Teaching Plan

This section includes curriculum and my teaching plan during this program. It can be concluded that the school prioritized the activities that encourage the students to practice their English more. The lesson plan was not really necessary but the activity must be enough for the students to understand the material and able to practice it.

Curriculum

According to the file of curriculum given by the school, here I attached the curriculum used in Mengrai School.

Rubrics

Here are the rubrics used in Mengrai School and it is based on the curriculum. They are speaking and listening rubric, reading rubric, and writing rubric.

Speaking and Listening Rubric

	Exemplary (4)	Proficient (3)	Developing (2)	Beginning (1)
Content	– Consistently presents information in a logical, sequence with strong supporting evidence – Consistently uses appropriate grammar, vocabulary – Consistently uses correct pronunciation	– Regularly presents information in a logical, sequence with strong supporting evidence – Regularly uses appropriate grammar and vocabulary – Regularly uses correct pronunciation	– Presents information with some supporting evidence – Uses grammar and vocabulary that is partially correct – Pronunciation is often incorrect	– Presents some information with little or no supporting evidence – Uses little or no correct grammar and/or vocabulary – Pronunciation is incorrect
Delivery	– Consistently speaks clearly, confidently, and fluidly – Consistently uses proper diction and intonation – Consistently uses appropriate eye contact and posture	– Regularly speaks clearly, confidently, and fluidly – Regularly uses proper diction and intonation – Regularly uses appropriate eye contact and posture	– Speaks somewhat clearly, confidently, and fluidly – Uses some proper diction and intonation – Uses some appropriate eye contact and posture	– Does not speak clearly, confidently, and fluidly – Does not use proper diction and/or intonation – Does not use appropriate eye contact and posture
Responsiveness	– Consistently listens attentively – Consistently understands and responds appropriately	– Regularly listens attentively – Regularly understands and responds appropriately	– Sometimes listens attentively – Partially understands and responds somewhat appropriately	– Does not listen attentively – Does not understand and/or respond appropriately

Reading Rubric

	Poor (1)	Fair (2)	Good (3)
Main idea	Misidentifies main ideas, or fails to identify the main idea	Identifies main idea but cannot identify supporting details	Identifies main idea as well as supporting details
Fact	Cannot identify any facts and/or a limited number of facts, and/or confuses facts and opinions	Identifies only a minimal number of facts and/or identifies nonfactual elements	Identifies most and/ or all facts, with no confusion with opinions or other elements
Context	Cannot identify contextual references to interpret meaning	Identifies minimal contextual references to interpret meaning	Identifies most contextual references to interpret meaning
Sequence	Cannot identify keywords or sequential textual passages	Identifies sequential elements of messages but has trouble with the re-organization of the sequential elements	Exhibits ability to identify sequential elements as well as the ability to re-organize the elements into a sequential order
Inference	Cannot conclude inferred messages nor identify prose that may infer them, and/or misconcludes inferred messages	Identifies limited inferred messages, or recognizes but misinterprets the inference	Can identify when messages are inferred and can conclude accurate meaning
Conclusion	Cannot identify or summarize conclusion, and/or lacks the ability to speculate conclusion	Can identify most conclusions but exhibits difficulty in speculating conclusion	Can identity conclusion and can speculate conclusion

Writing Rubric

Criteria	Exemplary (4)	Accomplished (3)	Developing (2)	Beginning (1)
Main idea	The writing has a clearly- articulated main idea supported by reliable and relevant evidence	The writing has a clearly articulated main idea supported by adequate evidence and sound logic.	The writing has a main idea supported by some evidence.	The writing may need a more clearly articulated main idea. Supporting evidence is lacking.
Organization	The writing flows smoothly and logically from a well- defined main idea.	The writing is organized logically and flows well. It contains a well-developed structure.	The writing demonstrates rudimentary organization and logical structure, but ideas need to be more fully developed by more appropriate evidence.	The writing is noticeably lacking in organization. There is no clear structure.
Style	The writing engages the reader through an original prose style appropriate to the subject.	The writing keeps the reader’s attention through a carefully crafted prose style.	The writing is clear but could be expressed in a style more appropriate to the subject.	The writing lacks clarity and is sometimes confusing.
grammar	The writing contains sentences that are always complete and grammatically correct, and free of confusion and ambiguity.	The writing contains sentences that are complete or which imply unstated connections and/ or conclusions. The writing may exhibit a few minor errors in grammar or style, but they do not impair the flow of the reading.	The writing contains some grammatical errors easily corrected by adherence to a uniform style throughout.	The writing is confusing and ambiguous owing to substantial errors of grammar.

Below is the relationships in the Development of Learners’ Quality According to the Basic Education Core Curriculum I got from the school.

Vision

The Basic Education Core Curriculum is aimed at enhancing capacity of all learners, who constitute the major force of the country, so as to attain a balanced development in all respects – physical strength, knowledge and morality. They will fully realize their commitment and responsibilities as Thai citizens and members of the world community. Adhering to a democratic form of government under constitutional monarchy, they will be endowed with basic knowledge and essential skills and favourable attitude towards further education, livelihood and lifelong learning. The learner-centred approach is therefore strongly advocated, based on the conviction that all are capable of learning and self-development to their highest potentiality.

Desirable Characteristics

1. Love of nation, religion and king

2. Honesty and integrity

3. Self-discipline

4. Avidity for learning

5. Observance of principles of Sufficiency Economy Philosophy in one’s way of life

6. Dedication and commitment to work

7. Cherishing Thai-ness

8. Public-mindedness

Learning Standards and Indicators for Eight Learning Areas

1. Thai Language

2. Mathematics

3. Science

4. Social Studies, Religion and Culture

5. Physical and Health Education

6. Arts

7. Occupations and Technology

8. Foreign Languages

Learner Development Activities

1. Counselling activities

2. Student activities

3. Activities for social and public interest

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Lesson Plan

Here are lesson plans I used during my teaching. Before the teaching, I have already consulted the lesson plan with my teacher adviser, kru Took.