Lesson Planning
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The document discusses the key components and structure of an effective lesson plan. It notes that a lesson plan should consider student background, objectives, skills, activities, materials and time constraints. The stages of a lesson plan are the beginning, middle and end. An effective plan provides details on class description, objectives, activities, time management, potential issues and assessment. The goal is to engage students, introduce new concepts, provide practice and connect lessons to maximize learning.
Lesson Planning
- 1. Presented by: JAY CAHILIG- TUMACA
- 2. Stages of lesson plan Beginning Middle End
- 3. WHEN SELECTING A LESSON PLAN TEACHER MUST CONSIDER THE: -Background of the students, -The objectives of the lesson, -The skills to be taught, -The activities, -Materials and text, -Time Bound -connections to previous and future lessons. Lesson plan will vary with the individual preferences and experiences
- 4. Most lesson plans begin with a brief description of the class and the students The time and date Competency requirements and published standards List of grammatical structures and key vocabulary terms
- 5. Teachers also find it wise to note what has been covered during the previous class or what students already know. The day’s goal and objectives should be included and the instructional materials needed Reminder on what to bring and prepare in the class and the things need to return or to be collected.
- 6. Objectives should also follow the ‘S.M.A.R.T rule’: • Specific • Measurable • Attainable • Result-oriented • Time bound
- 7. LESSON’S CONTENT –this includes the following: Procedures or activities along with transition notes Time management Seating arrangements Teacher must know what may go wrong and must provide action and solutions.
- 8. Lessons usually begins with warm-up or review activities. Teacher need to connect the previous lesson to the day’s lesson and how they want to interest and motivate students for the days activities. Presentation and practice stages of the lesson.
- 9. Into, through, beyond (Brinton, Goodwin, and Ranks 1994); -describes the language form of content is introduced and presented Engage, study, activate (Harmer 1998) Lead-in, elicitation, explanation, accurate reproduction, and immediate creativity (Harmer 1998) -comprehension is checked before a guided practice is implemented
- 10. Verbalization, automatization and autonomy (Ur 1996) - some type of less structured, communicative activity takes place for students practice. The communicative stage is used to connect previous knowledge to new knowledge.
- 11. predict how long a certain activity will take It is important to note the number of minutes allotted for each activity in the margin of
- 12. Random pairs or rationale groupings Planning these seating arrangements beforehand helps the class run smoothly and saves time.
- 13. For various activities should also be noted in the lesson plan. Pre- planning pair and group work seating arrangements is more efficient than standing in front of the class and moving students around randomly.
- 14. Teacher also need to anticipate where a lesson may break down. Especially when trying out a new activity or teaching a grammar point. This type of forethought is especially important for lessons that rely on technology or equipment that may fail or may not be available as planned.
- 15. The final section of a lesson plan should include the following: -Comments or Notes such as: 1. review or summary of the lesson. 2. what needs to be covered during the next class session or activity that need to be on hold or teaching points to be covered 3. Unanswered Questions -Homework
- 16. Bring lesson to an end Review key points Tie everything together
- 17. • Used to assess students knowledge • Activities worked or did not worked • Students reactions to the lesson • Provides grades for report cards • Keeps parents updated
Editor's Notes
- #7: Specific means only one objective is discussed at a time. Attainable describes the parameters for achieving the objective. Measurable refers to the precise evaluation method that will be applied.
- #13: Provides opportunities for students to practice new learning while the teacher is closely monitoring. Utilize manipulative and concrete materials. Utilize partners or groups. Should include examples from the teacher. Allows the teacher an opportunity to prevent students from “practicing misinformation.”
- #14: Provides opportunities for students to practice new learning while the teacher is closely monitoring. Utilize manipulative and concrete materials. Utilize partners or groups. Should include examples from the teacher. Allows the teacher an opportunity to prevent students from “practicing misinformation.”
- #15: Provides opportunities for students to practice new learning on their own. The IP should match your Lesson Objective! Provides opportunities to develop speed, accuracy and internalization of new information. Should be meaningful- not busy work. Strive for activities that require thinking, reasoning, organizing, creating, researching ….not just worksheet after worksheet.
- #17: Lesson Closure Ask questions of the students to check for understanding. •“Tell me what you’ve learned” •“Explain what we’ve done so far” •“What can you do now, that you couldn’t do before the lesson?” Though a lesson may be continued when the class returns later in the week, there still needs to be a closure for each lesson. Good closure includes: Recalling the objective for the lesson Reminding them of what was important Previewing the next lesson Directing students to the syllabus for assignments and deadlines Not getting ‘caught by the bell’; saving time for your closure!!!
- #18: Student Performance: How did the students react to the lesson? Did they learn the material? How do you know? Teacher performance: Reflect on how well you delivered instruction. What went well and what did not? Why? What would you change? What would you keep the same? Which parts of the lesson were confusing and/or not helpful for the students? Describe your Classroom Management for this lesson plan. What management issues interfered with the lesson; what management issues supported the lesson. Give evidence. What needs to be changed?