Plan for an inductive lesson in language, Grade IV

Title

Language

English

Year

1947

Rights

In Copyright - Educational Use Permitted

Fulltext

JUAN C. DALISTAN Barrio Principal Paco, Obando, Bulacan AUTHOR'S NOTE Under present conditions, in which the average new teacher has little training and often teaches from the brief lesson plans that she has borrowed from more experienced teachers, she has much difficulty in conducting her lesson. It is therefore necessary for her to, adopt a more detailed plan, for in. this plan - enough information is given to keep the ne:-v teacher from wandering. Topic: The use of comma after "'Yes" and "No" when they are used as part of an answer to a question. 1. Preparation: To-day we shall take up another use of comma.. Name some uses of comma that we have studied. Answers: Jn the heading of the letter .. After the greeting. After the elosing. Question: Now, children, do you wish to know another use of the comma? Answer: Yes. 2. Presentation: Let us -· consider some of the examples in which comma is used. Examples: Do you live in Obando? Answer: Yes, I have always lived there. · Question: Did you go to Baguio last vacation? Answer: No, I went to the farm with grandfather. Question: Isn't it a pretty nest? Answer: Yes, it is a pretty nest indeed. Ques,tion: WiiJ yo '.: tell us where the Oriole's nest is? Answer: No, I wou't tell you. 3. Comparison: In these answers, after what is the comma placed? - ' .. Answer: After "Yes" and "N ~-" .:I Question: How are the "Yes" and "No" used in the answers? Answer: "Yes" and "No'' are p~rts · of the answers to questions. 4. Generalization: What rule can we • - derive from these examples? . :. Answer: Comma -is used after ·:'_. "Yes" and "N o•: when they are used as part of an an~wer to a question. 5. Application: Get your paper and _ pencils. Write down the answers to the questions that I shall see,. if you fully understand the lesson. For all new teachers in the service this form of lesson plan will be ;he best, because they will ' ~bt fo~get the details of the procedure easily. This plan is an outline of the major points in the lesson . . _ Many questions and answers ,may be needed in addition to the ones cited here, but the plan as. it Is is detailed enough to keep the lesson from "straggling." .. Teachers often experience much difficulty in keeping the class from wandering. This is mainly because their lesson plans are not clear. The in-· ductive lesson must be planned clearly if it is to be very successful, though it is not necessary that every detail be included. FOR MODERN OPTICAL NEEDS-SEE KEEPSAKE Ol'TICAlr-80 Escolta 31

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