Integrated Lesson Plan: An Analysis of the Integrative Teaching Model

This report provides an in-depth analysis of integrated lesson plans, specifically focusing on the integrative model of teaching. The report begins by defining teaching as a process of facilitating learning through various methods and models, and then introduces the integrative model, which combines cultural and language-based approaches. It explores the rationale behind using the integrative approach, highlighting its benefits in fostering critical thinking, encouraging interdisciplinary understanding, and enhancing student engagement. The report outlines the planning and implementation steps for the integrative model, including topic selection, theme identification, student engagement, and critical analysis. The report also provides an example using the Harry Potter series to illustrate the practical application of the integrative model. Finally, the report acknowledges the drawbacks of the integrative approach, such as its time-consuming nature and the need for effective communication between teachers and students, while concluding that it is a valuable model for promoting holistic student development and lifelong learning.

Running head: INTEGRATED LESSON PLAN
Integrated Lesson Plan
Name of the University:
Name of the Student:
Author Note:

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The process of teaching can be referred as a system to attend to people’s
requirements, listening to their feelings and experiences and interceding theme with personal
understandings and experiences in order to make them learn certain new things and making
them enable to apply the same in their personal lives. Historically, the process of teaching can
be defined as, the process to impart knowledge or providing someone with proper instructions
or enabling someone to understand with the usage of examples and experiences (Fernandez.
2014). However, nowadays, the concepts of teacher and teaching are extremely restricted to
the school premises, and there are certain models that have got invented over time to make
the process of teaching effective and innovative and interesting, especially in case of
language.
Language, written and spoken, according to Savvidou, 2004, is consisted of various
discourses and each discourse has its own individual approach, such as, expressive that
focuses on personal expression, poetic, that focuses on the expression of the author or the
poet and transactional that includes both the approaches of the reader and the author or the
poet. Each of this discourses are significant in their own way, comprehending both, the
structure and vocabulary of the piece and the listening and understanding skills of the
learners. However, this is true for literature as well. Many believe, historically, that there is a
divergence in approaches within the literary and non-literary sources. This, as according to
Short (1996), is known as the dispute of territory between literary and linguists critics.
However, technically, this dualism or the separation the language rom the literature are is a
myth as they are both the art of the literary text, only, there is a transactional form between
them. There is a sharp distinction in the approach but there are no such boundaries between
language and literature, as, has been claimed. However, there are four basic models of
teaching literature as propounded by Carter and Long (1991) that would benefit the learning
processes and understandings of the students. The models of teaching are the process of

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cognising, structuring and delivering and following the instructional experiences and
applying up on the understandings about the environments, which is also taught. The three
models, provided by Carter and Long are,
 Cultural Model: the cultural model of teaching represents a traditional
approach of studying where the learner is required to explore the political,
historical and social contexts along with the literary context of the topic, up on
which the student is learning. This enables the students to have a holistic
understanding of the topic and the fact that there is a universality among the
thoughts and also the fact that the thoughts and ideas are intertwined.
 Language Model: the language model approach enables the learners to access
the learning material in a systematic way and to understand the particular
features of that particular text. This approach also enables the learners to
understand the strategies involved in the literature and the teachers help the
students to deconstruct these strategies and also help them to understand the
ways of using these strategies (Savvidou. 20014).
 Personal Growth Model: this particular model is integrative in orientation.
This model bridges the gap between the cultural model and the language
model by considering particular usage of language in a particular text and also
understanding the context of the text. Hence it is often referred to as the
Integrative Model of teaching (Savvidou. 20014).
In this particular essay, the focus will be provided to the Integrative Model of teaching and
the rationale of the application of the same.

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Integrative Model:
The concept of integrative model for teaching was first introduced by Carter and
Long, however, it was developed by Don Kauchak and Paul Eggen (2012), on the works of
Hilda Taba, a great and influential teacher and an eminent scholar in the fields of academics.
The integrative model of learning includes both the concepts of cultural context and language
study. It is designed in such a way to enable the student o understand the approaches and
discourses of language, the usage of language and the strategies of using the same (Savvidou.
2004). It gives a detailed analysis of the tools and techniques involved in the process of
designing of the text. At the same time it includes the cultural contexts of the text that are
political, historical and social. This increases the thinking ability of the student, expanding his
or her imagination skill and cognition condition. It also helps the studen6s to develop the
ability to critically understanding a concept and making inferences up on that. Therefore, this
particular contributes to the development of the students as the students. It provides them a
deep understanding of the text and enables them to use organised and systematic body of
knowledge by generalising concepts, specifying facts and combining contexts and finally,
grasping the existing relationship among them (Savvidou. 20014). In an integrated approach
of studying multiple subjects and topics are read and understood through an interdisciplinary
method. The learning objectives of this particular approach are, the deep and through
understanding of the concepts and knowledge that are being provided and the use of critical
thinking skills. For example, if a person is asked to draw a comparison between two societies,
then that person must include not only the political, economic, social and cultural aspects but
also the historical, religious, demographic differences and the differences, perceived in their
personal lives. Using technological analysis is also a par of this approach. The aim of this
particular type of approach is to help the students to get involved in the process of the

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learning and to make inferences on their own from the skills and experiences taught and
learnt.
Rationale of using the Integrative Approach:
Learning through the integrative approach helps the students to grasp the relation and
interdependence of the concepts and the contexts. The students can involve the learnt
methods and strategies to inquire and solve the problems and to apply the strategies while
reflecting upon the concepts. As indicated by Duff and Maley (1990), the primary
explanations behind incorporating these components are semantic, methodological and
inspirational. Etymologically, by utilizing a wide scope of bona fide writings we acquaint
students with an assortment of sorts and troubles of English language. Methodologically,
abstract talk sharpens per users to the procedures of perusing for example the utilization of
composition, methodologies for escalated and broad perusing and so on. A coordinated model
is a phonetic methodology which uses a portion of the methodologies utilized in expressive
investigation, which investigates writings, artistic and non-abstract, from the point of view of
style and its relationship to substance and structure. Understanding of writings by students
can realize individual reactions from per users by addressing huge and connecting with
subjects. This includes the efficient and point by point examination of the elaborate highlights
of a content – vocabulary, structure, register and so on so as to discover the methods and
understandings and the implications (Short. 1996). This recommended model, as according to
O’Brien (1999) coordinates etymological depiction with translation of the content despite the
fact that to assist the unknown dialect students it isn't as specialized, thorough or investigative
as the stylistics approach. With the cautious choice of the content, it tends to be adjusted for
all dimensions. Furthermore, in conclusion, motivationally, scholarly messages organize the
pleasure in perusing since, as Short and Candlin had attested (1986), that if the teaching of
literature is regarded as important then, the reaction and response to the same is significant

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and undeniable as well. The integrated method of teaching will help the students for life time
with the inclusion of a vast area of concepts in a single study with a limited time and
resources and will enrich their knowledge and production.
Drawbacks of the Approach:
However, though the Integrative Model of Teaching is regarded as the best model of
teaching and learning, yet there are certain drawbacks in this particular approach. Firstly, one
of the major drawbacks of the approach is that it is extremely time consuming. To get a
proper and complete knowledge of a topic, one must go through lot of readings and library
works, and this is indeed time consuming. To get the whole knowledge the students are
required to involve readings from all the aspects (Mulkeen and Tetenbaum. 1987). Further, to
criticise a learning, one must develop the needed cognition and analysing power which is not
doable by everybody. Further, the integrative learning method cannot be possible without a
proper communication pattern between the teachers and the students. Without a proper
system if communication between the students and the teachers it will not be possible for the
former to develop a holistic knowledge. Therefore, certain system of learning is not viable in
the semester systems, rather it is helpful in the long terms.
Planning and Implementation:
The planning of the integrative model is an important one. It needs proper approach,
or else the process will be left incomplete. Therefore, to complete this process the following
steps are to be done.
 The teacher must choose or identify a topic at first. These topics can be from the text
book or the curriculum guide.
 The main themes and concepts of that text must be upheld and taught by the students.

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 The learners must listen to the topics or read with proper focus on the specific
concepts or topics which they are being taught or told (Savvidou. 20014).
 The learners are to provide their initial response through written texts or keeping
opinion on the subject that they are taught.
 Next, the learners are to understand and grasp the meaning of the text on the initial
level.
 Then, the learners are required to dig deep into the concepts that they are provided
and understand the structure and underlying concepts in the text.
 Further, the students are encouraged to interpret the understanding on their own and
interlink the concepts with other concepts including the different other concepts that
can be used and also to develop a critical approach and arguments towards the same
(Beach and Marshall. 1991).
Thus, this approach can help the students to have a holistic understanding of the concept
that they are taught. It will also enrich their understanding and their works with a
comparative and critical analysis. It will also contribute to their enrichment of knowledge
and outlook and will develop them and make them independent as a student.
In this context a very interesting example can be made that of the much acclaimed book,
both critically and commercially, Harry Potter and the Sorcerer’s Stone. In the film, a very
beautiful portrayal of school has been made. In the movie it is shown that the students are
taught through text books and practical skill at the same time. They are told the readings, and
are taught things through practical conducts simultaneously. They are also given day to day
assignments based on the daily readings for which, they are needed to undergo extensive
library works and all of the students are enabled to go to the library at any point of the day.
They are also provide with recreational items which is given much focus as it is needed to

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include recreational sections in order to boost the students. More importantly, each of the
subjects included practical approach, even the most theory oriented ones.
Therefore, as a concluding note, it can be said that the integrated model of teaching is
much helpful rather than the other two model of teaching. This includes a holistic approach
that will not only enable the students to develop thinking capability, improve their outlook,
enrich their knowledge and help them grow as a student, but also it will make them a better
person since they will be in possession of much knowledge. Therefore, an integrated model
will be included with extensive theoretical understandings, proper practical conducts,
extensive library works, an attitude to include comparative and critical analysis on each of the
concepts and thus produce a complete understanding of the concept that they are taught.

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References:
Beach, R. and Marshall, J., 1991. Teaching Literature in the Secondary School. Harcourt
Brace Jovanovich, 6277 Sea Harbor Dr., Orlando, FL 32887.
Savvidou, C., 2004. An integrated approach to teaching literature in the EFL classroom. The
Internet TESL Journal, 10(12), pp.1-6.
Carter, R & Long, M. (1991). Teaching Literature, Longman
Carter, R. & McRae, J. (eds) (1996). Language, Literature and the Learner. Harlow: Addison
Wesley Longman.
Carter, R. & Nash, W. (1990) Seeing through Language. Oxford: Blackwell.
Duff, Alan and Alan Maley. 1990. Literature. OUP.
O’Brien, T. (1999). “A suggested model for teaching literature”, M.Ed, course
notes, University of Manchester
Short, M. (1996) Exploring the Language of Poems, Plays and Prose. London: Longman.
Short, M. H. & Candlin, C. N. 1986. Teaching study skills for English literature. In C. J.
Brumfit & R. A. Carter (Eds.), Literature and Language Teaching (pp. 89-
109). Oxford:Oxford University Press.
Mulkeen, T.A. and Tetenbaum, T.J., 1987. An integrative model of teacher education and
professional development. Educational horizons, 65(2), pp.85-87.

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Foster, S.T., 2001. Managing quality: an integrative approach(Vol. 223). Upper Saddle
River: Prentice Hall.
Fernandez, C., 2014. KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL
CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS
FOR TEACHERS'TRAINING. Problems of Education in the 21st Century, 60.

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