The lesson plan contained clearly stated objectives and activities that scaffolded students' knowledge and skills toward achieving the objective. The lesson was learner-centered through the use of choices, group work, and a student-appointed leader. However, there were too many activities, which caused students to lose focus on the objective. The teacher recognized that she tried to incorporate too much material and needed to refocus students on the core activity rather than having so many distracting elements.

1. English Language through Civic Education (ELCE) Program
Georgetown University Center for Language Education and Development
Module 2 Handout 11
Feedback on Lesson Plans and Micro Teaching
Name: Inga Sharadze (and TLG) Grade: 4
Date: February 27, 2012 School: 14, Batumi
1. Which of the following aspects of objectives-based teaching are found in this lesson?
􀀀 Lesson contains an objective – yes, clearly stated on board
􀀀 Lesson addresses knowledge and skills needed to achieve objective - yes
􀀀 Activities reflect logical steps toward achievement of objective - no
􀀀 Activities contain scaffolding - yes
􀀀 Final activity shows that learners can achieve the objective - yes
2. How is the lesson learner-centered?
Inga worked the room! She gave choices, and the class was surprised (it was VERY funny and you
Inga was very clever how she got them to do grammar AND watch the short video). Groupwork and
student-appointed leader. Classroom is noisy and active.
3. How does the lesson plan focus on an objective?
Clearly-stated objectives, continuous reinforcement of the goal of WH questions using simple verbs
and adjectives
4. How does the lesson collect evidence of students’ achieving that objective?
Clear scaffolding but too many activities
5. How do activities scaffold toward the objective?
Nice warm-up with TLG (kinestetic) – my favorite was cast a spell, and Dustin gave choices, and nice
teamwork to cover up for the technology issues.
Powerpoint presentation – lots of different heroes (American, Georgian)
What can they these heroes do? Swim, fly, etc.
Warm- up with Powerpoint – class brainstorming
Handout – Superpanda! Modals
Music – I can jump, I can swim. I can hop. (THEY LOVED IT!)
true or false – negative questions
wordbooks – WH questions (who, what, where, when)
VIDEO - wow...too many activities
Post observation collaboration notes:
Nice recovery from technology problems.

2. What about breaking into groups?
Cheap trick but you get points for putting me in as a hero:)
Nice coordination with the teaching assistant.
Inga slowed down and made sure everyone was together, but how to get everyone to focus back on
activity? The class got a bit lost at the end. The girls in the back where in another world, but you
finally got them focused. Lots of energy but difficult to focus them because perhaps, there are too
many activities. However, you try very hard to incorporate everyone into the class.
With so many activities, the point sometimes gets lost. The class got lost at the end because no one was
sure what to do next. The video at the end was ambitious!
Inga said, “The technology problems made me very nervous. My students are not as high-level as the
concept. I had too much material! The kinestetic material overtook the class. It is very difficult to
incorporate the module with the national curriculum. I realized the whole class was not engaged, and
this is new for them. I had too many visuals and too much activity. I should have refocused on the
activity. Probably it was more fun than academic.