I.

OBJECTIVES
Objectives are outcomes that students should be able to demonstrate upon completion of the lesson or unit.

II. SUBJECT MATTER

A. Topic
B. References
- A bibliographic reference is ideal.
C. Materials
 As you plan, what materials will you need?
 Can the school provide the materials?
 Can you provide the materials?
 Can students provide materials?
 Have materials available that everyone needs: pencils sharpened, paper, colored paper,
scissors, glue, markers, sticky notes, plastic cups, thin rope, cut-out letters, flip cards for
pluses and minus, toothpicks etc. (nothing possibly dangerous)
 Must be readily available for ease of transitions. For example, if computer based, state where
computers are located.

III. PROCEDURES
A. Routinary Activities
B. Recapitulation
 Encourages learners to use what they have been taught in previous lessons
C. Lesson Proper
1. Warm-Up
o When students enter the classroom, how can we focus their attention on the task at
hand?
o Having a focus allows students to begin thinking about learning and the specific topic.

Motivation Question/Situation
A motivation question is asked t try to identify the parallel experience to the one found in
the topic or reading material. It is drawn from the experience of the reader. As many
answers are generated from the students without any response considered as incorrect.
This question has two aims: first, to solicit the student’s interest and to sustain it; second,
to direct the thoughts or minds of the learners towards a parallel incident that has yet to be
encountered.

Motive Question/Essential Question

A motive question is given to develop a purpose for reading. It serves as a guideline to
enable the reader to focus on a specific aspect of the story. It is a literal level question that
aims to sustain the attention of the reader so that he/she might identify an event from the
story/topic that is parallel to their own experience generated by the “motivation question.”

2. Presentation
o Grab the attention of the students
o Set the tone for the lesson connected to the objective
o A question, story, saying, an activity, discussion starter
o Teaches the lesson content and concepts. Create an activity to introduce the concept
or skill (e.g., introduce new vocabulary by asking learners to work in groups to identify
words related to taking medications) and then introduce information through a variety
of modalities using visuals, realia, description, explanation, and written text. Check for
learner understanding of the new material and make changes in lesson procedures if
necessary.

3. Discussion (Questions)/ Group Activities

o The topic is unravelled through a slow yet logical manner with questions and activities
prepared and designed by the teacher.
 Literal Dimension
 Inferential/Interpretative Dimension
 Critical Evaluative Dimension
 Application/Integrative Dimension
 Creative Dimension
 Implementing group learning will allow more students to become actively involved, encourage
reticent students to participate, and pool more experience and ideas. Small groups may com-
plete their learning task, then relate their findings to the class.
Want more? Additional group possibilities, as discussed by Neff and Weimer (1989), are:
Brainstorming generates ideas, information, or solutions in short, specific amounts of time.

Buzz Groups are usually 3-5 members who meet in class for 10-15 minutes, discuss a single
question, and report their findings to the entire class. The primary feature is the short amount
of time.

Case Study is a written document about a real problem that a student studies. A guide is
supplied the student, usually with a list of suggested reading. After one or two weeks of
analysis, students present findings and analysis for group discussion. A written paper
accompanies the presentation.

Concentric Circles place a small circle of participants inside a large circle. The inner circle
discusses a topic while the outer group listens. The discussion roles then reverse.

Debate/Discussion uses pro and con participants who consider a controversial subject. The
goal is to convince the audience, not attack the opponent.

Panel/Discussion is a small group discussing an idea among themselves, in front of the class,
who then join in later.

Phillips 66 uses six people who discuss their views, opinions, or experiences on a topic for 6
minutes.

Picture-Making Groups highlight a principle or idea related to a topic by drawing a simple

sketch on a board or large piece of paper to illustrate the group’s thinking.

Reverse Thinking assigns group members opposite views from their own for discussion
purposes.

Role-Play is the spontaneous acting out of a situation, after which there is a discussion of
situation context and underlying feelings.

Symposium/Discussion includes breaking a topic down into parts, presented in brief

speeches by members of the group. After the speeches, a class discussion is used.

Seminars are best suited for small classes of 10-15 students and have small-group and
individual-based learning dimensions. Each student specializes in one area of a broad subject.
Reading is assigned, reports are written, and students present their analysis to the entire
group. Copies of each paper often accompany a presentation. The instructor serves as the
“expert” and guides discussion.

4. Guided Practice
o Teacher controlled
o Use a variety of questioning strategies to determine the level of understanding
o Journaling, conferencing
o Can be done individually or cooperatively
o Ensure activity is rigorous and relevant to the students
o Implement accommodations from IEPs for special education students
o Provide guidance as students solve real world problems
o Provide hands-on activities and opportunities that allow students to practice their
newly learned skills and concepts
o Walk students through the learning process

5. Independent Practice
o Allow students to use critical thinking skills as they practice completing lesson,
assignment, project on their own
o Ensure assignment/activity is rigorous and relevant. Aim for having students solve a
problem that will have unpredictable outcome or solution
 o Students continue to practice the use of the skill or knowledge on their own
o Essential for mastery
o Should have some elements of different contexts so that the skill/concept may be
applied to any relevant situation…not only the context in which it was originally
learned

6. Generalization
o Designed to bring a lesson presentation to an appropriate conclusion; help students
bring things together in their own minds, to make sense of what has just been taught;
used to:
o Cue students to the fact that they have arrived at an important point in a lesson or the
end of a lesson
o Help organize student learning
o Help form a coherent picture to consolidate, eliminate confusion and frustration
o Reinforce major points to be learned; an act of reviewing and clarifying key points of a
lesson, tying them together into a coherent whole

7. Application
o The application part of a lesson is "where the rubber meets the road." It is also
essential to effective language teaching.
o After a new language skill has been introduced and presented by the teacher, and
practiced by the students, the lesson is far from over. The teacher must evaluate the
students to make sure that they are performing the new skill correctly and then
provide activities that require students to take what they have practiced in class and
try to apply it correctly in "real life" situations.
o These "real life" situations may be in class, out of class, or both.
o Here are some examples of applications for particular lessons:

After learning about and practicing English numbers during the first phases
of a lesson...

Students might be asked to use these words in the "application" phase of the lesson
by giving their own address or telephone number.

After learning to read a particular bus schedule during the first phases of a lesson...

Students might be asked to get information from another bus schedule, or a slightly
different type of schedule.

After practicing a particularly difficult English sound during the first phases of
a lesson...

Students might "apply" their new pronunciation skill by learning a famous quote (or
even a tongue twister) that uses that sound.

After learning the proper form of a job application letter and reading several model
letters in English ...

Students could write their own letter of application for a job they would like to have.
IV. EVALUATION
 By the end of the period or time allowed, have students learned the objectives?
 How do you know?
 Provide a rubric so students know the expectations.
 Modify assessments to meet student needs.
 Evaluations can be holistic or specific.
 Good instruction includes checking for student learning. This can be informal--questions that
ask students to tell you what they know about the subject now--or formal--tests, worksheets,
project presentations, oral reporting, etc.
  Assesses each learner’s attainment of the objective. Include oral, aural, written, or applied
performance assessments.

V. ASSIGNMENT
 Homework is essential to learning, and should be a part of your lesson plan. You may feel the
expectation from yourself, other instructors, and your students to assign a hefty amount. But
how much homework is optimal? Here are some points about homwork to consider when
developing a lesson plan:
o Length—the time an average student is expected to spend to complete the
assignment; don’t give more practice problems than needed.

o Difficulty—each practice assignment should include easy, medium, difficult, and

challenging problems.

o Context—are the practice activities meaningful? Are they in terms that connect with
the students’ reality in some way?

o Feedback—how will student responses and answers be critiqued and improvement

suggestions be transmitted to them?

o Variety—does the assignment give the student a thorough workout of all mental
muscles?

 Gagné, Briggs, and Wagner, in their Principles of Instructional Design, stress adding variety to
homework and in-class practice sessions to help students apply knowledge to new situations or
retain and transfer learning from the classroom to the real world.