SEMI-DETAILED LESSON PLAN

ENGLISH 3 (Developmental Reading)

I. Objectives

At the end of the lesson, with 80% proficiency, students will be able to:

a. Define what schema theory is and its types;

b. Identify the different schema types; and

c. Apply the three basic types of schema in reading.

II. Subject Matter

Topic: Preview on reading

Subtopic: Schema Theory in Reading

Materials: cartolina, marker, double-sided tape, scotch tape, scissor, ruler and

colored paper

References: Theory and Practice in Language Studies (2013), retrieved

January 25, 2018 from, Canadian Center of Science and Education, Adams,

M.J. and Collins, A.M. (1979). "A schema-theoretic view of reading" in

Fredolle, R.O. (ed.) Discourse Processing.' Multidisciplinary Perspectives.

Norwood N. J. Ablex., retrieved January 25, 2018 from, www.ccsenet.org/elt

English Language Teaching Vol. 5, No. 11; 2012

III. Procedure

A. Routinary Activity

1. Checking of classroom condition

2. Greetings

3. Checking of attendance
 B. Motivation

The teacher will let the students play a simple game with a title “The

Absolute Pitch Game”.

C. Lesson Proper

The teacher will discuss what reading is and a brief history of it.

The teacher will explain the schema theory in reading and the schema

types.

Schema theory is an explanation of how readers use prior knowledge to

comprehend and learn from text (Rumelhart, 1980).

1. Formal schema refers to "background knowledge of the formal, rhetorical

organizational structures of different types of texts" (Carrel and Eisterhold,

1983).In other words, formal schema refers to the knowledge of the ways

in which different genres are presented, with reference to Richards et al.

(2000), they point out that schema or macro- structure refers to file

underlying structure which accounts for the organization of a text or

discourse. Different kinds of texts and discourse (e.g. stories, description,

letters, reports, poems) are distinguished by the ways in which the topic,

propositions, and other information are linked together to form a unit. This

underlying structure is known as formal schemata. For example, the

schema underlying many stories is: story=setting (state+state) +episodes

(events) +reaction. That is, stories consist of a setting in which the time,

place, and characters are identified, followed by episodes leading towards

a reaction. Different genres have different structure. Lack of such kind of

 knowledge also contributes considerably to the problems in reading

comprehension.

2. Content schema refers to "background knowledge of the content area of

the text" (Carreli and Eisterhold, 1983). It contains conceptual knowledge

or information about what usually happens within a certain topic, and how

these happenings relate to each other to form a coherent whole. It is an

open-ended set of typical events and entities for a specific occasion. For

example, schema for going to a restaurant would include information

about services, menus, ordering dishes, paying the bill (giving a tip), and

so on .Content schema are largely culture-specific. Therefore, cultural

schema is usually categorized as content schema.

3. Linguistic schema refers to the knowledge about vocabulary and

grammar. It plays a basic role in a comprehensive understanding of the

text. Eskey (1988) claims that "good readers are both decoders and

interpreters of texts, their decoding skills becoming more automatic but no

less important as their reading skill develops". This is because that

"Language is major problem in second language reading, and that even

educated guessing at meaning is no substitute for accurate decoding"

(Eskey,1988).In other words, successful comprehension of any text is

impossible without effective decoding skills.

 D. Activity

The class will play the "Drop it hear" Game. There will be a big illustrated

Brain in the board and all they're going to do is drop the assigned cards in

that brain. Those cards contains sentences/ situations/ phrases that has a

relevance to the topic that is being discussed and they need to identify the

appropriate type of schema that is used in that particular card before

dropping it to the brain.

E. Generalization

The teacher will call few students from the class to simply summarize/

share what he/she have learned from what was being discussed.

IV. Evaluation

(FORMAL SCHEMA, LINGUISTIC SCHEMA, CONTENT SCHEMA,

SCHEMA) (2 pts.)

FS 1. Schema that is related to the rhetorical structure of a written text.

CS 2. Refers to knowledge about the subject matter or content of a text.

LS 3. Includes the decoding features a person needs in order to understand

how words are organized and fit together in a sentence.

CS 4. Remembering the definition of the word LOVE.

FS 5. Recalling the format or how the BLOCK letter was being constructed.

FS 6. The exam is familiar to you because you already encountered the same

exam before.

LS 7. Reviewing yourself through listening to your classmate.

 LS 8. Analysing the question that was said by your teacher

You heard the word "Woman" then you remember that it was all about

feminism.

CS 9. You memorized the meaning of gratitude then when someone ask you

about it, you quickly responded because is retains in your mind.

Schema 10. It is an abstract structure of knowledge, a mental representation

stored in memory upon which all information processing depends.

V. Assignment

Write a short paragraph about the Schema theory and is types.

50%- Content

50%- Organization