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1 LESSON PLAN PAHSE 2

A. Students and Setting:
Students: Common core students 16 to 19 years of age. Multilevel language proficiency class, beginning
and high elementary.
Setting: it is a public high school where students study general English. Classes are 60 munites long and
meet three times a week.There are 40 to 45 students in class. Blackboard and students’heavy seats.

B. Lesson Background:
This lesson is a segue from my last class” food and drink” unit. It is a second lesson where students are
offered an extended practice on: how to order food, ask for extra food, and ask for the bill based on a
video segment. In the previous lesson and with the help of the video and the teacher’s guidance, students
teamed in groups to shape a skit to be performed as a restaurant scene next class.

C. Learning Objectives/Expected Results:
By the end of the lesson the students will have been able to use the expressions they have learned in the
previous lesson: ordering food, asking for extra food, and asking for the bill. In this lesson, group students
are going to perform their skits for each other using the functional aspect of the target language orally.
The students (audience) will assess the group performing using a rubric for scoring evaluations devised
by the students with some help from the teacher.

D. Materials and Sources:
Materials: The students’ rubric for scoring evaluations devised by students with some help from the
teacher.
Camera for shooting the students’ performances.

Rubric for scoring evaluations
Your name:…………………………..
Name of group you are scoring:……………..
Score from 0 to 1:

0=element is not present

1=element is present

Eye-contact
Maintain the visual=……………
Discard the visual=………………

Intonation
Appropriate intonation=……………
Bad intonation=………………….

Vocabulary
Related vocabulary=…………….
This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 1

Irrelevant vocabulary=…………..
Sources :( video file) ordering at a restaurant from: www.youtube.com/watch?v=0Q3IvgfzeMM

E. Procedures / Timing:
Procedures / Timing:

Teacher does/says . . .

Students do/say . . .

Approximate time
needed

Appointed students to
groups, mixing levels and
abilities

Pull the tables together to form a
restaurant setting with the teacher’s
guidance

2 to 5mins

When the restaurant setting
is formed, teacher asks
groups members to decide
on their roles(waiter/ressguests),and rehearse to get
ready for the show

Students negotiate their roles, then
rehearse and make adjustment in
intonation, rhythm where needed

5 to 10mins

When ready, teacher gets
the camera ready for
shooting the students’
restaurant scenes

2 mins

When finished, teacher
names the groups A-B-C,
explains that while one
group is performing the other
students (audience) should
listen carefully and fill in the
rubric for scoring
evaluations. Then asks
group A to take the initiative.
When group A is preparing,
teacher asks the audience to
get in the back of the class
and hands them the rubrics
out

Group A gets ready to perform the
restaurant scene. The audience at
the back with the rubrics in hand to
score group A performance.

5 mins

When group A signals to the

The other students (audience) fill in

25 to 30mins

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 2

teacher that it is showtime,
he puts the camera on for
the shooting, and then takes
notes as the performance
goes on. Collects and hands
out the rubrics every time a
group finishes

the rubric for scoring evaluations
individually or in pairs, and take
turns in performing their skits and
filling in the rubrics.

The teacher’s notes, the
shootings, and the
students’rubric for scoring
evaluations will be used as a
formative assessment during
next class

F-Learner feedback/Formative assessment:
The students engaged in filling in the rubric for scoring evaluations of each group devised by
them with some help from the teacher. While performing the camera shoots the skits, and the
teacher takes notes of students shortcoming/inadequacies that need more or further practice.
students’ scoring evaluations rubric will serve as learners’delayed feedback, while the
shootings and the teacher’s notes will serve as formative assessment.
G-Reflection:

This lesson plan is to some degree similar to the lesson plan of week 2 in the sense that it
stresses group work, peaks students’ interest and motivation, and it is different in a way that
adds to the students’ cooperation by providing peer-feedback through students’ scoring
evaluations rubric.The students engaged in group work to shape skits in the previous lesson
with the help of the video segment on food ordering in a restaurant. In this lesson students set
up a restaurant- like setting where they are performing their skits devised by
them(creative/critical thinking)practicing the expressions and vocabulary they have learned
during the prior lesson.The video segment is used as an authentic material,group work is
achieved through role play(waiter/ress-guests).Learner feedback is conceptualized through
students’ scoring evaluations rubric devised by the students with some help from the
teacher.Formative assessment is achieved through teacher’s notes and the shootings that
altogether will provide a picture of the students’ learning progress and/or shortcoming. The
activity as a whole triggers the students’ interest, motivation, and involvement within support,
fun, and enjoyment.The collaborative work is fostered through assigning a score to group
as a unit.

This is a program of the U.S. Department of State, administered by the University of Oregon.
MOOC Shaping the Way We Teach English. Copyright 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3