The daily lesson plan included tasks like taking attendance, an icebreaker discussion in small groups, previewing vocabulary and language learning topics, listening to a lecture and answering questions, and starting to go through the syllabus. Homework assigned was to record a speaking diagnostic, read the syllabus and bring questions to class, and buy course materials. The reflection noted that the icebreaker could have been improved with pre-made groups, students did well answering lecture questions from notes but may have only needed one viewing, and going over the speaking diagnostic directions will be done in more detail the next day.

1. Daily Lesson Plan
Tuesday 01/21/14 (First day of class)
Tasks
Attendance
M&M Discussion
 Small groups get-toknow-you
 Debrief with whole class
Diagnostic preview
 Preview vocabulary and
topic of language
learning
Listening Diagnostic
 Listen to lecture & take
notes
 Answer questions from
notes
 Listen again, correct
notes
 Answer detail questions
with notes
 Listen to conversation &
answer questions
 Listen to conversation
again & complete cloze
Time
25
15
45
Start going through syllabus
20
Homework:
1. Record speaking
diagnostic on Moodle
(due by class on
Thursday)
2. Read syllabus & bring
questions to class
tomorrow
3. Buy textbook &
materials for class
Reflection
This icebreaker was alright. I think it could have been
more productive discussion-wise if I would have been
able to pre-make the groups. That’s hard to try to do on
the first day of class, so I made groups by numbering
students 1-4. Some students were more talkative than
others, as was expected would be the case.
The ss did the vocabulary preview individually or in pairs.
We went through the answers as a class, student
volunteering answers. We then discussed their opinions
about factors that influence language acquisition.
This didn’t take as long as I thought it would. Instead of
using their notes to answer the questions, most students
just remembered the answers to the main idea and
detail questions. We probably could have just watched
the lecture once for both main ideas and details.
Ss note-taking varied, some were very organized, while
others were single words scattered around the page.
Most students did a nice job of recognizing most main
factors and details, some even defined the factors in
their notes in partial to whole sentences. One student
didn’t take notes at all.
The cloze part seemed to be the most difficult for
students. Some students didn’t complete most of the
blanks while others did a pretty good job.
We will go through the answers and have a follow-up
discussion tomorrow in class.
We started going through the syllabus by “popcorn”
style reading. It was boring, but it usually is. I asked them
to read the syllabus and bring questions to class
tomorrow as homework. We will also spend some time
brainstorming rules and expectations for the classroom
in class tomorrow.
We didn’t have enough time to go through the directions
for this clearly, so I decided to wait until tomorrow to
talk about it. Hopefully with a demonstration/clear
instructions the students will be able to do it after class
or tomorrow before class.