www.nvcc.edu/workfo
EDUC 1724: Lesson Planning

American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community C...
Overview
•
•
•
•
•

Lesson Objectives
Lesson Phases
Assessment
Lesson Plan Samples Evaluation
Lesson Plan Presentation

ww...
Reflection
• What makes a good
lesson or a bad
lesson?
• What aspects of
lesson planning are
the most daunting?

www.nvcc....
Lesson Planning
"An actual lesson plan is the end point of
many other stages of planning that culminate
in a daily lesson....
Lesson Planning Considerations
• Learner needs
• Choosing &
organizing content
• Objectives
• Review
• Learner involvement...
Lesson Planning
• Lesson Continuity
– Links or threads connect lessons

• Recursiveness/Recycling Material
– Looping back ...
Why do we plan?
• Forces us to reflect on the lesson’s priorities
and objectives for learning.
• Provides a guide to help ...
Time

PPP

TBLT

•

Before Class

•

Lesson Objectives

•

Lesson Objectives

•
•

10-15 mins (TBLT)
15-30 mins (PPP)

•

...
Determining Lesson Objectives
• Objective = the end goal of the lesson
• What will the students be able to do at the
end o...
SBWAT: Students Will Be Able To…
• Write lesson objectives on the board before
class begins.
– Clear Objective:
• Students...
Lesson Objectives - Practice
• Look at a sample lesson plan. What do you
think are the lesson objectives?
• Compare your o...
Presentation/Pre-Task Phase
• Settle students into classroom mindset
• Review previous lesson material & check
homework
• ...
Presentation/Pre-Task Phase
• Activating Schema
– Generate interest and motivation for learning
– Draw on what students al...
Presentation/Pre-Task Phase
• A jumping off point.
• Presents an authentic situation, picture, piece
of realia, reading te...
Presentation/Pre-Task Phase (cont.)
• Provides samples or elicits production of the
language feature your lesson is design...
Presentation/Pre-Task Phase
• Highlighting/Discovery Phase
– Scaffolds activity/task for students so they can
discover the...
Presentation/Pre-Task Phase (cont.)
• Explanation Phase
– Gives students a framework/rules to refer to during
practice act...
Presentation/Pre-Task - Practice
• Look at the presentation phase in the sample
lesson.
• Does it help students try to dis...
Practice/Task Phase (cont.)
• Activities should:
– Generate the target feature
– Move learners towards meeting the lesson ...
Controlled &
Communicative Activities
Controlled

Communicative

• Restricted use
• Authentic use
• Comprehension & accura...
Practice/Task Phase - Practice
• Look at the practice/task phase of the sample
lesson plan with a partner.
• Explain why t...
Assessment
• Most common at the end of a lesson in PPP.
• Build assessment at the end of each activity,
as in TBLT.
• Asse...
Assessment (cont.)
• Use comprehension checking questions:
–
–
–
–

Yes/No “Did the man decide to go to the store?”
Choice...
Assessment (cont.)
• Informal Assessment
– Circulate and observe during pair or small group work.
– Adjust grouping if stu...
Time Management
• Before the Lesson Begins:
– Create class routines
– Estimate time for each phase of the lesson.
• 10-30 ...
Time Management (cont.)
• During the Lesson:
– Start and end on time!
– Watch your pacing – compare planned to actual
time...
Time Management (cont.)
• Allow for:
– Transition time & moving into groups
– Summarizing what’s been covered in class
– W...
Time Management - Practice
• Look at each activity in a sample lesson plan.
• Estimate the time each activity will take an...
Sample Lesson Plans
• In pairs…
– Review sample lesson plans against the lesson
planning rubric.
– Discuss what rating you...
Put it into Practice
• Choose a “class scenario.”
• Create a 60 minute lesson plan to teach:
– A language function or gram...
Put it into Practice (cont.)
• Include three phases:
– Presentation/Pre-task
– Practice & Perform/Task
– Assessment/Post –...
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Educ 1724 lesson planning

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  • A good lesson plan guides but doesn't dictate what and how we teach.
  • Find all the (verbs, questions, main ideas, etc) in the passage. Do you see any pattern?
  • Educ 1724 lesson planning

    1. 1. www.nvcc.edu/workfo
    2. 2. EDUC 1724: Lesson Planning American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
    3. 3. Overview • • • • • Lesson Objectives Lesson Phases Assessment Lesson Plan Samples Evaluation Lesson Plan Presentation www.nvcc.edu/workfo
    4. 4. Reflection • What makes a good lesson or a bad lesson? • What aspects of lesson planning are the most daunting? www.nvcc.edu/workfo
    5. 5. Lesson Planning "An actual lesson plan is the end point of many other stages of planning that culminate in a daily lesson." (Jensen, Linda. "Planning Lessons." 2001) Course Module Week Lesson www.nvcc.edu/workfo
    6. 6. Lesson Planning Considerations • Learner needs • Choosing & organizing content • Objectives • Review • Learner involvement • • • • Materials Activities Flexibility Assessment www.nvcc.edu/workfo
    7. 7. Lesson Planning • Lesson Continuity – Links or threads connect lessons • Recursiveness/Recycling Material – Looping back to language features or topics • Depth, not breadth! – Mastery is the aim, not finishing the book. www.nvcc.edu/workfo
    8. 8. Why do we plan? • Forces us to reflect on the lesson’s priorities and objectives for learning. • Provides a guide to help us stay on track and manage time. • Provides us with a foundation for refinement when we reflect later. • Ensures no crucial parts are left out. www.nvcc.edu/workfo
    9. 9. Time PPP TBLT • Before Class • Lesson Objectives • Lesson Objectives • • 10-15 mins (TBLT) 15-30 mins (PPP) • Presentation • Motivation • Highlighting • Pre-Task • Motivation • Similar task • • 15-30 mins (TBLT) 10-15 mins (PPP) • Practice & Perform • • Controlled to Communicative Activities • 10-15 mins (TBLT & PPP) • Assessment & Wrap Up • Task • Communicative Practice Post Task • Assessment & Wrap Up www.nvcc.edu/workfo
    10. 10. Determining Lesson Objectives • Objective = the end goal of the lesson • What will the students be able to do at the end of this lesson? • How students can demonstrate that they have mastered the lesson content. • Not about what how much material the teacher covers. www.nvcc.edu/workfo
    11. 11. SBWAT: Students Will Be Able To… • Write lesson objectives on the board before class begins. – Clear Objective: • Students will be able to use the regular form of simple past to describe a workplace accident. – Unclear Objective: • Students will learn about the simple past. www.nvcc.edu/workfo
    12. 12. Lesson Objectives - Practice • Look at a sample lesson plan. What do you think are the lesson objectives? • Compare your objectives with a partner and discuss. • Then compare your objectives with the actual objectives. www.nvcc.edu/workfo
    13. 13. Presentation/Pre-Task Phase • Settle students into classroom mindset • Review previous lesson material & check homework • Introduce the focus of the lesson – activating prior knowledge (schema) www.nvcc.edu/workfo
    14. 14. Presentation/Pre-Task Phase • Activating Schema – Generate interest and motivation for learning – Draw on what students already know, expect, need, and/or have experienced – Create active learners who can make connections www.nvcc.edu/workfo
    15. 15. Presentation/Pre-Task Phase • A jumping off point. • Presents an authentic situation, picture, piece of realia, reading text, dialogue, video • A good language presentation uses authentic language to participate in an authentic communicative event • Results in solving a real-world problem. www.nvcc.edu/workfo
    16. 16. Presentation/Pre-Task Phase (cont.) • Provides samples or elicits production of the language feature your lesson is designed to explore. • Should be relevant to students’ needs = interesting. www.nvcc.edu/workfo
    17. 17. Presentation/Pre-Task Phase • Highlighting/Discovery Phase – Scaffolds activity/task for students so they can discover the target feature on their own and use it to solve a problem. – Hold back your urge to instruct. Engage students in hypothesis testing. – Discovery builds students’ confidence that they can “figure it out.” – Fluency first – accuracy second! www.nvcc.edu/workfo
    18. 18. Presentation/Pre-Task Phase (cont.) • Explanation Phase – Gives students a framework/rules to refer to during practice activities. – Helps students see what worked and what didn’t work during their discovery phase. – Use a model or diagram. www.nvcc.edu/workfo
    19. 19. Presentation/Pre-Task - Practice • Look at the presentation phase in the sample lesson. • Does it help students try to discover the target feature for themselves? If so, how? • Discuss with a partner how it would motivate learners and/or help them review previous material. www.nvcc.edu/workfo
    20. 20. Practice/Task Phase (cont.) • Activities should: – Generate the target feature – Move learners towards meeting the lesson objectives – Enable students to use language in real-world situations – Build upon each other – from easier to harder – Involve genuine communication – Be varied and allow for choice – Allow learners to demonstrate mastery www.nvcc.edu/workfo
    21. 21. Controlled & Communicative Activities Controlled Communicative • Restricted use • Authentic use • Comprehension & accuracy • Fluency and extension • Feedback & correction during • Feedback & correction afterward • Repetition/drills • Scripted role plays • Cloze activities • Role plays • Surveys • Information gap tasks www.nvcc.edu/workfo
    22. 22. Practice/Task Phase - Practice • Look at the practice/task phase of the sample lesson plan with a partner. • Explain why the instructor has sequenced the practice activities in the way he/she has. • How do they build on each other? • Do the language practice and application activities connect to the lesson objectives? www.nvcc.edu/workfo
    23. 23. Assessment • Most common at the end of a lesson in PPP. • Build assessment at the end of each activity, as in TBLT. • Assessment helps you to determine: – Did learners master the lesson objectives? – Whether to move forward or spend more time on the target feature (a.k.a. Depth, not breadth). www.nvcc.edu/workfo
    24. 24. Assessment (cont.) • Use comprehension checking questions: – – – – Yes/No “Did the man decide to go to the store?” Choice “Did the man decide to go to the store or go home?” Open Ended “What did the man decide to do?” Ask comprehension questions at each stage in the lesson. • “Do you understand?” questions don’t provide reliable answers b/c students will often say “yes.” www.nvcc.edu/workfo
    25. 25. Assessment (cont.) • Informal Assessment – Circulate and observe during pair or small group work. – Adjust grouping if students need more direction. • Homework – Dual function: student practice & extension and teacher assessment – Connect to your lesson objectives – Allow class time to explain instructions – Extend to real-world activities www.nvcc.edu/workfo
    26. 26. Time Management • Before the Lesson Begins: – Create class routines – Estimate time for each phase of the lesson. • 10-30 mins per phase – Have an extra activity for early finishers. – Decide what you could teach next time if going over. – Plan transitions/links between activities. – Plan a variety of pair and group work. www.nvcc.edu/workfo
    27. 27. Time Management (cont.) • During the Lesson: – Start and end on time! – Watch your pacing – compare planned to actual time. – Tell students how much time they have for each activity & give warnings. – Be flexible • Skip, shorten, or save for the next class. • Don’t miss those “teachable moments.” www.nvcc.edu/workfo
    28. 28. Time Management (cont.) • Allow for: – Transition time & moving into groups – Summarizing what’s been covered in class – Wrap-up and homework phase www.nvcc.edu/workfo
    29. 29. Time Management - Practice • Look at each activity in a sample lesson plan. • Estimate the time each activity will take and write the time in the space provided. • Compare your times with a partner. • If you needed to make the lesson shorter, what would you modify, remove, or save for the next class? www.nvcc.edu/workfo
    30. 30. Sample Lesson Plans • In pairs… – Review sample lesson plans against the lesson planning rubric. – Discuss what rating you would give each lesson plan. – Discuss ways to improve the lesson plan. www.nvcc.edu/workfo
    31. 31. Put it into Practice • Choose a “class scenario.” • Create a 60 minute lesson plan to teach: – A language function or grammar point – A primary & secondary skill • Speaking & listening or Reading & writing • Organize your lesson using an SLA methodology. • List lesson objectives. www.nvcc.edu/workfo
    32. 32. Put it into Practice (cont.) • Include three phases: – Presentation/Pre-task – Practice & Perform/Task – Assessment/Post –task • Identify a time estimate for each activity. • Present your lesson plan to the class. • Incorporate feedback and email to: – tambridge@nvcc.edu/chatch@nvcc.edu www.nvcc.edu/workfo

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