Lesson Planning 

Students will...

• Learn to recognize the stages in a lesson plan (before, during, and after planning)
• Understand the parts to the lesson plan and their sequence/purpose
• Analyze sample lesson plans to make connections between actual stages and theory

[10 min] Review Past Class 9:30-9:40
If not already done, have students open Moodle and complete the short quiz in pairs as a review. Take any questions they may have on the grammar quiz completed in class yesterday. If students have completed quiz, consider giving them a crossword for review
GRAMMAR CROSSWORD PUZZLE
*help: what is an auxiliary verb?

[40-90 min] Presentations 9:40-11:00
Students will present their activities to address Different Learning Styles in the first half of the class. Groups of 2 or 3 will present quick activities addressing a different learning style for the same grammar point. Each activity should be around 4 minutes (It is just a sample activity. The idea is to shake out our 1st week presentation nerves and give each other ideas). Before presentations begin, go over rubric on what I will be looking for in terms of feedback. Print off one for each group and write feedback on it. Make copy for group after presentations so each can have one.

RUBRIC AND DIRECTIONS FOR PRESENTATIONS

ESTIMATED TIMES*

Group A___________9:40-9:52

feedback/prep (5 min)  

Group B___________9:57-10:09

feedback/prep (5 min)

Group C ___________10:15-10:27

feedback/prep (5 min)

Group D ___________10:33-10:45

feedback (5 min)

*Aim to present for 12-14 min with 3 tasks. 

BREAK

[30-40 min] Parts of  Lesson Plan 11:10-11:50

Have students work independently to recreate the stages of a lesson plan in table format either on their computer, on a piece of paper or at the board. Then, distribute the LESSON PLAN CHART and go over the stages.  students should understand:
(a) what is the purpose of each sections?
(b) what can go into each section?

Most of this information in the chart is still quite new so explain that you will elaborate and give more ideas on each part as the month progresses.
LESSON PLANNING CHART 

Then, go through some of the lecture materials in LESSON PLAN PPT with students as a nice clean introduction to the topic.
SAMPLE BEGINNER LESSON-ADJECTIVES
SAMPLE LESSON PLAN: ALTERNATIVE TO PPP 
SAMPLE ADVANCED LESSON-  (need)

Supplemental Videos

SAMPLE PPP VIDEO KIDS (so-so)
 GOOD SAMPLE ADULT PPP VIDEO (10 min)

SAMPLE PPP Video (quality so-so)

Lesson Planning in 8 Points

1. Assumptions- What do they (not) know/want...
2. Aims-outcomes should be measurable (Will be able to use the present simple to describe  family. "Teach the present perfect is not an AIM, it is a plan)
3. Personal Aims- Call on Wang more. LTTT 
4. Skills and Lang Focus
5. Activity Balance
6. Logical Sequence (PPP is logical)
7. All four skills (this is nice, but maybe not possible/necessary)
8. Recycling/Review- look to past classes

[20-30 min] Learning Objectives 11:50-12:20
Discuss with students the importance of having measurable learning objectives in addition to clear lesson plan. Go over the ABCD learning objective format and have them idenitfy and practice writing learning objectives with this format
LEARNING OBJECTIVES HANDOUT/WORKSHEET
SAMPLE COURSE LEARNING OBJECTIVES (broader learning objectives)

[45 min] Begin Lesson Planning Homework Ch 5 Task 3 12:20-1:15
Have students pull up the homework that they have for tomorrow and discuss how you would like it completed. I would like the students to imagine that this lesson plan is designed for an EFL institute where the course rules are mostly understood by the adult students in the class. Emphasis should be on learning language this first day and not on rules and syllabus.

• possible topics for low beginner level included below)
• greetings, basic nouns, the BE & HAVE verb, basic question formation. 

Note that the following are student samples and therefore NOT perfect. That said, they should serve to give you some ideas on structure, content and formatting.

STUDENT SAMPLE (YOUNG LEARNER) CH 5 Task 3
STUDENT SAMPLE CH 5 Task 3
STUDENT SAMPLE A CH 5 Task 3
STUDENT SAMPLE B CH 5 Task 3
STUDENT SAMPLE C CH 5 Task 3

STUDENT SAMPLE D CH 5 Task 3 (Missing weekly outline)
STUDENT SAMPLE E CH 5 Task 3 (ONLY has weekly outline)

Materials
RUBRIC FOR PRESENTATIONS
LESSON PLANNING CHART (in final project format)
LESSON PLAN PPT
LEARNING OBJECTIVES HANDOUT/WORKSHEET
 SAMPLE CH 5 TASK 3 HOMEWORK



Supplemental Videos:
PPP explained by expert Scott Thornbury
Alternatives to PPP
Why is lesson planning important

Supplemental Materials
FOLSE SAMPLE LESSON PLANS (start from page 252 and click left to continue reading)
Betsy's Sample Writing Lesson Plan (turned in for homework)
ASSESSMENT PPT (in lesson planning folder)
SAMPLE CH 5 TASK 3 HOMEWORK (incomplete)


Back-Up Tasks:

[10 min]  Sorting: Lesson Plan Tasks
Mix around the order of two lesson plans and throw them together. Have the students work to make two complete lesson plans that follow the PPP format. 

[15 min] Betsy's Sample Speaking Lesson Plan .  About 5 years ago, I made this lesson plan for a "fluency" evening class that had no book. There are some clear strengths and clear weaknesses to the plan. Can you identify them?  

[20 min] Sample Lesson Plans: Analysis of Folse
Students will pairs up and go over the Folse Lesson Plans. Have them work to identify PPP as well as as the structures learned in a lesson plan

[20-30 min] Discussions: Review Chapter Content 
PART I. Directions: Now that you have a basic understanding of PPP and how lesson plans operate. Let's analyze some plans in terms of structure and content.  Look to the lesson plan provided on pg. 121 your textbook.

• Do you think this is an effective plan?
• Does it follow the PPP structure? 
• Do the 3-4 tasks follow a logical progression from structured to less structured?
•  Is there any information that you did not know before this class?
• If you have teaching experience, have you encountered any problems with time management?
• If possible, share any advice that you can with your partners regarding overcoming these problems.

CHAPTER FIVE TEXTBOOK