The document provides guidance on effective lesson planning. It emphasizes that lessons should have clear objectives that focus on specific language skills and items. It suggests asking "What do I want students to be able to do?" and making objectives observable, specific, and focused on skills like reading, grammar items like past tense verbs, and learning processes like identify, use and personalize. It includes examples of language skill objectives and lesson activities.

2.  Where do you teach?
 What lever are your students?
 How many students in your classroom?

3. How do you plan your lessons?
When do you plan your lessons?
How much time do spend planning?
Why do you plan lessons?
Why don’t you plan lessons

4. Effective lessons
are
ones that lead students
towards clear
objectives.
Diana M. Salcedo
Gist Volume IV November
2010 Bogota Colombia

5.  Ask yourself: What do I want students to be
able to do at the end of the lesson?”
 Think Observable – what do you want to see
them doing?
 Think Specific
 For example……

6.  Types of Objectives
 Language Skills
 Linguistic Items
 The Learning Process
SW
BAT
’s

7.  What are the skills we teach in the language
classroom?
 Identify a primary skill to focus on
 Choose a secondary skill to develop in post
activities

9.  Skill:
Reading
Language Item:
 Regular PastTenseVerbs
Learning Process:
 Identify, Use, Personalize

10. Skill?
Language Item?
Learning process?

11. VERBSTO USE
 Identify/Label
 Use
 Describe
 Summarize
 Explain
 Predict
 Personalize/Contextualize
 Evaluate self/others
 Compare/Contrast
 Know
 Understand
 Learn
 Notice

12.  Listen to the teacher or a partner describe an
action, then demonstrate it.
 After looking at the title and pictures orally
predict what the reading could be about.
 Read a short article and retell it to a partner

13.  Greater Student
Engagement
 Ease of Classroom
Management
 Increases
opportunities for
interaction and
communication
 Focuses on developing
critical thinking skills
What else?

14.  TLCATIE
 UIVSAL
 IUOARDTY

15. CALLA
Cognitive Language
Learning Approach
 http://jillrobbins.com/c
atesol/calla.html
SIOP
Sheltered Instructional
Observation Protocol
 http://www.millmarked
ucation.com/document
s/CL_Correlation_to_SI
OP_Model.pdf

16. https://docs.google.com/leaf?id=1aEcL1T00syR
sAvcXa4D68mzxhDFm9sV2t3BRTXv-
z9R9IghvtRhf5qrpirz_&hl=en&authkey=CNq
n4-wJ

17.  Identify and circle , while reading 5 different
verbs in regular and irregular past tense
 Explain be telling a partner the difference
between regular and irregular past tense verb
forms
 Personalize language use by writing 5 simple
sentences about your activities using the
prompt ,Yesterday , I , with the correct verb
form, and punctuation/mechanics.

18.  1-What skill I am
teaching?
 2-What activities will I
use to teach this skill?
 3- How long will the
activity/ties take?
 4-Who will do the
activity?
 5-What groupings do I
need to do the
activity?

19.  Vocabulary
 Grammar
 Sounds/Intonation
 Word Order
 More ??????

20. Wednesday, January
12th, at 4 PM (Lima
time) and again,
repeated, on Friday,
January 14th, at 8:30
AM (Lima time).
TeachingVocabulary
Vickie Holdridge