The document provides guidance on writing effective lesson plans, including key elements such as objectives, materials, and assessments. It explains how to write clear, measurable objectives using Bloom's Taxonomy and provides examples of well-written and poorly-written objectives. Guidelines are given for structuring a lesson plan and defining the terminal and enabling objectives.

1. Writing a
lesson
plan
Lect. Kusuma Pitukwong

2. Essential lesson plan elements
• Unit: 2
• Date planned to teach: September 12th , 2018
• Unit Title: Imagination
• Time: 50 minutes
• Class: 2/1, 2/2

3. Basic Education Core Curriculum
• 4 Strands
1. Language for Communication
2. Language and Culture
3. Language and Relationship with
Other Learning Areas
4. Language and Relationship with
Community and the World

4. Basic Education Core Curriculum
1. Language for Communication
Standard FL1.1: Understanding and ability in
interpreting what has been heard and read from
various types of media, and ability to express
opinions with reasons.
StandardFL1.2: Possessing language communication
skills for effective exchange of information; efficient
expression of feelings and opinions.

5. Strand 1 Language for Communication
• Standard F1.3: Ability to present data, info,
concepts and views about various matters
through speaking and writing.

6. Strand 2 Language and Culture
F 2.1: Appreciation of the relationship between
language and culture of native speakers and
capacity for use of language appropriate to
occasions and places.
F 2.2: Appreciation of similarities and
differences between language and culture of
native and Thai speakers, and capacity for
accurate and appropriate use of language

7. Strand 3 Language and Relationship
with Other Learning Areas
Standard F3.1: Usage of foreign languages to link
knowledge with other learning areas, as
foundation for further development and to seek
knowledge and widen one's world view.

8. Strand 4 Language and Relationship
with Community and the World
Standard F 4.1: Ability to use foreign languages
in various situations in school, community and
society.
Standard F4.2: Usage of foreign languages as
basic tools for further education, livelihood and
exchange of learning with the world community

9. Lesson plan components
• Terminal Objective
• Enabling Objectives

10. Terminal Objective
Terminal Objective is a statement in specific and
measurable terms that describes what the
learner will be able to do as a result of engaging
in a learning activity.

11. Examples of Terminal Objectives
To interview their friends about activities they
do.
To do a role play about asking and giving
directions.
To summarize the main idea of reading
passage.
To write a narrative paragraph to describe the
past event.

12. Enabling Objectives
• The enabling objectives should outline a
sequence of learning activities for the
instruction phase of the lesson plan. They
essentially outline the steps necessary for a
learner to acquire new skills and knowledge
leading to the performance level stated in the
terminal objective.

13. Enabling Objectives
To analyze the positions of adverbs/
expressions of frequency in the sentence.
To rearrange the words given in order to make
sentences using adverb of frequency.
to identify and name what kind of animals
they see.
to predict what comes next in the story
presented.

14. Enabling Objectives
to identify the rising action, climax, and falling
action on a plot diagram.
to diagram the life cycle of a butterfly in a
graphic organizer after reading From
Caterpillar to Butterfly.
to summarize the events of the day in a
personal journal after a lesson on reflective
writing.

15. When writing clear objectives they need to:
- have a measurable and observable
outcome
- be specific as possible
- follow a consistent format

16. When writing objectives, avoid ambiguous or
passive verbs that are not measurable or
observable.
Be specific as possible and understand what
objectives are possible to your level of students.
Illustrates words to avoid and words to use
when writing objectives. The words to use are
based on Bloom’s Taxonomy.

17. Bloom’s taxonomy is a classification system
used to define and distinguish different levels of
human cognition.
Educators have typically used Bloom’s Taxonomy
to evaluate student learning.

19. • It is the lowest level of bloom’s taxonomy
model which encompasses the ability to recall
the learned information. Before a student can
understand a concept, he must be able to
recall the information.
1. Remember (Knowledge)

20. • By the end of this lesson, students will be able
to name different parts of nervous system.
• By the end of this lesson, students will be able
to define the meaning of heroine character.
• By the end of this lesson, students will be able
to outline various stages of 6 thinking hats.
•
1. Remember (Knowledge)

21. • At this stage, students are able to understand,
interpret and summarize the concepts learned
in the knowledge phase in their own words.
• The most common methods for teaching and
learning at this stage are charts, graphs,
discussion, reading material, and
presentations.
2. Understand (Comprehension)

22. • By the end of this lesson, students will be able
to explain how sensory receptors in our brain
function.
• By the end of this lesson, students will be able
to discuss the factors that affect students’
motivation.
•
2. Understand (Comprehension)

23. • At this stage, students are able to apply facts,
ideas, and concepts into another context.
• Ex. By the end of this lesson, students will be
able to use this accounting software for their
annual family budget.
• By the end of this lesson, students will be able
to demonstrate language teaching focusing on
motivation stage.
•
3. Apply

24. • At this stage, students are finally able to break
down the concepts into individual parts, think
critically to draw a connection between the
broken parts, analyze, and draw inferences.
4. Analyze

25. • By the end of this lesson, students will be able
to differentiate between intrinsic and extrinsic
motivation.
• By the end of this lesson, students will be able
to compare and contrast prokaryotic and
eukaryotic cells.
• By the end of this lesson, students will be able
to analyze how leaves change colors during
the fall season.
•
4. Analyze

26. • At this stage, students make judgments about
the concepts, defend or criticize them based
on certain criteria and standards.
Ex. By the end of this lesson, students will be
able to measure the effectiveness of project-
based learning.
5. Evaluate

27. • At this stage, students can demonstrate their
knowledge by applying the learned concepts
to create something meaningful. It could
involve developing an application or part of a
machine, designing a website, creating a
report or a video.
6. Create

28. • By the end of this lesson, students will be able
to write their own Haiku.
• By the end of this lesson, students will be able
to come up with the innovative ideas to
reduce the amount of school garbage.
6. Create

29. 1. To summarize the story of the Declaration
of Independence in their own words.
remember apply
understand
analyze create
evaluate

30. 2. To answer some intensive questions after
reading about Thomas Jefferson biography.
remember apply
understand
analyze create
evaluate

31. 3. To examine the reasons for the
Declaration of Independence.
remember apply
understand
analyze create
evaluate

32. 4. To demonstrate language teaching
focusing on warm-up stage.
remember apply
understand
analyze create
evaluate

33. 5. To make a judgment on the character of Thomas
Jefferson, supporting their opinion with reasons.
remember apply
understand
analyze create
evaluate

34. Words to be avoided for writing objectives:
• Learn Use
• Realize Enjoy
• Respect Appreciate
• Understand Feel
• Master Know

35. Examples of Poorly Written Objectives
“By the end of the lesson, students will be
able to understand the significance of World
War II.”
Mistake: “Understand” is not a measurable verb.
There’s no way for students to demonstrate their
understanding of whether World War II was
significant.

36. Examples of Poorly Written Objectives
“Students will be able to write a full-length
research paper and present their findings by
the end of the class period.”
Mistake: This is an impossible goal for one class
period. The teacher needs to adjust the time or their
expectations.

37. Examples of Poorly Written Objectives
“Kindergartners will be able to recall parts of
the story, write a summary of what
happened, and predict what will happen
next.”
Mistake: This objective lists three distinct skills. Each
lesson should only have one main skill per objective.

38. • Teacher’s Personal Aims:
1. To communicate effectively with
students.
2. To give clear explanation of present
simple tense including usage and structure.
• Expected Behaviors: Students come to the
class on time./ Students work cooperatively.

39. • Language Focus:
Skills focused on: Speaking
Function: - Talking about unreal situations
- Describing people
- Ordering food
- Comparing things
Vocabulary lexis on: Activities
Grammar: If clause type 2

40. • Materials:
- PowerPoint
- Cut out words
- Handout No.2; Adverbs of frequency
- Worksheet No.3; Interview Your Friend