Bridging the Gap to Effective Lesson Planning in Grammar and Literature for Pre-Service Teachers

Abstract

This research promotes Sustainable Development Goal 4 and Code of Ethics for Professional Teachers. This qualitative research examined grammar and literature lesson planning challenges and their causes through content analysis of the lesson plans, semi-structured interviews, and focus group discussions among 43 pre-service teachers in Nueva Vizcaya, Philippines. Confidentiality was guaranteed, informed consent was acquired, and participation was voluntary. The challenges faced are centered on the structures of English, content, form, approaches, integration, and attitude. The causes are the complexity of the language, inadequate understanding of the genres and elements of literature, format, and approaches, few teaching resources, lack of experience and difficulty in recognizing multiple intelligences, and lack of interest in writing. The findings suggest to incorporate emphasis and study on lexicogrammar and law of practice, literary criticism, DepEd format, researches on approaches, differentiated instruction, and demonstration teaching. Future research may address the challenges associated with translating lesson plans into actual instruction.