Teaching Cycle: Planning, Programming, Implementation, and Evaluation

This document discusses the teaching cycle and its four phases: planning, programming, implementation, and evaluation. It emphasizes the importance of pre-planning, selecting learning outcomes, using resources, and monitoring progress. The document also includes a lesson plan for teaching English poetry to K6 level students.

Running head: ENGLISH
English
Name of the Student:
Name of the University:
Author’s Note:

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Teaching cycle
Planning
A proper plan has to be made so that the teachers are ready with the teaching materials, the teaching
tools and also the other necessary resources. This is because the teacher needs some pre planning
before conducting the class.
Programming
A proper program of achieving the learning outcomes has to be selected so that the students can
actually relate to the outcomes of their learning. This must be done through some weekly
assessments or some kinds of group discussion session and others, this enables the teachers to know
the group and also the individual progress of the students.
Implementation
This is a very vital process as this helps in understanding about the different kinds of resources like
the ICT materials. This implementation phase may include the teachers taking feedback from
students and also their parents regarding the changes in the student behaviour (both positive and
also negative). This will also help the teacher in understanding about the new strategies that must be
undertaken in order to improve the drawbacks of the students.
Evaluation
This is one of the most essential phase of the teaching cycle as the teacher has to take evaluate and
monitor the teaching lessons in order to know if the students are comfortable in learning those
lessons and are able to meet the respective learning outcomes as well.

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Teach English poems in the K6 level
Planning
 The teacher has to plan all the needed materials in order to carry on with the class. They will
have to focus over planning a proper lesson plan with the proper time division over the
different parts of the lesson.
 Teacher has to divide the class duration for explaining the theme, the background, the
characters and so one in a step by step manner (www.poetrylibrary.edu.au. 2019).
Programming
 The program was to do a quick revision of the previous class lessons
 Helping students to get acquainted with the ICT materials and access the poems to be taught
Planning
 The teacher has to arrange the necessary tools like Video recorder, projectors, television,
internet connection, colour papers and other materials or necessary resources
 Helping students to develop an open communication system
Evaluation
 Informal assessment through group based open book class test and assessments or students
 Encouraging students to develop their critical and imaginative skills


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Church
BY JACQUELINE WOODSON
On Sundays, the preacher gives everyone a chance
To repent their sins
Miss Edna makes me go
To church.
She wears a bright hat
I wear my suit. Babies dress in lace.
Girls my age, some pretty, some not so
pretty. Old ladies and men nodding.
Miss Edna every now and then throwing her hand
in the air. Saying Yes, Lord and Preach!
I sneak a pen from my back pocket,
bend down low like I dropped something.
The chorus marches up behind the preacher

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clapping and humming and getting ready to sing.
I write the word HOPE on my hand.
Caged Bird
BY MAYA ANGELOU
A free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wing
in the orange sun rays
and dares to claim the sky.
But a bird that stalks
down his narrow cage
can seldom see through
his bars of rage
his wings are clipped and
his feet are tied

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so he opens his throat to sing.
The caged bird sings
with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.
The free bird thinks of another breeze
and the trade winds soft through the sighing trees
and the fat worms waiting on a dawn bright lawn
and he names the sky his own
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.

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The caged bird sings
with a fearful trill
of things unknown
but longed for still
and his tune is heard
on the distant hill
for the caged bird
sings of freedom.

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LEARNING EXPERIENCE (LESSON PLAN)
Student teacher’s name School
Year / Stage Date School Term/Week
Key Learning Area(s) ENGLISH
Main aim of lesson
To teach English poetry to K6 level students
Links with previous English lesson
Previously students were taught the difference between prose and poetry
Syllabus outcomes (copy in full)
file:///C:/Users/LAPTOP_PS000088/Downloads/5-6_SeriesBooks_2019.pdf (online.det.nsw.edu.au. 2019)
Resources required (POEMS plus e.g. ICT tools, ipad, IWB, A3 paper, colouring pencils, glue…)
Laptop, speaker, Colour papers, colour stickers and charts to show the characters depicted in the poem
Links with further learning (where to next? Include outcomes)
The next outcome is to ask students to memorize few lines of the poem and also explain the same by the help of critical
analysis (www.poetryfoundation.org. 2019).This will be helping students to develop a proper thinking pattern of their own.
They will be able to make put some meaning of the poem as per their understanding. In literature and particularly in such
primary levels. Students have to be taught about develop their own imagination and thinking skills (online.det.nsw.edu.au.

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2019).
Learning across the curriculum (if applicable)
Out of this specified curriculum some other poems will also be used as cross references is really an important and essential
part of teaching literature.

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Sequence of teaching / learning experiences
(Guidelines: Sections can be expanded or adapted
for appropriate use)
Teaching strategies
(e.g. Whole class, pairs,
differentiated group work)
Assessment strategies.
Formal/informal? For/as/of
learning? (details)
Approx
time
Prior lessons on Bible and Christian teachings were
conducted. A quick 10minutes recollection on Jesus
Christ and the holy message of God. A quick revision
of the hardships faced by people who are captivated,
people who commit sins or crimes and how Lord
Jesus helped them to get freedom.
Group discussion sessions. The two poems were
taken up each day and the students asked to write
their imagination about each respective paragraph of
the poem
This strategy was for the
involvement and the active
participation of the whole class.
The whole class were asked to
discuss the work among their
peers , take suggestions and then
wrote the summary of the poem
Informal teaching and
assessment method was used.
This was very helpful as it
helped in understanding about
the progress of students.
Students are able to carry on
peer to peer discussion and
others.
2months
The students initially were happy about this task and
were trying to work properly. However they had a
problem in understanding certain words. Some
students were losing attention in the midst of the
work. However the use of the ICT materials like
video, laptop and playing of recordings made the
class interest and students were once again interested
in doing the work
Students divided into pairs and
asked to prompt and role playing
after listening to the audios and
videos
Informal assessment. Students
were not given any specified
standard percentile or grades.
The grading in case of
informal teaching is basically
done with the help of rubrics.
Students were allowed to see
the audio and video episodes
of poems with the help of ICT
tools, discuss it with peers and
take an open book assessment.
Students failing to understand
the test or any particular part
of poetry were given necessary
1month

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intervention or supportive
strategies for help
The help of ICT tools made the class interesting and
students were able to follow the instructions and
enjoyed the class thoroughly
Group work. The whole class
divided into smaller groups of 4 or
and they were asked to take the
test respectively.
Informal assessment. Active
participation of the whole class
3months

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References
childrens.poetryarchive.org. (2019). Childrens.poetryarchive.org. Available at-
https://childrens.poetryarchive.org/
online.det.nsw.edu.au. (2019). Online.det.nsw.edu.au. Available
at-https://online.det.nsw.edu.au/prc/booklist/home.html
www.poetryfoundation.org/. (2019). Poetry Foundation. Available at-
https://www.poetryfoundation.org/learn/children
www.poetrylibrary.edu.au. (2019). Australian Poetry Library. Available at- https://www.poetrylibrary.edu.au/