Educ 1724 lesson planning

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EDUC 1724: Lesson Planning

American Culture & Language Institute, TESOL Certificate ProgramNorthern Virginia Community College

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Overview• Lesson Objectives• TBLT vs. PPP Lesson Planning• Lesson Phases• Assessment• Lesson Plan Samples Evaluation• Lesson Plan Presentation

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Reflection• What makes a good

lesson or a bad lesson?

• What aspects of lesson planning are the most daunting?

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Lesson Planning "An actual lesson plan is the end point of

many other stages of planning that culminate in a daily lesson."

(Jensen, Linda. "Planning Lessons." 2001)

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Lesson Planning Considerations

• Teaching methodology (TBLT vs. PPP)

• Learner needs• Objectives

• Learner involvement• Materials• Activities• Flexibility• Assessment

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Lesson Planning• Lesson Continuity

– Links or threads connect lessons• Recursiveness/Recycling Material

– Looping back to language features or topics• Depth, not breadth!

– Mastery is the aim, not finishing the book.

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Why do we plan?• Forces us to reflect on the lesson’s priorities

and objectives for learning.• Provides a guide to help us stay on track and

manage time.• Provides us with a foundation for refinement

when we reflect later.• Ensures no crucial parts are left out.

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Task-Based Language Teaching

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PPP Language Teaching

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Time (based on 60 minute class)

PPP TBLT

• Before Class • Lesson Objectives • Lesson Objectives

• 15-30 mins (PPP)• 10-15 mins (TBLT)

• Presentation• Warm up• Highlighting

• Pre-Task • Warm up• Similar task

• 10-15 mins (PPP)• 15-30 mins (TBLT)

• Practice & Perform• Controlled to

Communicative Activities

• Task • Communicative

Practice

• 10-15 mins (TBLT & PPP)

• Assessment & Wrap Up

• Post Task• Assessment &

Wrap Up

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Determining Lesson Objectives

• Objective = the end goal of the lesson• What will the students be able to do at the

end of this lesson?• How students can demonstrate that they

have mastered the lesson content.• Not about what or how much material the

teacher covers.

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SWBAT: Students Will Be Able To…

• Write lesson objectives on the board before class begins.– Clear Objective:

• Students will be able to use the regular form of simple past to describe a workplace accident.

– Unclear Objective:• Students will learn about the simple past.

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Presentation/Pre-Task PhaseWarm up• Settle students into classroom mindset• Review previous lesson material & check

homework• Introduce the focus of the lesson – activating

prior knowledge (schema)

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Presentation/Pre-Task PhaseActivating Schema• Generate interest and motivation for learning• Draw on what students already know, expect,

need, and/or have experienced• Create active learners who can make

connections

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Presentation/Pre-Task Phase• A jumping off point.• Present an authentic situation, picture, piece

of realia, reading text, dialogue, video • A good language presentation uses authentic

language to participate in an authentic communicative event

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Presentation/Pre-Task Phase (cont.)

• Solve a real-world problem.• Provide samples or elicit production of the

language feature.• Should be relevant to students’ needs =

interesting.

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Presentation/Pre-Task Phase• Scaffold activity/task for students to discover

the target feature on their own and use it to solve a problem.

• Engage students in hypothesis testing.• Build students’ confidence that they can

“figure it out.”

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Presentation/Pre-Task Phase (cont.)

• Gives students a framework/rules to refer to during practice activities.

• Use a model or diagram.

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Practice/Task Phase (cont.)

• Activities should:– Promote students to generate the target

feature– Move learners towards meeting the lesson

objectives– Enable students to use language in real-

world situations

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Practice/Task Phase (cont.)

• Activities should:– Build upon each other – from easier to

harder– Involve genuine communication– Be varied and allow for choice– Allow learners to demonstrate mastery

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Controlled & Communicative Activities

Controlled Communicative• Restricted use• Comprehension & accuracy• Feedback & correction during

• Authentic use• Fluency and extension• Feedback & correction

afterward• Repetition/drills• Scripted role plays• Cloze activities

• Role plays• Surveys• Information gap tasks

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Assessment• Most common at the end of a lesson in PPP.• Build assessment at the end of each activity,

as in TBLT.• Assessment helps you to determine:

– Did learners master the lesson objectives?– Whether to move forward or spend more time on

the target feature (a.k.a. Depth, not breadth).

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Assessment (cont.)

• Homework– Dual function: student practice & extension and

teacher assessment– Connect to your lesson objectives– Allow class time to explain instructions– Extend to real-world activities

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Time Management• Before the Lesson Begins:

– Create class routines– Estimate time for each phase of the lesson.– Have an extra activity for early finishers.– Decide what you could teach next time if going

over.– Plan transitions/links between activities.– Plan a variety of pair and group work.

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Time Management (cont.)

• During the Lesson:– Start and end on time!– Watch your pacing – compare planned to actual

time.– Tell students how much time they have for each

activity & give warnings.– Be flexible

• Skip, shorten, or save for the next class.• Don’t miss those “teachable moments.”

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Time Management (cont.)

• Allow for:– Transition time & moving into groups– Summarizing what’s been covered in class– Wrap-up and homework phase

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Sample Lesson Plans• In pairs…

– Review sample lesson plans against the lesson planning rubric.

– Discuss what rating you would give each lesson plan.

– Discuss ways to improve the lesson plan.

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Put it into Practice• Create a 60 minute lesson plan to teach:

– A language function or grammar point– A primary & secondary skill

• Speaking & listening or Reading & writing

• Organize your lesson using an SLA methodology (TBLT or PPP).

• List lesson objectives.

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Put it into Practice (cont.)

• Include three phases: – Presentation/Pre-task – Practice & Perform/Task– Assessment/Post -Task

• Identify a time estimate for each activity.• Present your lesson plan to the class.• Incorporate feedback and email to:

– evandermade@nvcc.edu/dobrien@nvcc.edu