Lesson

Planning 101:

Mapping Ac3vi3es for a Clear Path to Learning

Ka3e Bain
Online Projects Coordinator
English Language Programs

Objec3ves
Par3cipants will learn to create a road
map of classroom ac3vi3es, star3ng with
the nal des3na3on, or learning objec3ve,
in mind.

Par3cipants will get tools and techniques
for geJng students to be focused and
mo3vated!

Have your students ever looked like

this?

*All images for the presenta2on retrieved from www.pixabay.com.

Or have you ever felt like this as a

teacher?

Then you may be suering from a lack

of good lesson planning!

Agree or Disagree

Agree/Disagree

I write a lesson plan for

my class every single day.

Agree/Disagree

Our students suer when

we fail to appropriately plan
for them.
(Dabbs, 2012, para. 6)

Agree/Disagree

Nothing ever goes

according to my plan, so I
dont write lesson plans.

Agree/Disagree

Lesson planning is less

important than my other
responsibili3es, like
grading.

Agree/Disagree

I know how to write an

organized and eec3ve
lesson plan!

Brainstorm

What is the purpose

of a lesson plan?

Workshop Outline

1. Background:

What do you need to know/consider when crea2ng a lesson plan?

2. Components:
What are the essen2al parts of a lesson plan?
3. Objec3ves:
Wri2ng clear objec2ves for you and your students.

4. Assessment:
How do you assess your students on the lesson objec2ve?

5. Sequencing Ac3vi3es
- How do you put learning ac2vi2es in logical order for students to succeed?

6. Reec3on:
How do you know if your lesson was good?
How do you make plans to improve your teaching?

Background



Know your Students!

Know your Content!

Know your Resources!

(Suo, Yan 2013)

Know Your Students

Ability levels
Backgrounds
Interests
Culture and subculture
Educa2on level
Typical educa2on style
Extra-curricular or
home responsibili2es

(Suo, Yan 2013)

Know Your Content

Curriculum
Textbook
Grammar
Vocabulary
Subject Material
Wri2ng Conven2ons
Reading Strategies

(Suo, Yan 2013)

Recognize the Forest and the Trees

The Broad Perspec3ve

The Narrow Perspec3ve

Forest Level Resources

Na2onal Curriculum
School Curriculum
Textbook Resources
Colleagues

Know Your Materials/Resources

(Suo, Yan 2013)

Components of a Lesson Plan

General Informa2on
Objec2ve(s)
Materials/Resources
Procedure
Assessment

General Informa3on

Date
Class
Student Level
Unit Title
Lesson Title
Dura2on of Class

Objec2ve*
Determine what you want
the students to be know
and be able to do by the
end of the lesson.
Make it measurable and
specic.
Dont keep it a secret!
Always tell your students
what the goal of the
lesson is.
*More on this later!

Materials
Make sure you an2cipate what materials you
and your students will need.
Make sure to organize and prepare all of
those materials before class.

Procedure*
Write the steps that you
and your students will

follow, keeping your
objec2ve in mind all
along the way.
Write down the 2ming
you an2cipate for each
ac2vity.
*More on this later, too!

Assessment*
How will you know
that students have
achieved the
objec3ve?

*Well come back to this topic a liale later!

What is the most important part of

a lesson plan?

Ka2es Opinion:
B: Objec2ve


AND


E: Assessment

Objec3ves

Why should we write objec2ves?

To create an end point or des2na2on for
learning!

Objec3ves

Who are objec3ves for?

Evalua2ng Goals and Objec2ves

Which goal is clearer?

Number 1
A: What will your life be
like in ve years?

Number 2
A: What will your life be
like in ve years?

B: I will be rich!

B: I will have
worked at this
company for ve
years and will have
bought a car.

Which goal is more

measurable?
Number 1
A: What are your tness
goals?

B: I will lose 10 kilos in
four months by exercising
every day and ea3ng
healthy foods.

Number 2
A: What are your tness
goals?

B: I will lose a lot of
weight and have great
muscles!

Which goal is more

ahainable?
Number 1
A: What is your running
plan as a brand new
runner?

Number 2
A: What is your running
plan as a brand new
runner?

B: I am going to run a
marathon next week!

B: I am going to train
to run 5 kilometers
within 3 months.

Keep Those Ques2ons in Mind When

Wri2ng Objec2ves

How do we know if an objec2ve is

eec2ve?
Is it clear?
Is it measurable?
Is it ahainable?

Example Objec3ve #1
Students will be able to use the present perfect tense
by playing a game called
two truths and a lie.
(wri%ng and saying 3 sentences in the present perfect tense).

Is it clear?
Is it measurable?
Is it ahainable?

Example Objec3ve #2
Students will prac:ce new vocabulary
about the classroom.
Is it clear?
Is it measurable?
Is it ahainable?

Example Objec3ve #3
Students will write paragraphs about
what they did on their summer vaca:on.
Is it clear?
Is it measurable?
Is it ahainable?

Example Objec3ve #4
Students will show understanding of
past tense verbs by wri:ng and saying
three past tense verbs in a dialogue.
Is it clear?
Is it measurable?
Is it ahainable?

Example Objec3ve #5
Students will demonstrate eec:ve
wri:ng skills by wri:ng a compare/
contrast essay with an introduc:on, body,
and conclusion.
Is it clear?
Is it measurable?
Is it ahainable?

Now Its Your Turn!

Choose a topic on the

next slide and write an
objec3ve.

Objec3ve Topics

Classroom Vocabulary
Cultural Celebra2ons
Grammar Past Tense
Grammar - /BE/ verb
Wri2ng an essay
Reading comprehension
Animals
Food
Holidays

On your marks, get set, WRITE!

Assessment!
Assessment
happens
throughout the
lesson and at
the end.

(Dabbs, 2012, para. 15)

Have you used any of these

assessments at the
end of a lesson?

The Exit Slip

Basically, an exit slip is a
piece of paper where a
student writes an answer
to a ques2on or prompt
from the teacher.
The prompt is related to
the lesson objec2ve.
(Marzano, 2012)

Many Ways to Use an Exit Slip

Sample Prompts:
1. Write one new word you
learned today and draw a
picture of it.
2. Do you agree or disagree
with this statement?
3. What was one dierence
between the two ar2cles
we read in class?

Rubrics
A rubric is a tool for
grading assignments
based on criteria.

 Rubric Title:

Paragraph: Summer Vaca3on

Category

Topic Sentence

Excellent
3

Sa3sfactory
2

Unsa3sfactory
1

Clearly states the main States the main idea but Topic sentence is very
idea and captures
readers aaen2on.

does not capture

readers aaen2on.

Most sentences are relevant

unclear and does not

state the main idea.

Suppor3ng

All sentences are relevant to to the topic sentence and

Most sentences are

irrelevant to the topic
or do not add detail.

Concluding
Sentence

Brings closure to the

but not in an interes2ng

way.

Concluding sentence
is missing or does not
restate main idea.

2-3 new vocabulary

words used correctly

0-1 new vocabulary

words are used.

Sentences

Vocabulary

the topic sentence and add

interes2ng details.

paragraph and restates

the main idea.
4-5 new vocabulary
words used correctly

some add interes2ng

details.

Restates the main idea

Grammar

Two or fewer minor

errors in grammar.

3-5 errors in
grammar.

Many grammar errors

that hinder meaning.

Punctua3on

No errors in
punctua2on or
capitaliza2on

1-2 errors in punctua2on

or capitaliza2on

Many punctua2on errors

that hinder meaning.

Total Points

Paragraph Summary Rubric

Criteria

Points Received

Exceeds
Expecta3ons
3

Meets
Expecta3ons
2

Does not meet

Expecta3ons
0-1

Topic Sentence Clear topic sentence

that iden3es the

En3re summary is clear,

concise, and logically
ordered

Any minor errors do

not hinder meaning.

Suppor3ng
Details

Clarity/
Cohesiveness
Grammar/
Mechanics
Total Points
Comments

main point
Relevant and
accurate suppor3ng
details

Rubric Resources
Rubistar
hap://rubistar.4teachers.org/index.php

Rubrics4Teachers
hap://www.rubrics4teachers.com/
Edutopia Ar3cle on Rubrics
hap://www.edutopia.org/assessment-guide-
rubrics

Guidelines for Using Rubrics

1. Keep the exact objec2ve(s) in mind that you
are assessing.
2. Be as specic or general as you need to be.
3. Share the rubric with students before they
begin working on the task.
4. Evaluate students according to the rubric.
5. Refer to the rubric when students have
ques2ons about their scores.

Do you have other ways to assess?

Ordering Ac3vi3es

Filling In the Missing Pieces

Terms for Sequencing

a Lesson Plan
Scaolding
Gradual Release of
Responsibility
Guiding the student
from Dependence
to Independence

Ways of Ordering a Lesson

Hunters 7 Steps
I Do, We Do, You Do

Madeline Hunters 7-Step Lesson

1.
2.
3.
4.
5.
6.
7.

An2cipatory Set (Warm-Up)

Objec2ve/Purpose
Instruc2onal Input
Modeling
Checking for Understanding
Guided Prac2ce
Independent Prac2ce

Lesson Plan Model: Madeline Hunter's Seven Step Lesson Plan. (n.d.). Retrieved January 7, 2015, from hap://yasuo.mysite.syr.edu/Document/Lesson Plan/4.Lesson Plan Model - Madeline Hunter's
Seven Step Lesson Plan.pdf

I Do, We Do, You Do

Teacher models the skill
Students work in pairs or
groups on the skill with
teacher feedback
Students complete the
ac2vity on their own
(rubric is used to assess).

Gradual Release of Responsibility: I Do, We Do, You Do. (n.d.). Retrieved January 7, 2015, from hap://
www.sjboces.org/doc/Gioed/GradualReleaseResponsibilityJan08.pdf

Lets Try Logical Ordering!

Objec3ve:

Students will be able to write a
logically ordered paragraph
about a recently celebrated
holiday. (Topic Sentence,
Suppor2ng Sentences,
Concluding Sentences)

Lesson Order
Warm-up:
Students brainstorm what they did during a recent holiday
or celebra2on.

1. Teacher presents a good paragraph and

points out how it is organized.
2. Students work in groups to order sentence
strips correctly as a logical paragraph.
3. Students use brainstormed ideas to write a
paragraph of their own.

Now You Try!

Objec2ve:
Students will be able to use ve simple past tense verbs
in short presenta2ons to describe their weekends.

Put These In Order

Warm-up: Students will draw a picture of something they

did over the weekend.

2 a. Students work in pairs to change present tense

verbs to past tense verbs within a paragraph.

4 b. Students write and then present their
paragraphs.
1 c. Teacher shows an example of her own picture
and explains her weekend, emphasizing past
tense verbs.
3 d. Students work in pairs to brainstorm a list of
ac3vi3es that they did over the weekend using
past tense verbs.

Logical Ordering is Important!

Reec2ng on Your Lesson

How do you
know that your
lesson was
good?

Reec2on
Journaling
Taking Notes
Discussing with
colleagues
Asking your
students
Analyzing
assessments

Reec2on Ques2ons
1. What went well?
2. What did not go well?
3. How did my students respond?
4. How did my students do on the
assessment?
5. What would I have done dierently?
6. What will I do tomorrow?
7. How can I improve?

What do you do to
reect on your lessons?

Other Lesson Planning Considera3ons

1.
2.
3.
4.
5.

Warm-up / Mo2va2on
Transi2ons
Keeping em ac2ve
Logical Sequencing
Teacher talk / Student talk

Your Exit Slip!

What are the most important components of a
lesson plan and why?




How will your lesson planning change or be
aected by what we discussed today?

THANK YOU!

Sources

All images retrieved from www.pixabay.com.

Alber, R. (2012, November 12). A Favorite Forma2ve Assessment: The Exit Slip. Retrieved
January 5, 2015, from hap://www.edutopia.org/blog/forma2ve-assessment-exit-slip-
rebecca-alber
BSCS 5E Instruc2onal Model. (n.d.). Retrieved January 7, 2015, from hap://bscs.org/bscs-5e-
instruc2onal-model
Dabbs, L. (2012, January 24). New Teacher Academy: Lesson Planning. Retrieved December
15, 2014, from hap://www.edutopia.org/blog/new-teacher-lesson-planning-lisa-dabbs
Gagnes 9 Events of Instruc2on. (n.d.). Retrieved January 7, 2015, from hap://cia.u.edu/
tools/gagnes-9-events-of-instruc2on/
Gradual Release of Responsibility: I Do, We Do, You Do. (n.d.). Retrieved January 7, 2015,
from hap://www.sjboces.org/doc/Gioed/GradualReleaseResponsibilityJan08.pdf
Jenkins, R., & Joh, S. (2011, January 1). The Essen2als of Good Lesson Planning. Retrieved
December 15, 2014, from haps://eslteacherdotnet.les.wordpress.com/2011/07/
lp_essen2als.pdf
Jenkins, R., & Johnson, S. (n.d.). Implemen2ng Solid Lesson Plans. Retrieved December 15,
2014, from haps://eslteacherdotnet.les.wordpress.com/2011/07/implemen2ng-solid-
lessons.pdf

Sources

Jensen, L. (n.d.). Planning Lessons. Retrieved December 15, 2014, from hap://
www.princeton.edu/~pia/TEFL.pdf
Lesson Plan Model: Madeline Hunter's Seven Step Lesson Plan. (n.d.). Retrieved
January 7, 2015, from hap://yasuo.mysite.syr.edu/Document/Lesson Plan/4.Lesson
Plan Model - Madeline Hunter's Seven Step Lesson Plan.pdf
Lesson Planning. (n.d.). Retrieved December 15, 2014, from hap://www.cal.org/
caela/tools/program_development/elltoolkit/Part2-29LessonPlanning.pdf
Marzano, R. (2012, October). Membership. Retrieved January 5, 2015, from hap://www.ascd.org/
publica2ons/educa2onal-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx

Mikova, S. (n.d.). Strategies for Eec2ve Lesson Planning. Retrieved December 15,
2014, from hap://www.crlt.umich.edu/gsis/p2_5
Ross, J. (2007). Designing Lessons for EFL Listening Comprehension Classes. English
Teaching Forum, 45(3), 30-33. Retrieved December 15, 2014, from hap://
americanenglish.state.gov/les/ae/resource_les/07-45-3-f.pdf
Suo, Yan. "How to Make a Lesson Plan." Slideshare. N.p.. Web. 25 Sep 2013. <hap://
www.slideshare.net/yseauy/lesson-plan-powerpoint-presenta2on>.