Lesson Plan Template

Authors
Name(s): Elif Yağmur Aymelek
Hatice Feyza Çügen
Esra Çelik
İlayda Daşdemir
Mustafa Onur Büyüksungur
Details
Course
The name of the course is English.

Unit Title
The unit is titled “Movies.”

Grade Level
The learners are 9th-grade pre-intermediate level students.
Time
The required time for the lesson is 2 lesson hours.
Content
Learning Outcomes [ASSURE (State Objectives)]

o When asked, 9th-grade pre-intermediate level students will differentiate between different
pronunciations of commonly confused words, and they will attribute the correct pronunciation to the
correct word with %85 accuracy.
o When mentioned, 9th-grade pre-intermediate level students will

Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]

 Websites (Pictochart)
 Computers and Projection (for the teacher)
 Phones, Tablets, or Computers (for students to participate in class activities)
 Blackboard (for additional examples or highlights from the teacher)

Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]

 Audiolingual Approach
 Total Physical Response (TPR)
 Cooperative Learning (Student-centered)
 Simulations (for Roleplay) (Student-centered)

Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner Participation)]

1. Introduction & Discussion of Pronunciation (6-8 mins): The instructor will have a brief introduction,
which will start with a greeting and ask how the students have been doing. After the meet and greet, they
will move on to mention pronunciation, its importance, and how it can entirely alter the meaning of
conversations.
Some common examples such as “Tree” and “Three” can be given to showcase their importance (Since the
lesson will include date and time as well, this example can specifically be valuable because you would
mean “three o’clock” instead of “tree o’clock” while trying the determine the time of a meeting).
2. Covering Example Scenarios and Practicing (8-10 mins): At this part of the lesson, the instructor will
introduce the final element of invitations/offers, which is mentioning date and time. They will use an
infographic that was prepared beforehand from Pictochart that will include well-known phrases to ask for
the date and the time and an example conversation to demonstrate the inclusion of asking for date and time
during invitations. By using interactive methods such as randomly asking some of the questions to the
students to see how familiar they are, the practice session will be held.

3. Grouping for Acting Practice (8-10 mins): When the introduction of the concept (time & date) is
complete, students will be asked to form groups of 2-4. They will gather and create a scenario of their own
with an appropriate and understandable context, preferably somehow connected to movies. It can be
watching a movie, or they can get as creative as possible, such as being a movie director or an actor in their
roleplay. They will write a script that will take approximately 2-3 minutes for them to act out, and their
scenario must include inviting someone somewhere, mentioning the date and time, and an acceptance
and/or rejection of that invitation. Each member of the group should be involved and have at least one line
to say in the act.

4. The Role-Play (10-12 mins): The students will act on the scenario that they themselves have prepared in
front of the class. Finally, they will be asked to upload their written script to one of the group member’s
blog page for evaluation.

Individual Learning Activities

 Students will actively participate in the class
discussions by answering the questions of the teacher
and commenting when asked or necessary.

Group Learning Activities

 Students will form groups, write a script that follows
specific rules and regulations, and act it out in front
of the class.

Summary

This lesson has the main purpose of being the last puzzle piece to connect and form the big picture that the unit
“Movies” is trying to achieve: Being able to express your opinions by forming well-formed sentences and
having adequate knowledge when it comes to inviting, accepting, and rejecting someone.

Although it definitely contains a holistic structure, this lesson plan differs in terms of giving importance to
pronunciation. It follows a style that starts with listening and speaking activities related to pronunciation and
real-life conversations, finds the common ground between the individual learning process, and reinforces it as a
group by providing opportunities for both sides to be effective in class. Through individual and collective
interactivity, an important topic such as date and time finds more context and, therefore, almost guarantees to be
well understood.

Measurement & Evaluation

Although the primary assessment relies on the script writing that takes place at the end of the lesson, attendance,
and active class participation are also considered for evaluation. The teacher is encouraged to be as creative as
possible during the Pictochart session, such as providing more examples or directly involving students in the
topic by asking them questions related to the topic. Therefore, if there is any additional part of the lesson that
was created spontaneously during the class, the teacher can rely on these parts for assessing participation or
speaking and listening skills as well. The script is evaluated based on how creative and inclusive it ishow
grammatically correct the overall structure has been written.

Measurement & Assessment Activities for

Individual Performance  Active participation and well-thought-out answers.

Measurement & Assessment Activities for

Group Performance  Writing a script that
 a) provides all the mandatory features such as
mentioning inviting someone, accepting and/or rejecting
an offer, date and time,
b) is written and acted out as a group where all members
have participated closely, if not in an equal way, and
c) is as creative as possible and was created with well-
formed sentences.

Homework (optional)
 Complete the written script and upload it to one of your
group member’s blog page three days after the class (If
not written or uploaded during or at the end of class
time).

Explanation

While giving more time to complete script homework can be perceived as allowing students to “slack off”
during class hours, it aims to give students more time to focus on pair or group activities or activities requiring
speaking and multiple people since writing can also be done individually. Especially for this activity, since
students have quite limited time and are likely to get excited since it involves being in front of the classroom,
they will need as much time as possible to practice as a group and communicate about their script, details, and
role distribution. Additionally, homework can also be used as a self-reflection tool.

Explanation regarding to the implementation of the plan

The general flow of the lesson relies on finishing the date and time topic to complete the overall structure that
was being built for the last two lessons. It is important as the last activity, the role-play, will require students to
use all of the knowledge that they have learned so far, and they also need to work as a group. Since this is a
comprehensive activity, the beginning flow starts light so that they can have the majority of the energy left for
the script writing and acting it out.

A potential challenge for this lesson can come up as students not having enough competence when it comes to
accurately forming sentences about date and time. The topic is not going to be fully covered because of a) time
limitations and b) the assumption that they already have some sort of pre-existent knowledge. If this scenario
ends up happening, the teacher can focus on providing more rapid examples, so to make sure the foundation is
enough for the activity. Afterwards, they can arrange an additional session in another lesson to enhance their
skills about this topic.