based learning. At
this level, the teacher gives the students guided questions and
procedures that will lead the students to a known answer. I choose
this because the main focus of the lesson is on the development of
their vocabulary, speaking and writing skills using sports equipment
as the base topic. In this lesson, the learners will find need to follow
the directions, reinforces concepts and confirms understandings.
However, the students will still be using their critical thinking skills
because they need to analyze the questions before they could
confirm the correct answer to that question.

Although confirmation inquiry may seemed to be teacher-centered

Prediction as information will be shared to the students, the lesson will have a
full participation from the students through activities. In this lesson,
reading, speaking and writing skills will be enhanced because they
will read some basic concepts about sports equipment, participate
in meaningful discussion with peer groups and write something
about their favorite sports.

The outcome or product Students will be able to get themselves familiarized with the sports
of the students’ equipment, its uses and its proper care and maintenance. Also, they
investigation (i.e. what will be able to learn new words related to sports and be able to use
will the students be these words in a proper context.
expected to produce at
the end of their
investigation)
 Stage What Experiences will Questioning Map Process skills
students participate in? What are some questions What process skills will I
These must also include: that I will ask students create experiences for
 Differentiated Activities during each ‘E’ ( & at students to use at each ‘E’ s
and what level of Bloom’s is (name, how, and where)
 formative evaluation, each of these
including what will questions?)?
students produce by the
end of this section.

Engagement -Students will guess the -The guessing game will -The process skill is T
 Access prior name of the sports be in the knowledge level remembering their prior b
learning equipment as shown in the of Bloom’s Taxonomy knowledge about sports and id
 Engage Power Point Presentation. they need to identify the recognizing the sports th
students in -Students will deduce the name of the sports equipment used in that id
new concept. lesson topic based on the equipment shown to particular sport. sp
 Elicit curiosity pictures presented to them. them.
 Act as a bridge -There will be no
between past differentiation here as it
and present requires whole class
learning participation, students
experiences will only need to guess
 Expose prior the name of sports
conceptions. presented to them, which
 Organize sports it is being used and
students the lesson title.
thinking
towards the
Los
 Stage What Experiences will Questioning Map Process skills
students participate in? What are some questions What process skills will I
These must also include: that I will ask students create experiences for
 Differentiated Activities during each ‘E’ ( & at students to use at each ‘E’ s
and what level of Bloom’s is (name, how, and where)
 formative evaluation, each of these
including what will questions?)?
students produce by the
end of this section.

-The students will read short The students will be in -The process skills that will be -R
Exploration descriptions of the sports the comprehension stage develop in this stage is co
 According to the equipment because they need to classifying skills and n
level of inquiry, -There is no differentiation understand what they collaborative skills st
students are given here as the descriptions of read in order for them to -In a peer group discussion, id
opportunity to the sports equipment will be identify the proper uses students will sort out the eq
design and/or very easy to understand by of the related sports proper sports equipment to sp
conduct a both high and low level equipment. different sports according to -C
preliminary students. its use. b
investigation. The th
investigation an
allows learners to co
use their prior co
conceptualizations
to explore
questions and
possibilities
surrounding the
LOs, and to
generate new
thinking about the
LOs.
 Stage What Experiences will
students participate in?
These must also include:
 Differentiated Activities
and
 formative evaluation,
including what will
students produce by the
end of this section.
Questioning Map Process skills
What are some questions What process skills will I
that I will ask students create experiences for
during each ‘E’ ( & at students to use at each ‘E’ s
what level of Bloom’s is (name, how, and where)
each of these
questions?)?

Explanation -Students will fill in the Know -The student will be on -The process skill to be used in -T
 Teachers provide column of the K-W-L chart the application stage of this stage is communication. re
opportunities for -The teacher will show the the Bloom’s taxonomy -Students will write the th
learners to engage pictures of sports equipment because they need to answers to the What I Want -T
in the conceptual and let the students choose discover the answers in to Know column based on the en
probing and the sports equipment they their Want to Know reading selection th
development like to fill in the Want to column of the K-W-L w
needed to explain Know column of their K-W-L chart. -T
the science (or a Chart sk
focus area of it) co
that supports the -High level students will W
exploration, and write 3 things they want to
its outcomes. know about that chosen
sports equipment
-Medium level students will
write 2 things they want to
know on the chosen sports
equipment
-Low level students will write
1 thing they want to know
on the chosen sports
equipment.
 Stage What Experiences will
students participate in?
These must also include:
 Differentiated Activities
and
 formative evaluation,
including what will
students produce by the
end of this section.
Elaboration -Using the knowledge they
 Teacher provides have gained from the
students with previous learning stages, the
experiences which students will write
help to deepen something about their
and broaden favorite sports.
students’
conceptual skills -The high level students will
and knowledge write 10-15 sentence
around the LOs. paragraph about their
The elaboration, favorite sports
extension, and -Medium level students will
application of the write 10-sentence paragraph
LOs to real life about their favorite sports
phenomena is by answering the guide
welcomed at this questions.
stage -The low level students will
write 5-sentence paragraph
about their favorite sports
by answering the guide
questions and using the
keywords to help them.
Questioning Map Process skills
What are some questions What process skills will I
that I will ask students create experiences for
during each ‘E’ ( & at students to use at each ‘E’ s
what level of Bloom’s is (name, how, and where)
each of these
questions?)?
-The students will be at -The students will use their -S
the synthesis stage of communication skills in b
Bloom’s Taxonomy describing and writing b
because the students will valuable information about sh
write a paragraph about their favorite sports. ex
their favorite sports. th
They will use their
knowledge about sports
and sports equipment in
order to synthesize these
information in writing
their favorite sports.
 Stage What Experiences will
students participate in?
These must also include:
 Differentiated Activities
and
 formative evaluation,
including what will
students produce by the
end of this section.
Evaluation -The checking of
(Summative) understanding will be in the
 Evaluation with form of oral recitation.
the 5E learning -The students will watch a
cycle occurs at short video clip about sports
every other ‘E’ after this, the students will
formatively; and at play catch the ball, the one
the end of the who catches the ball will be
lesson the one to answer the
summatively. questions about the video.
-There will be no
differentiation here as it
requires whole class
participation.
Questioning Map Process skills
What are some questions What process skills will I
that I will ask students create experiences for
during each ‘E’ ( & at students to use at each ‘E’ s
what level of Bloom’s is (name, how, and where)
each of these
questions?)?
-At this stage, the -Observing qualities and -T
students will be at the communicating skills will be vo
Evaluation level as they used in this stage. sk
need interpret the video -The students need to observe -T
clip in order to answer what is happening in the video n
the questions. in order to answer the an
questions -T
-They will use their la
communication skills to speak an
fluently in answering the
teacher’s questions.
 The grading rubric

Criteria Excellent good poor

Visual
presentation
(20%)

Verbal
presentation
(30%)

Knowledge nd
understanding of
the topic (30%)

Audience’
feedback (10%)

Clarity of the
ideas (20%)

Reflection:
This lesson was about sports equipment but the lesson objectives were mainly about developing
the students’ language fluency through vocabulary, speaking and writing. I chose sports
equipment for the topic because sports is a universal topic that most students could relate to. I
have observed that students were confident enough to talk about sports because they were
already familiar with it since they have been having PE classes since their early childhood years.
According to Harville (n.d) playing and watching sports is something that many people can enjoy,
therefore using it to teach English can make a fun learning environment for the students. Talking
about sports is also a good way for the students to practice English conversations through small
talks about sports related events and other topics.

Reference:
Harville, B. (n.d.) How to Set Up and Follow through an ESL Sports Lesson. Retrieved from
https://www.fluentu.com/blog/educator-english/esl-sports-lesson/ November 29, 2019