Presented by:

JAY CAHILIG- TUMACA

WHAT LESSON

PLAN LOOKS LIKE

Stages of lesson plan

Beginning

Middle

End

BEGINNING COMPONENT

WHEN SELECTING A LESSON PLAN TEACHER MUST CONSIDER THE:

-Background of the students,-The objectives of the lesson,-The skills to be taught, -The activities,-Materials and text,-Time Bound-connections to previous and future lessons.

Lesson plan will vary with the individual preferences and experiences

Most lesson plans begin with a brief description of the class and the students

The time and date

Competency requirements and published standards

List of grammatical structures and key vocabulary terms

Teachers also find it wise to note what has been covered during the previous class or what students already know.

The day’s goal and objectives should be included and the instructional materials needed

Reminder on what to bring and prepare in the class and the things need to return or to be collected.

SMART RULE Objectives should also follow the ‘S.M.A.R.T rule’:

• Specific • Measurable• Attainable• Result-oriented• Time bound

MIDDLE COMPONENT LESSON’S CONTENT –this includes

the following:Procedures or activities along with

transition notes

Time management

Seating arrangements

Teacher must know what may go wrong and must provide action and solutions.

Lessons usually begins with warm-up or review activities.

Teacher need to connect the previous lesson to the day’s lesson and how they want to interest and motivate students for the days activities.

Presentation and practice stages of the lesson.

PRACTICE STAGES Into, through, beyond (Brinton, Goodwin,

and Ranks 1994);

-describes the language form of content is introduced and presented

Engage, study, activate (Harmer 1998) Lead-in, elicitation, explanation,

accurate reproduction, and immediate creativity (Harmer 1998)

-comprehension is checked before a guided practice is implemented

Verbalization, automatization and autonomy (Ur 1996)- some type of less structured, communicative activity takes place for students practice.

The communicative stage is used to connect previous knowledge to new knowledge.

TIME MANAGEMENT predict how long a certain activity will take

It is important to note the number of minutes allotted for each activity in the margin of lesson planning.

SEATING ARRANGEMENTS

Random pairs or rationale groupings

Planning these seating arrangements beforehand helps the class run smoothly and saves time.

SEATING ARRANGEMENTS

For various activities should also be noted in the lesson plan.

Pre- planning pair and group work seating arrangements is more efficient than standing in front of the class and moving students around randomly.

Teacher also need to anticipate where a lesson may break down. Especially when trying out a new activity or teaching a grammar point.

This type of forethought is especially important for lessons that rely on technology or equipment that may fail or may not be available as planned.

END STAGE The final section of a lesson plan should

include the following:-Comments or Notes such as:1. review or summary of the lesson.2. what needs to be covered during the

next class session or activity that need to be on hold or teaching points to be covered

3. Unanswered Questions -Homework

END STAGE:CLOSURE

Bring lesson to an end

Review key points

Tie everything together

EVALUATION / REFLECTION

• Used to assess students knowledge

• Activities worked or did not worked

• Students reactions to the lesson

• Provides grades for report cards

• Keeps parents updated