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Lesson Planning

Russell Stannard . Understanding the theory A lesson plan is the map of a lesson. For administrative purposes, lesson plans show what is being taught. Many schools and institutions use lesson plans as proof of what is happening in the classroom. Schools may require all teachers to follow a set format when writing lesson plans. If not, experiment with formats until you find one that works for you. Type or write a lesson plan outline and make copies for the coming days and weeks. Keep all completed lesson plans in a folder(s). They will be a useful reference tool. If possible, use a lesson plan outline that you like and remember to keep all lesson plans for future reference. A lesson plan is an opportunity to clarify objectives. Make sure that the objectives identify appropriate learning goals. A lesson plan is an excellent way of making sure that objectives are suitable and achievable. Helping to predict and anticipate any problems or areas of difficulty is a feature of lesson plans. They are a way of looking at the future and ensuring that the students get as much as possible from the lesson. Lesson plans are a way of anticipating and avoiding problems. A lesson plan shows whether the lesson is balanced e.g. if there are sufficient student to student interactions and whether there is enough practice in the four skills i.e. listening, reading, writing and speaking. The lesson plan provides an overview of the lesson. The estimated time of each activity should be included in a lesson plan, however, it is important to be flexible. If an activity is progressing well, but is taking longer than anticipated, dont stop; adjust the time of the remaining activities accordingly. Lesson plans help you to understand what can be achieved in the time provided. A lesson plan provides information on what was planned and what actually happened. Lesson plans for the previous lesson should be used when planning the following one. Refer to things that worked well and things that didnt, and make a note of the set homework. A lesson plan is a complete record of a lesson. . Sample lesson plan The components of the sample lesson plan are:

the anticipated time of each activity (in minutes) an objective for each activity (make sure that each objective is achievable) materials required a brief account of each activity an interaction column to ensure the students have ample opportunity to speak to the teacher and their peers comments to be added by the teacher both during and after the lesson

Time (mins)

Objectives

Materials

Activities Warmer: Ask Ss to think of animal names. Write their suggestions on the board. Ss listen to tape and number pictures of animals in correct order.

Interaction

Comments / Difficulties

45

Revise animal names.

board chalk

Ss to T

Ss needed a lot of prompting.

Listen for specific 56 information.

SB TR & tape

Ss listen to tape

Very difficult. Listened to tape four times and took 10 mins. Ss need more listening practice.

45

Compare and contrast answers.

SB

Ss work in pairs and compare answers. Ss to Ss Ss to T Whole class checks T to Ss and corrects answers with T.

Read descriptions containing the new language and 45 match the sentences to pictures. Produce comparative structure with one-syllable adjectives to describe classroom objects.

AB

SS match descriptions to animals. T corrects answers with class. Ss to AB T to Ss Any SS, who complete Ss enjoyed this Ss to T this ahead of time, can start on homework exercises.

45

Ss work in pairs and use comparative adjectives to describe classroom their possessions e.g. objects pencils, rubbers. T walks around the room helping the pairs.

Ss to Ss

Ss did this well.

Teacher uses flashcards, pictures in flashcards Check Sss SB / AB and classroom SB AB 810 understanding of new objects to check SS classroom knowledge of language. objects vocabulary and language structures. Ss do five exercises in AB. They write sentences, containing comparative adjectives, to describe the animals. Ss can start this activity in class if there is time. Ss sing a song about animals (from previous unit). Ss do appropriate actions as they sing.

T to Ss Ss to T More work Ss point to needed on pictures / text animal names. on flashcards, Good knowledge in SB / AB and of comparative in the structure classroom.

Use the new Home comparative - work structure to describe pictures.

AB

Ss to AB

Did first one as example.

34

Revise animal names in a fun / lively way.

SB

whole class

Not done. Use as warmer for next lesson.

Notes: Abbreviations used in the sample lesson plan: Ss = student(s); T = teacher; SB = Students Book; AB = Activity Book; TR = tape / cassette recorder; mins = minutes . Practical considerations when writing lesson plans Have you carefully linked the activities to the stated objectives? Have you allowed time for the students to compare, contrast and correct their answers? Do you have extra activities prepared for those students that finish quickly? Have you planned to use both the SB and AB? Have you looked at the most effective way of combining the two books? Have you included different types of interactions e.g. student to student? Are you speaking too much? Are there periods when you are not the focus of attention and you can move around the class observing and helping individual students? Have you included homework in your lesson plan? . Questions 1. What are the advantages to writing a detailed lesson plan? Do you think there are any disadvantages? If so, what are they? 2. Why is it important to include the interactions in a lesson plan? 3. If some students finish an activity early, how can you prevent them from becoming bored? ====================================================
Working Collaboratively in the College EFL Classroom
Lesson Plan Provided by John Baker MAed TESL

Grade level(s) College Freshman - Seniors Level: Upper Intermediate - Advanced Subject(s): EFL Student Number: Expected Maximum 16 Students Facilities: Standard Language Institute Classroom: movable desks, white board, air conditioning, heating Materials: A4 paper, pencils, tailless sentences, cut up story, consensus cards, white board, and board markers.

Major Concepts: Critical Thinking and Reading, Dialogical Thinking, and Argumentation

Proposed Lesson Focus

The lesson focuses on a story about a medical student who was badly injured in a car accident when a drunken driver hit her. The students learn, through the course of the lesson, that many other parties may also be responsible. During the lesson, they work collaboratively in the pre and while reading stages focusing on comprehension activities surrounding the text. Then, in the post reading stage, they engage in critical reading and thinking, dialogical reasoning, and argumentation to decide which parties are at fault and how much each party should pay.

Proposed Lesson Summary

The lesson is divided into three stages, the pre, while, and post reading stage. In the prereading stage, the students begin working collaboratively to complete some conditional tailless sentences to activate their schemata about drunk driving, product liability, road conditions, and car accidents. Then, using the ideas they developed in the tailless sentence stage, the class discusses problems specific to the country they live in to further activating their schemata. Afterwards, the instructor discusses the upcoming text with them to build interest in the text. In the while reading stage, they begin a communicative jumble activity where the students work collaboratively using their knowledge of structure, lexis, and cohesion to reorder a text. Then, they collaboratively answer some follow up comprehension questions. In the post reading stage, they conduct a consensus ordering activity which utilizes critical reading and thinking, dialogical reasoning, and argumentation. Finally, the instructor conducts a closing discussion.

Proposed Lesson Plan

I. Prereading Stage

Step 1:

The instructor generates interest in the upcoming subject and text through a short tailless sentence exercise which the students complete in pairs:

If If If If

a a a a

drunk driver causes a car accident, he/she should company makes defective cars that hurt people, it should person drives too fast and has a car accident, he/she should city doesn't take care of its roads and someone has a car accident, the city should

* Activity adopted from Kippel's Keep Talking

Step 2:

To further generate interest in the upcoming text, the teacher leads a discussion about the students' responses to the previous tailless sentence exercise, similar problems in the country they live in, and the upcoming text.

II. While Reading Stage

Step 1: The class is broken up into groups of three. Each group is given a jumbled paragraph and asked to put it back together in the proper order. Collaboratively, they use their knowledge of structural, lexical, and cohesive clues to put it back together. The instructor helps only where absolutely necessary.

Example of Jumbled Material:

*On the night of December 1, Ms. Melissa Brown, a 29-year-old third year medical student,

*According to the testimony at the trial, Mr. Jones' car was traveling

*15 mph over the speed limit when it went out of control and hit Ms. Brown's car on an icy poorly lit street. The resulting collision caused

*Cadillac Seville driven by Mr. James Jones, a 56-year-old millionaire vice president of a local architectural firm.

*was returning home from a New Year's eve party.

At approximately 12:45 AM, her Ford Pinto was hit from the rear by a

*completely disfiguring her from the neck down. Doctors say she will never be able to move that part of her body again unless she receives

*extensive medical help. For these reasons, Ms. Brown filed the largest civil suit in U.S history --25 million dollars.

*the Pinto' s bumper to crumple and its gas tank caught fire.

*Mrs. Brown suffered third degree burns over the top half of her body,

Example of Reconstructed Material:

On the night of December 1, Ms. Melissa Brown, a 29-year-old third year medical student, was returning home from a New Year's eve party.

At approximately 12:45 AM, her Ford Pinto was hit from the rear by a Cadillac Seville driven by Mr. James Jones, a 56-year-old millionaire vice president of a local architectural firm.

According to the testimony at the trial, Mr. Jones' car was traveling 15 mph over the speed limit when it went out of control and hit Ms. Brown's car on an icy poorly lit street. The resulting collision caused the Pinto' s bumper to crumple and its gas tank caught fire.

Mrs. Brown suffered third degree burns over the top half of her body, completely disfiguring her from the neck down. Doctors say she will never be able to move that part of her body again unless she receives extensive medical help. For these reasons, Ms. Brown filed the largest civil suit in U.S history --25 million dollars.

* Material adapted from Brook's The Non-Stop Discussion Workbook: Problems for Intermediate and Advanced Students of English. *Activity adapted from Peter Grundy's Newspapers: Resource Books for Teachers

Step 2:

The students remain in their groups and answer some comprehension questions about the text:

Who hit Ms. Browns car? How fast was Mr. Jones going? What were the road conditions? Why did Ms. Brown's car catch fire? What happened to Ms. Brown? How much money did the judge award Ms. Brown?

Step 3:

The instructor leads a short discussion about the answers in preparation for the next activity.

III. Post Reading Stage

Consensus Activity

Step 1:

The students are told they are going to read more about what happened at the trial. They need to decide which parties are most at fault and order the cards representing the parties from most at fault to least. Then, the students need to award monetary damages.

Consensus Ordering Cards

Mr. James Jones: Mr. Jones' drunkenness undoubtedly led him to exceed the speed limit and affected his ability to react to treacherous street conditions. As a result of the accident, he was found guilty in criminal court of negligent contribution to the accident.

Amount of money Mr. Jones must pay Ms. Brown: Reason (s): The Disco bar: According to California law, the owner of a bar can be held legally responsible for allowing a drunk patron to leave the premises. Mr. Jones had been drinking at the Disco bar for four hours prior to the accident. Testimony revealed that the manager of the bar knew Mr. Jones was drunk and did nothing.

Amount of money the Disco Bar must pay Mrs. Brown. Reason (s):

The city of Los Angeles, Maintenance Department: At the time of the accident, though unusual, snow had been falling for six hours. According to testimony, the Department had made no attempt either to clear the streets or post warning signs.

Amount the Department must pay Ms. Brown: Reason (s): The Ford Motor Co.: Tests of all models of the Pinto revealed a critical deficiency in the structural design that made it easier for the gas tank to rupture on contact. Ford Motor Co. allegedly knew of the defect, yet did nothing. Over 500 similar accidents have been reported nationwide.

Amount Ford must pay Ms. Brown: Reason(s): The Harper Aluminum company: According to strict regulations, the bumpers of cars must be built to withstand an impact of 35 miles per hour (mph) without crumpling. Ms. Jones was gong approximately 35 mph in a 20-mph zone when the accident occurred. Nonetheless, the rear bumper crumpled immediately, allowing the gas tank to be exposed.

Amount Harper must pay Ms. Brown Reason (s): The Department of Health, Education and Welfare WEH, Washington DC.: This department has the legal responsibility to verify that all car models are free from structural defects. Apparently, inspectors were negligent in checking the Pinto bumper and gas tank.

Amount the Department of Health must pay Ms. Brown Reason (s): The State of California, Department of Motor Vehicles, Inspection Division: This division is authorized by the state to retest for structural defects any and every vehicle sold in the state. This was not done in the case of the Ford Pinto because of administrative error.

Amount the Department of Health must pay Ms. Brown Reason (s):

* Material adapted from Brooks' The Non-Stop Discussion Workbook: Problems for Intermediate and Advanced Students of English.

Step 2:

The students begin individually and decide what parties are most at fault and what part of the 25 million dollars each should pay.

Classroom Organization

Step 3:

The individual students join in small groups and negotiate with their team members about which parties are most at fault and award monetary damages. The members of the group each give reasons for their proposal. Afterwards, the group comes to a consensus.

Classroom Organization

Step 4:

Each small group is joined with another group of equal size to form larger groups and the activity is repeated.

Classroom Organization

Step 5:

The large group is joined with another large group to form a whole class activity where the activity is again repeated.

Classroom Organization

Step 6:

The instructor leads a closing discussion about the activity, the discussion, and the conclusions.

*Activity adapted from Penny Ur's Discussions That Work

Assessment Pre Reading Stage:

The students are assessed on how well they participate collaboratively in each step. The tailless sentences are reviewed for grammatical accuracy in oral production, but they are not formally assessed. Instead, the results are used to evaluate the class' needs for future work.

While Reading Stage:

The students are only assessed on how well they participated in the group activity. This is a collaborate activity which utilizes the students' knowledge of structure, lexis, and cohesion, and is not evaluated formally. Problem language areas are noted for future work.

Post Reading Stage:

The students are only assessed on how well they performed in each step of the group activity. This is an activity which encourages language stretching, critical reading and thinking, dialogical reasoning, and argumentation. Formal assessment would not be appropriate as it might hinder the process. Problem language areas are noted for future work.

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