Lesson Plan Template

Authors
Name(s): Beyza Sert
Details
Course
English
Unit Title
Dreams
Grade Level
7th Grade
Time
40 minutes
Content
Learning Outcomes [ASSURE (State Objectives)]
At the end of the lesson;
 The students will pronounce the words given in the first lesson on the unit named ‘Dreams’ correctly.
 The students will give the right answers to at least the 8 of the questions in the Google Forms
document named as ‘Test Yourselves!’ (Questions are related to the words and grammatical
structures of the unit).
Instructional Materials & Media [ASSURE (Select Strategies, Technology, Media and Materials)]
 2 videos on Powtoon  Listen and Repeat (Pronunciation-1, Pronunciation-2)
 A test on Google Forms.  Test Yourselves!
Learning-Teaching Methods [ASSURE (Select Strategies, Technology, Media and Materials)]
 Video/tutorial-Powtoon  Listen and Repeat
 Test-Google Forms  Test Yourselves!
 Grammar-translation method
 (De)suggestopedia
 Differentiated instruction method
Teaching Activities [ASSURE (Utilize Technology, Media, and Materials and Require Learner Participation)]
Listen and Repeat - Two videos on Powtoon: The video includes the pronunciations of the words by the native
speakers of English.
1- https://www.powtoon.com/ws/gayzfmolcGA/1/m
2- https://www.powtoon.com/ws/dtKPHq5c18s/1/m

Let’s Try Then! - The teacher asks students to utter the words in the videos with different orders and checks
whether the students can pronounce those words correctly or not.

Vocabulary Cards – The teacher prepares cards and on those cards, there are both Turkish and English
meanings of the vocabularies that are taught during the lesson. Students match with their class mates and
play this mini game. They note their scores and report the results to the teacher.

Think Tank – The teacher asks students to form sentences by using the words in the videos. They do it orally.

Test Yourselves! - A Google Form document: There are questions related to the vocabularies and grammatical
structures.
https://forms.gle/fgCYVayWyP5S93H99
Individual Learning Activities Watching the video: Every student watches the
videos shown by the teacher and takes notes if it is
necessary.
Answering the questions: They answer the
questions orally directed by the teacher and then they
go the Google Forms and answer the questions there,
as well.
Creating sentences: They create novel sentences by
including the words given.
Group Learning Activities Testing both themselves and their friends thanks
to the vocabulary cards prepared by the teacher.
Summary
- There are not any novel contents that have not been introduced to the students during the first two
lessons. That lesson is mainly focused on the listening, pronunciation and comprehension skills of the
students.
Measurement & Evaluation
There is nearly no formal measurement method that the teacher will apply on the students such as a written or
an oral exam. However, with the help of the materials like the Powtoon video and the Google Form document,
the teacher will be observing the strengths and weaknesses of the students. At the end of the lesson, the
teacher will give students homework based on their performance during the lesson and the homework will be
specific to individuals’ needs.
Measurement & Assessment Activities for  Teacher observation
Individual Performance  Google Form document
Measurement & Assessment Activities for No measurement or assessment activities for group
Group Performance performance.

Homework (optional)  There is not a single homework. The teacher is

following the rules of the differentiated
instruction in giving the homework to the
students. Every student needs different
improvements to be able to go one step further.
Explanation
The Google Form that is created with the questions related to the previous lessons of the unit ‘Dreams’ is a tool
where the teacher can evaluate the vocabulary and grammar knowledge of the students. It is also beneficial to
measure whether they have done their homework assigned in the first two lesson.
Explanation regarding to the implementation of the plan
Give explanation regarding to the implementation of the plan (the flow of the lesson) along with your back-up
plans (if things don’t go as planned).

First of all, the teacher starts with the videos created on Powtoon. (The second video is the continuum of the
first video because of the three-minute-of time restriction.) Those videos include mini pronunciation videos and
in the following of each of the mini videos, there are some instructions that ask students to repeat and practice
the pronunciation of the words given. The aim here is to make students use the words as appropriate as
possible in terms of pronunciation so that they can create a clear conversation in the real-life usage of those
words and phrases.
+ Back-up plan: If there is a problem with the electricity or with the internet connection, the teacher
himself/herself can pronounce the vocabularies and then can ask students to repeat him/her.

After watching the videos and studying on the correct utterances of the words, the teacher asks students the
Turkish meanings of the words. Here is where the teacher uses the grammar-translating method. Afterwards,
the teacher again asks students to create original sentences by using those words. If there were some
mistakes, the teacher corrects it in a very gentle way and regardless to the level of performance of the
students, the teacher always appreciates them. This is where the teacher uses the suggestopedia method.

Afterwards, the students are given some vocabulary cards. On one side of the cards, there are the English
meaning and on the other side, there are the Turkish meaning of the words. The students ask themselves
different meanings as they wish and they write down the number of right and wrong answers with their names
on a piece of paper and then, they give the results to the teacher.

In the next phase, the teacher asks students to open the test on Google Forms. They are given a limited time
and at the end of the test, the results are reviewed and the questions are answered by the teacher so that the
students can understand their mistakes.
+ Back-up plan: If there are some students that do not have cell phones, then that activity can be turned
into a group activity where two or more students can use the same phone.

Lastly, every student is assigned with the suitable homework by the teacher. They are not given the same
duties because all of them have different level of performance in that unit. This is where the differentiated
instruction method is used.