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How write lesson plans

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Page 1: How write lesson plans

Group activity 1

Page 2: How write lesson plans
Page 3: How write lesson plans

Group activity 2

True or false ?

1. As arule, textbooks are accompaniedby a Teacher’s Guide

with ready made lesson plans, which means that teachers

don’t have to do any additional planning.

2. Writetheassessmentfirst, theyyouwouldbebetterableto

focus yourlesson on whatisessential.

3. Trynottoalwaysrelysolely on yourtextbook for lessons. At

the same timemake sure thatyou evaluate anyothersourceyoumightuselikeotherbooks,

teachers, writtenresources, and internet web pages.

4. Someschooldistrictsrequirestandardstobelisted on thelessonplanswhileothersdon't.

Make sure thatyoucheckwithyourcurriculafirst.

5. Overplan, overplan, overplan. It ismucheasiertocutthings out

of a plan or continue it thenextdaythanfillupfifteen or twenty extra

minutes.

6. Ifpossible, connecthomeworkto real life.

Thiswillhelpreinforcewhatthestudentsshouldbelearning.

Group activity 3

ARRANGE THE LESSON PLANNING STEPS IN LOGICAL ORDER

RequiredMaterialsandEquipment

Here, you determine whatsupplies are

requiredtohelpyourstudentsachievethestatedlessonobjectives.

Direct Instruction

Whenwritingyourlesson plan, thisisthesectionwhereyouexplicitly delineate

howyouwillpresentthelesson'sconceptstoyourstudents.

AssessmentandFollow-Up

The lessondoesn't end afteryourstudents complete a worksheet. The

assessmentsectionisone of themost important parts of all.

Anticipatory Set

Beforeyou dig intothe meat of yourlesson'sinstruction, set thestage for

yourstudentsbytappingintotheir prior knowledgeandgivingtheobjectives a context.

Page 4: How write lesson plans

Guided Practice

Underyoursupervision, thestudents are given a chanceto practice

andapplytheskillsyoutaughtthemthrough direct instruction.

Independent Practice

Throughhomeworkassignments or other independent assignments, yourstudentswill

demonstrate whether or nottheyabsorbedthelesson'slearninggoals.

Closure

In theClosuresection,

outlinehowyouwillwrapupthelessonbygivingthelessonconceptsfurthermeaning for

yourstudents.

ObjectivesandGoals

The lesson'sobjectives must beclearlydefinedand in linedwith district and/or state

educationalstandards.

Group activity 4

Analysethelesson plan below

Teacher

John Smith

Level

Junior beginner

LessonNumber

13

Date

21/9/10

AimsandObjectives: Grammar, vocabularyand spelling

Grammarpoint: Canyou…? Yes I can/No I can’t

MaterialsNeeded: Pen, paper, board, flashcards

Time Activity (page/book/description)

5-10 mins Roll callandhomework

10 mins Spelling game

2-5 mins Explainthegrammarpoint

10 mins Flashcardactivities

5-10 mins TPR game: Teachersays an actionthestudents do it

Page 5: How write lesson plans

Feedback

This plan isnotverygood for severalreasons. Firstly, it isnotstructured in anykind of

sensibleorder. The ways in whichtheteacherwill deal

withthegrammarpointisnotclearwhatsoeveranddoesn’tseemtohave a logicalorder in terms of

presenting, practicingandplaying. The activitiesthemselves are put into a randomorderwith no

real sense of howonewillnaturallyleadintotheother. The lack of detail isanotherseriousflaw.

Withvaguementions of

activitiestheteachermayeasilylosetheirwayduringthelessonwithoutanywaytoremindthemselves

howgamesandactivitiesshouldbedoneproperly. Thereis no mention of

interactionsandpurposewitheach aspect of thelessonsotheteacherisnotmaking sure

thattheycoveralltheessentialelements of theclass. Finallythetimings are obscure anduncertain.

Therefore it isdifficult for theteachertokeeptrack of eachhowlongtheyshouldbespending on

eachactivityandwheretheyshouldbe at anygivenpointduringthelesson.

Chooseyour top

4lessonplanningtipsfromthelistbelow

- Begin withthe end in mind. What do

youwantthestudentstolearnfromthislesson? Whatstandards

are youmeeting? Whatagestudents are youtryingtoreach?

How are yougoingtoassessthatlearning?

- Create a keyvocabularylistthatyouwilladdto as youwrite out yourlesson plan

procedure. Thiswillhelpyou remember termsthatyouneedtomake sure

thestudentsunderstand as theyworkthroughthelesson.

- Determine howyouwill introduce thelesson. For example, willyouuse a simple oral

explanation for thelesson, an introductoryworksheet, or an interactivity of some sort.

- Decide themethod(s) youwillusetoteachthe content of yourlesson. For example, does it

lenditselfto independent reading, lecture, or wholegroupdiscussion? Sometimes it

isbesttouse a combination of thesemethods, varyingteachingtechniques: beginningwith

a coupleminutes of lecture, followedby a

shortwholegroupdiscussiontoensurethatthestudentsunderstandwhatyouhavetaughtthem.

- Determine howyouwillhavethestudents practice

theskill/informationyou just taughtthem. Will youhavethem

complete independent practice, use a wholegroupsimulation,

or allowstudentstoworkcooperatively on a project? These are

15 mins Hangman

10 mins Spelling races

20 mins Play Dodge ball

5 mins Givehomework

Class Notes &Homework: ActivityBook page 17

Page 6: How write lesson plans

just threepossibilities of howyoucanhavethem practice theinformation.