Lesson Plan Template - Weebly



Note: In this document, you will find

(a) ten general suggestions for effective lessons (p. 1)

(b) a lesson plan template (p. 2)

(c) a sample 60-minute lesson plan (pp. 3-7)

Ten General Suggestions for Effective Lessons

(compiled by Fredricka L. Stoller, Professor, TESL at NAU)

1. Remember that lesson activities and tasks should have a direct connection to stated goals and objectives.

2. Number activities and tasks, as modeled in the lesson plan template. Use imperatives for the teacher, rather than full sentences to make it easier for the teacher to consult the lesson plan while teaching. Limit the amount of reading that the teacher will need to do when consulting her lesson plan during class.

3. Include time approximations.

4. When teaching new vocabulary, be sure that definitions of new words are not more difficult than the target words themselves. Keep definitions simple; there is no need to teach the full scope of the word (on 1st round)

5. Control the vocabulary that you use in instructions, tasks, prompts, handouts, etc. Avoid using “teacher terminology” with students (collocations, fixed phrases, Concept of Definition Map); it is unnecessary. Sample sentences and modeling activities, when used, shouldn’t include words that students might not know

6. Write out your instructions and the questions that you are going to ask. (A lesson plan that states “the teacher will ask questions” isn’t too useful.)

7. Fill in anticipated answers.

8. If you have handouts, don’t overdo underlining and bolding. Excessive underlining and bolding will result in handouts that are too cluttered. Make sure that your handouts are formatted to promote learning (not distract students). Your handouts should be professional, without spelling, punctuation, and grammatical errors.

9. Provide enough detail in your lesson so that a substitute teacher could use it and achieve your intended goals.

10. Work toward a cohesive lesson characterized by activities and task that flow one to the next. Use transitions to achieve cohesiveness.

Lesson Plan Template

Brief description of classroom setting and L2 students’ proficiency level(s)

Pre-lesson inventory

Overview of lesson goals: (By the end of this lesson, students will …)

Materials to take to class:

Equipment needed for class:

Assignments to collect from students:

Special room arrangements, if any:

Warm up activity (projected time needed)

Purpose:

Procedures (using imperatives):

Type and source of feedback, if appropriate

Transition (from warm up to activity 1):

Activity 1 (projected time needed)

Purpose:

Procedures (using imperatives):

1.

2.

….

Type and source of feedback, if appropriate

Transition (from activity 1 to activity 2):

Activity 2 (projected time needed)

Purpose:

Procedures (using imperatives):

1.

2.

….

Type and source of feedback, if appropriate

Transition (from activity to cool down):

Closure/Cool down (projected time needed)

Purpose:

Procedures (using imperatives):

HW assignment:

Reminders to students:

Back up activity (variable-time activity)

Purpose:

Procedure(s):

(Append handouts)

Sample 60-minute Lesson

Brief description of classroom setting: EAP classroom in university language program. Content-based classroom, with one thematic unit on deforestation. Intermediate-level students.

Pre-lesson inventory

Overview of lesson goals: By the end of this lesson, students will

learn to use correction symbols to guide their revisions of written work;

develop habits of strategic readers;

use strategies to preview a new reading passage.

Materials to take to class: Correction symbol handout; symbol practice sheet; reading “Shifting cultivation in Laos” with three main sections of article labeled A, B, and C; chalk

Equipment needed for class: None

Assignments to collect from students: Response paper (What will happen to the timber trade in Southeast Asia in the future?)

Special room arrangements: None

Warm up: (5 minutes)

Purpose: To motivate students to share ideas that they’ve written on their own or with

classmates;

To encourage students to focus on the theme of the unit;

To stimulate students’ interest in upcoming classroom activities.

Procedures:

1. Ask students to reread their response papers silently and quickly (before turning them in). Ask Ss to underline two important points in their papers.

2. Ask Ss to turn to a neighbor to share their two important points with one another.

3. Ask class: Based on what we now know about deforestation in general, and deforestation in Southeast Asia, do you feel hopeful, worried, or uncertain? Take a count and put tally on the BB.

Hopeful Worried Uncertain

Why do you feel this way? Those of you who are hopeful? Those of you who are worried? Those of you who are uncertain?

4. Tell Ss: Later today we’ll look at an article with specifics about deforestation in Laos. We’ll see if we can be more or less hopeful about the situation after reading the article.

Activity #1: Writing feedback/revisions (25 minutes)

Purpose: To introduce students to symbols that will be used for feedback on written work

To train students to edit papers using symbols to guide them

To build students’ sense of responsibility for their own learning

Procedures:

1. Ask Ss: When you wrote your response papers, what did you find most challenging?

2. Comment on Ss’ writing (build on Ss’ previous written work)

+ stayed on topic; included introduction-body-conclusion; used information from previous information sources (e.g., readings, videos, guest speaker)

– spelling errors, subject-verb agreement, improper word choice and word order, lack of idea development/examples/support, inconsistent or absent indentation to signal paragraphs

3. Pass out correction symbol handout.

a. Provide a rationale for symbols (help Ss learn to identify and correct the mistakes they are making on their own written work)

b. Review symbols by putting a sample sentence on BB (about same topic of current work, best to use samples of Ss’ own writing) so Ss see how the symbols will be used

4. Pass out symbol practice sheet (with at least one sentence from each S’s paper). Ask Ss to correct “practice” sentences using symbols. Circulate while Ss are working on handout to provide guidance and/or feedback, as necessary.

5. Return Ss’ written assignment (“What is an effective solution for deforestation?”). Ask them to rewrite essay for next class session, using symbols (used to provide feedback) to guide them.

Feedback: For recurring issues noticed while circulating, provide feedback to full class.

Transition: In our last few class sessions, we read and spoke about deforestation in general terms. We’re now going to look at some specific examples of deforestation. We’ll start out by looking at the situation in Laos.

Activity #2: Prereading (25 minutes)

Purpose: To give students a meaningful reason for reading

To practice pre-reading strategies

To set students up for a cooperative learning activity in the next class section

Procedures:

1. Write the title of the article on the BB: “Shifting cultivation in Laos”

2. Tell Ss this is the name of the article they’re going to read. Ask questions:

a. Based on the title of the article, what do you think the article will be about?

b. Who do you think the article will be about?

c. How might the reading be related to deforestation?

d. What other countries might have a similar situation?

e. Do you think the article will be positive or negative about the global deforestation situation?

3. Distribute article to each S in class.

a. We’ve just looked at the title of the article and guessed the contents of the article. What additional information can we learn about the article from just looking at the page?

b. Look at the two photographs and captions.

• Now turn to your neighbor (Be prepared to put some Ss in groups of three if there is an uneven number of Ss in class): What new information do the photographs add to your understanding of the article?

• Back up questions: What are the people doing? What are they growing? What tools are they using to cultivate their lands?

c. Ask pairs to report back. Put key words/concepts on the BB (e.g., farmers, fields).

d. Ask Ss to read the short paragraph under the title.

• Turn to your neighbor: What new information does this short paragraph add to your understanding of the article?

• Ask pairs to report back. Add key words/concepts to the BB:

Farming in Laos is changing

Ethnic groups farm in different ways

Ethnic groups: Lao Loum, Lao Theung, Lao Soung

Farming methods cause deforestation in Laos

f. Prepare Ss for cooperative learning activity.

• Ask Ss to “count off” A-B-C around the room

• Assign readings: Section A to group A; section B to group B; Section C to group C

g. Ask Ss to skim assigned section silently, underlining key concepts and vocabulary. Remind Ss to read quickly for the main idea (the purpose of skimming)

h. Ask Ss to change seats to get into groups (point out different sections of the room for groups A, B, C). Ask Ss to compare the concepts and vocabulary they’ve underlined.

Feedback: Comment quickly on effective strategies used by Ss. If any student reads each word “aloud” to him/herself, mention that the strategy is not effective. (Do not identify student in front of classmates). Slows down the process. Remind Ss that reading one word at a time is not efficient. Provide alternatives (reading meaningful groups of words)

Closure/Cool down (4-5 minutes)

Purpose: To review prereading strategies

To prepare students for more careful reading

Procedures:

1. Ask Ss to think about prereading strategies they just used. What have we done in the last 25 minutes to prepare to read this articles? (Try to solicit ideas listed below. Put on BB)

a. Look at title. Guess main idea of article.

b. Look at photographs, captions, and introductory paragraph.

c. Skim important section.

d. Underline key concepts.

e. Ask questions about contents.

f. Think about personal opinions about the topic.

2. When you read the article more carefully at home, look for more details about the key concepts we identified today. Be ready to report those details. What reading strategies will you use? (Solicit ideas from Ss and list on BB. Possible answers below.)

a. Skim again to confirm main idea.

b. Read carefully.

c. Underline important details or write notes in the margin.

d. Circle unknown words that seem important.

e. Reread to try to determine meaning of unknown words. (Think about the strategies that you use to determine word meanings.)

HW assignment:

a. Correct essay using correction symbols. Turn in corrected draft and original draft.

b. Reread assigned section of article (A, B, or C), more carefully this time. Be prepared to discuss main ideas and details.

Reminders to students:

1. Bring English-English dictionary to class.

2. Remember that we’ll be meeting in the library on Monday of next week.

Back up activity (variable-time)

Purpose: To make use of all class time

To encourage students to think about the implications of what we’ve been reading/talking about.

Procedures:

1. Take another class poll: Based on what you’ve learned from the new article on Laos so far, do you feel more hopeful, more worried, or more uncertain about deforestation in the world? Put tally on the BB.

More hopeful More worried More uncertain

2. Why do you feel the way you do? (With little time, ask Ss to report to whole class; if there is sufficient time, ask Ss to share ideas in small groups.)

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