Dr. Antar Abdellah

 A lesson plan is a written description of how students will progress towards achieving a specific objective. Lesson Planning

Planning serves three main functions:  Specifying what you expect students (ss) to be able to do by the end of the lesson. And what you intend to do to make that possible.  Keeping you on target.  Recording (in writing) what the class has done. Lesson Planning

Broadly speaking it is divided into: 2- Methods/ presentation 3- Materials/ aids 1- Aims/ objectives What does a lesson plan consist of?

endsends goals aims objectives target ends

Cognitive Domain Affective Domain Psychomotor Domain

Knowledge Comprehension Application Analysis Synthesis Evaluation (Cognitive) the knowledge and understanding, which may involve recall, comprehension, application, analysis, synthesis, or evaluation of knowledge

Remembering Understanding Applying Analyzing Evaluating Creating Types of Learning (Cognitive) Revised taxonomy (Anderson & Krathwohl) (2001)

Receiving Responding Valuing Organizing & Conceptualizing Characterizing by Value or Value Concept Types of Learning Affective Domain Values, attitudes, feelings, and appreciations that may result from a learning experience: extremely difficult to write, but are possible because all instruction affects students' attitudes positively, negatively, or both. Hence, it requires the instructor to be in the field to better read his/her students

Imitation Manipulation Precision Articulation Naturalization Types of Learning Psychomotor Domain ability to coordinate muscular movement with sensory perception (typing, talking, writing, reading, etc.) in a a specific content.

 What do I expect ss to be able to do by the end of the class time?  What will I do to make that possible?  How will I divide time into main stages (Introduction, presentation, practice, evaluation)? Lesson Planning

 What will I do in each stage?  How will I manage time for other classroom events? Lesson Planning

 Formula:  By the end of the lesson, Ss will be able to:  + action verb  + performance in the subject  Avoid: understand, know, love, like

SMART Specific Measurable Attainable Realistic Timed

SMART 15 Attainable Measurable Specific Student- based Timed Realistic

There are some attractive verbs but they are not measurable: - Practice - Use - Think - involve - Participate To get avoid them, ask yourself what you want the students really to do.

Here you decide:  Which overall method will I use?  What series of steps will be implemented? Lesson Planning

 Warm-up: revision questions introduction - Steps: actual procedures new vocabulary new structures - Check: comprehension questions Lesson Planning

You need to ask:  Which aids do I need to achieve my aims? These can be included in the lesson plan: BB, SB, WB, Tape, CD, DVD, Projector, Flashcards, charts, work sheets…etc Lesson Planning

title of lesson Objectives: By the end of the lesson, Ss will be able to: Aids: Presentation: Warm-up: Steps: Check: Practice: Assignment:

o Be completely familiar with the language you intend to present, practice, revise or focus on. o Be clear in your own mind as to what activities you want the ss to do and how they will do them. o Use reminders (e.g., zero the tape counter, question then names…..etc) Lesson Planning

22 Generic Components of A lesson Plan 5- Extended Practice 6- Lesson Closing 7- Evaluation 7- Evaluation 3-Lesson Opening 2-Lesson Set-up 1-PreplanningTasks 4- Lesson Body Body Lesson Planning

 This component helps you think clearly about the content to be taught and the best way to teach it. It consists of: Content analysis to decide the key terms, skills, or knowledge you will teach. Objective Select and write clear, specific, and measurable objectives. Lesson Planning

 Lesson Model Select the model that best achieves your objective (direct instruction, informal presentation, structured discovery). Lesson Planning

 The purpose is to prepare students for the beginning of the lesson. This can be done by: Signal for attention to let ss look at you and listen to you so the lesson can start. (e.g. Let’s start, Good morning,..etc). Statement of behavior expectation this is the explanation of the rules of conduct in class. Lesson Planning

This helps to prepare the students’ minds for the learning to come. This may include strategies like:  Motivate and / or focus ss by: stating the objective, importance, or rationale for the lesson.  Connect New Learning: by helping ss to see the relationship between known information and new learning, or personal experience. Lesson Planning

 Lesson Body is the ‘heart’ of the lesson. Here you describe the statements you will make and the actions you will take. Strategies, practice activities, and monitoring student progress strategies will be included. Lesson Planning

 A great deal of practice opportunities are provided through activities, seatwork and homework.  Remember that some ss may need a great deal of this practice while others need enrichment activities. Lesson Planning The purpose  Extended Practice The purpose is to develop high levels of accuracy and is to develop high levels of accuracy and fluency to ensure that the ss can master fluency to ensure that the ss can master the skill or knowledge.

A review of the key points of the lesson A preview of future learning A time for ss to show their work Lesson closing may include: Lesson Planning The purpose is to help ss tie it all together.

 It helps you and your ss know if learning has occurred.  It may be done through monitoring ss during the body of the lesson and/ or during extended practice.  It should be done following the lesson and have the form of a short test or quiz. Lesson Planning

 Objectives:  Aids:  Presentation:  Warm-up  Steps  Check Practice Closure Assignment

 Develop a detailed lesson plan.  Avoid ready-made plans or those downloadable from the net.  2-3 pages are OK.  You can refer to the Teacher’s guide, but NOT to COPY from it.  MAKE YOUR OWN LESSON PLAN.  Send it by . Deadline: 24 March 

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