The document discusses key aspects of effective lesson planning such as writing clear learning objectives, considering factors like timing and student needs, and using frameworks like Gagne's nine events of instruction or Tyler's rational-linear model to structure lessons. Effective lesson plans provide guidance for teachers while allowing flexibility to adapt to students' responses and maximize learning.

1. Lesson Planning
Domingos Di Lello
Classroom Skills

2. “Would you tell me,
please, which way I ought
to go from here?” asked
Alice.
“That depends a good
deal on where you want
to get to,” said the
Cheshire Cat.
Lewis Carroll (1963).
Alice’s Adventures in Wonderland
ource: http://moonpointer.com/new/2010/03/is-the-cheshire-cat-a-cat/

3. True or False for You?
I always write a lesson
plan for the classes I
teach.

4. True or False for You?
Our students suffer
when we fail to plan for
them appropriately.

5. True or False for You?
Nothing ever goes
according to my plan, so
I don’t write lesson
plans.

6. True or False for You?
What teachers take into the
lesson is a proposal for
action, rather than a lesson
blueprint to be followed
slavishly.

7. True or False for You?
Evidence of teacher planning
helps to ensure the students’
confidence in the person who
is teaching them.

8. What is a lesson plan?
• It’s a framework for a lesson;
• It shows the teacher where to start, where
to finish, and the route to take to get
there.
Harmer J. (2007) The Practice of English Language Teaching (4th
Edition). Harlow: Pearson Longman.

9. What is your syllabus type?
• Grammatical
• Functional
• Situational
• Lexical
• Topics
• Tasks

10. What is the purpose of a
lesson plan?
• To help teachers identify the goal(s) for the
lesson – what it is they want their students
to be able to do at the end of the lesson
that they couldn’t do before;
• To give teachers the opportunity to predict
possible problems and therefore consider
solutions;

11. • To assure teachers of a balanced and
appropriate lesson for the class;
• To provide a structure for a lesson;
• To provide a record of what has been
taught;
• To help teachers feel more confident.
Thomas S. C. Farrell, (2002) Lesson Planning, in Methodology in
Language Teaching: An Anthology of Current Practice. Edited by
Jack Richards and Willy Renandya. Cambridge.

12. “You could always
say the dog ate
your lesson plan.”

13. What to consider when
creating a lesson plan?
• The learning objectives
• The content
• The teaching /learning activities
• The class profile
• The timeline
• The interaction patterns
• The materials
• The strategies to check student
understanding
• The assessment

14. What are the two important
elements of a lesson plan?
• lesson variety
• lesson pace

15. “I need five lesson
plan books. Not only
do I tend to overplan,
but I feel more
comfortable with
contingency plans.”

16. What are the conditions of
learning?

17. Gagne’s 9 Events of Instruction
(1965)
• Gain attention
• Inform learners of objectives
• Stimulate recall of prior learning
• Present the content
• Provide “learning guidance”
• Elicit performance (practice)
• Provide feedback
• Assess performance
• Enhance retention and transfer to
the job

18. Tyler’s Rational-Linear
Framework (1994):
• specify objectives
• select learning activities
• organize learning activities
• specify methods of evaluation
, J. & Renandya, W. (2002) Methodology for Language Teaching,
ology of Current Practice, Cambridge University Press.

19. Yinger’s Model (1980):
• problem conception – in which planning
starts with a discovery cycle of the integration
of the T’s goals, knowledge, and experience
• problem formulation and a solution achieved
• plan implementation along
with its evaluation
, J. & Renandya, W. (2002) Methodology for Language Teaching,
ology of Current Practice, Cambridge University Press.

20. Madeline Hunter’s 7 Steps
(1980s):
• Anticipatory set
• Objectives and purpose
• Input
• Check for understanding
• Modeling, Guided Practices
• Independent Practices
• Closure

21. The 5E’s Model (1987):
• Engagement
• Exploration
• Explanation
• Elaboration
• Evaluation
The BSCS Story: A History of the Biological Sciences Curriculum
Study edited by Laura Engleman, Colorado Springs: BSCS, 2001.

22. What are the different formats
of a lesson plan?

23. What criteria should we take into
account to evaluate lesson
effectiveness?
• the class seemed to be learning the material well;
• the sts were engaging with the language throughout;
• the sts were attentive/active all the time;
• the sts enjoyed the lesson and were motivated;
• the language was used communicatively throughout;
• the lesson went according to plan;
• the language was used communicatively throughout.

24. Can you sequence these
activities accordingly?
A. Students work in pairs to change present tense
verbs into past tense verbs within a paragraph.
B. Students write and then present their
paragraphs.
C. Teacher shows an example of his/her own
paragraph and explains his/her weekend,
emphasizing past tense verbs.
D. Students work in pairs to brainstorm a list of
activities that they did over the weekend using
past tense verbs.

25. Learning objective: By the end of the class, the students will
be able to write a paragraph about what they did over the
weekend, using at least five verbs in the past.
C. Teacher shows an example of his/her own paragraph
and explains his/her weekend, emphasizing past tense
verbs.
A. Students work in pairs to change present tense verbs
into past tense verbs within a paragraph.
D. Students work in pairs to brainstorm a list of activities
that they did over the weekend using past tense verbs.
B. Students write and then present their
paragraphs.

26. “Now don’t
forget to go
on social
media and
rate today’s
lesson plan.”

27. What are learning objectives?
• A statement of what students will be able
to do when they have completed
instruction and of what is expected of
them.

28. How to write effective learning
objectives?
• Specific
• Measurable
• Action-oriented, Achievable
• Reasonable, Relevant
• Time-bound
First coined by George T. Doran

29. How to write effective learning
objectives?
• Performance
• Conditions
• Criteria
Mager, Robert F. Preparing Instructional Objectives. Atlanta: The
Center for Effective Performance, 1997.

30. How to write effective learning
objectives?
• Audience
• Behavior
• Condition
• Degree
Smaldino, S. , Lowther, D. and Russell, J. (2007) Instructional Media and
Technologies for Learning, 9th Edition. Englewood Cliffs: Prentice Hall,
Inc.

31. “Please, Mr.
Smith, may I
ask where
we’re going
with all this?”

32. Have you ever used any of these
assessments at the end of a lesson?
a. Exit slips
b. Verbal response to an ending question
c. Classroom reflection (Today, I learned...)
d. Pop quiz at the end of a lesson
e. Student writing (paragraph)
f. Class survey
g. Some of the above
h. None of the above

33. Bloom’s Taxonomy

35. How to make these objectives
effective?
Students will practice reading comprehension.
Students will learn about the passive voice.
Cover page 65.
Correct homework.

36. How to make these objectives
effective?
Students will practice reading
comprehension.
By the end of the class, the students will be
able to interpret a reading text by asking
and answering questions about the
weekend, as well as writing a short
paragraph using the simple past.

37. How to make these objectives
effective?
Students will learn about the passive voice.
By the end of the class, the students will be
able to ask and answer questions about
manufacturing processes, using the present
simple passive voice.

38. How to make these objectives
effective?
Cover page 65.
Correct homework.

39. Why and when should a lesson
plan be modified?
• Magic moments
• Sensible diversion
• Unforeseen problems

40. Why do teachers deviate from
the original lesson plan?
• To serve the common good;
• To teach to the moment;
• To further the lesson;
• To accommodate sts’ learning styles;
• To promote sts’ involvement;
• To distribute the wealth.

41. Final Remarks