How write lesson plans
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1. Begin with the end in mind - focusing on what students should learn and how it will be assessed. 2. Create a key vocabulary list to ensure understanding of important terms. 3. Determine how to introduce the lesson, whether through explanation, worksheet, or activity. 4. Decide the teaching methods, such as lecture, discussion, or independent reading, that will be used to teach content.
How write lesson plans
- 3. 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.
- 4. 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 Level LessonNumber Date John Smith Junior beginner 13 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
- 5. 15 mins Hangman 10 mins Spelling races 20 mins Play Dodge ball 5 mins Givehomework Class Notes &Homework: ActivityBook page 17 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
- 6. just threepossibilities of howyoucanhavethem practice theinformation.