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From Wikipedia

Lesson plan

A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan.

Developing a lesson plan

While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:

  • Title of the lesson
  • Timerequired to complete the lesson
  • List of required materials
  • List of objectives, which may bebehavioral objectives (what thestudent can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
  • The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons
  • An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas
  • Independentpracticethat allows students to extend skills or knowledge on their own
  • A summary, where the teacher wraps up the discussion and answers questions
  • An evaluationcomponent, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
  • Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving
  • A continuity component reviews and reflects on content from the previous lesson

A well developed lesson plan

A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students.

Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and learning styles.

Setting an objective

The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established idea or question. This includes individual and group activities. Having established these activities, the teacher identifies what language arts skills the lesson plan must cover. After the teacher completes these activities, they must ensure the lesson plan adheres to the best practices used in language arts. This includes conducting research on what teaching methods result in a high success rate for students. The teacher must ensure the lesson plan goals are compatible with the developmental level of the students. The teacher must also ensure their student achievement expectations are reasonable.

Selecting lesson plan material

A lesson plan must correlate with the text book the class uses. The school usually selects the text books or provides teachers with a limited text book choice for a particular unit. The teacher must take great care and select the most appropriate book for the students.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:

  • Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.
  • Small groups—students work on assignments in groups of three or four.
  • Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.
  • Independent work—students complete assignments individually.
  • Peer learning—students work together, face to face, so they can learn from one another.
  • Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.

These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructor’s choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

  • What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
  • What is the amount of time the instructor wants the students to use to complete the assignment?
  • How much time and effort does the instructor have to provide student grading and feedback?
  • What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice

From Yahoo Answers

Question:For example this lesson plan says duration is 2 weeks (180 hours + 3 hours of home work) to teach amphibians for grade 6. Five students are reading below grade level and one student is withdrawn. I don't live in the States but isn't the time allotted to teach is a max. of 45-60 mins. ( 3 times a week).

Answers:Your unit plan would be for the two weeks. You lesson plan would be for what you would do on one day. So you would need six individual lesson plans for you to finish the one unit in two weeks.

Question:Activity Presetation Lesson Plan Age Group: 4-8 years old Song and chant Title of music & movement experice: Stuff animals excercises Brief description( music & movement objective: The children will exercise with their stuff animals from home or from the teacher and dance and move and have fun. Materials needed: Teddy bear or stuff animal or plushie and be energized to move. How the activity would be introduced to the children: Talk about what kind of stuff animal they have, how it feels is soft, hard, has lots of fur ., the different sizes, different colors, if they have prints on them, if they made it or got from someone. Procedure: Using the stuff animals . Additional information(curriculum extemsion,Etc..) what could I put for Procedure and additional information

Answers:For procedures simple state what it is the children will do. Will they stand in a circle and move to music (name the music) Describe the lesson so that someone else could read it and know step by step what to do. Will they move fast, then slowly, will they follow the teacher direction or just dance free form? Curriculum Extensions might be they will dance with a partner instead of their stuffed animal. Or learn different movements

Question:Here's what I had so far: TASK 2: LESSON PLAN Preparation Level: Elementary Lesson Length: 45 minutes Objective: To teach how to ask, give and understand directions. Target Language: Asking for directions: Can you tell me where + noun + is, please? Can you tell me where I can + verb Giving/understanding directions: Take a left at the end of this road. Take the second left on this road and its on the right hand side of the street. It's next to the post office on Oxford Street. Assumed Knowledge: Prepositions of place and common locations in a town. Anticipated Problems: Students may try to put the preposition 'to' when asking where they can do something. E.g Can you tell me where I can to post a letter? May also confuse prepositions of place, e.g third left in this road. Solutions: Before the presentation stage, revise prepositions of place. In the presentation stage, make it clear that 'to' is not used after modal verbs. Preparation and Aids: A sheet of paper for each student with a grid containing pictures of the following in each square: Next to, in front of, behind, opposite, turn right, turn left. Another grid with the pictures representing the following : go straight ahead, take the third right, on the left, on the right, take the second left, at the end of the road turn right. . Small pieces of paper or cardboard to use as tokens. A basic map of roads and buildings in a village for each student, each building labelled with what it is, e.g. post office, bakery etc. Pictures of buildings, shops and services you might find in a city centre. Handout for homework (pictures of directions and a text with blanks) Lesson Plan Please fill in the chart (stage, activity, interaction and timing) below. It s essential to be specific when describing your activity. In other words, do not simply write "warmer" or "pair work" but explain what your warmer and pair work activities entail. Stage 1. Warmer: Ask about weekend/week so far/holiday period. Play hangman with the word 'Directions' to introduce the subject of the lesson today and practice letters. Check homework and revise last lesson.. T-S. 15 mins Stage 2. Elicit places students might want to go to when in the town centre. If students struggle to think of places, hold up some pictures of places and elicit the names of these places. Pin the pictures to the board as the students guess them, leaving space to draw roads between them.. S-T. 5 mins Stage 3. Drill chorally and individually the question of asking directions, changing the subject each time to ensure students learn the phrase and get the right pronunciation.. T-S-T. 2 min Stage 4. Bingo. Hand out the first of the two grids. I will say the words that match the pictures on the grid and the students need to put tokens on the grid and the first to make a straight line gets a point. Repeat this to get a line down, and then play the game again with the second grid.. T-S. 10 minutes Stage 5. After drawing the roads around the buildings to map out a realistic layout of a village centre, stick a spot to the board and tell the students how to get to the post office from that spot. E.g. Go straight ahead and it's on the right. Move the pin and give directions on how to get to another place in the village.. T-S. 5 mins Stage 6. PW: Give each pair a map and ask students to take it in turns asking their partner for directions to somewhere. Monitor carefully and help any students who are struggling.. S-S. 10 mins Stage 7. Plenary. Ask a few students one at a time for directions from the pin on the board to some of the pictures.. S-T. 5 mins Stage 8. Set homework to fill the blanks in the text to reinforce third road on the left, second road on the right phrases and names of places, e.g. bank, supermarket.. T-S. 3 mins Then I got it back because it was lacking a few things. I'm at a loss, I'm trying to compare mine with the examples they give but the type of lesson is so different to the types in the examples, and much harder. I don't even need the certificate any more because I didn't get the visa, but I need to finish it because I paid a lot of money for it! Here's the feedback I got when it was returned: THIS IS A GOOD START, BUT YOU NEED TO GO BACK AND FOLLOW THE STEPS OF THE LESSON PLANS WE VE PROVIDED. YOU ARE MISSING SOME KEY ASPECTS OF THE PPP APPROACH REQUIRED BY THE LESSON PLAN. A TYPICAL LESSON WOULD FOLLOW THIS SEQUENCE: 1. WARM-UP / REVIEW OF ASSUMED KNOWLEDGE 2. SETTING CONTEXT / PRESENTING TARGET STRUCTURE (YOU NEED TO EXPLAIN HOW YOU WILL ACTUALLY TEACH -- NOT JUST ELICIT -- THE TARGET LANGUAGE) 3. DRILLING (CHORAL AND INDIVIDUAL) 4. CONTROLLED PRACTISE (ORAL) (WHOLE GROUP): WORKSHEETS, SIMPLE ACTIVITIES FOCUSING ON TARGET LANGUAGE 5. PAIRWORK PRACTISE (ORAL AND/OR WRITTEN USE OF THE LANGUAGE WITH ANOTHER STUDENT) Edit: Jack M, this is a set lesson plan I've been given. I'd be teaching English as a second language to students in a foreign country. "E.g Can you tell me where I can to post a letter? May also confuse prepositions of place, e.g third left in this road." - These are anticipated problems you might come across with non-native English speakers.

Answers:Ok, you have a problem. Go to daveseslcafe.com and look at his lesson plans on directions in a city. >>

Question:In my middle school methods class I am working with a few classmates on a thematic unit about the Olympics. I am covering the language/arts portion. I have to have 15 lesson plans for the project, and I don't know how to begin. I don't know much about creating a thematic unit and our teacher didn't give us much direction. Does anyone have any ideas?

Answers:hi here is a site you could use http://www.tki.org.nz click on this link http://www.tki.org.nz/e/search/retrieve_search.php?&search_term_data=DC.Description%3BDC.Title%3BDC.Subject.Keyword%3BDC.Subject.Classification%3BTKI.SupplementaryTerm%3A%3Aolympic+games in here look down and look at the olympism learning kit, looks good. I use this search engine http://www.clusty.com which is a clustered site. i typed in the search bar olympic games 2008 lesson plans. this is what it came up with in the clustered bar. So go to clusty.com and check it out for yourself, by just typing in your question/keywords or subject. The numbers that are bracketed are how many sites there are. All Results (149) +Education (25) +China (24) +Resources, Teachers (19) +Beijing Olympic Games (11) +History, Ancient (10) +Olympic Committee (8) +Competition (8) +Thematic Units (5) +Olympics 2000 Links and Lesson Plans (7) +Canadian Olympic School Program (6) +Coloring (5) Olympic Winter (7) Team (5) BOYCOTT, 2008 Olympic Games In Beijing (4) +Gateway to the Summer Games (5) Olympic Park (3) Activities And Lesson Plan Ideas, Campaign Lesson Plans (2) Olympic Dreams (3) ESL, Summer Olympic Games 2008 (4) Human (2) i clicked on the thematic unit and this looks great http://www.theteacherscorner.net/thematicunits/olympics.htm well this search engine is great for anything.

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A SHTF Lesson Plan. :THANK YOU. Some of YOU, make all the difference in History.