LESSON PLAN FORMAT

Name: Ruge Zhao

1. Class title:
Signal words; students’ questions
Overall Instructional Goal(s):
Students will be able to:
 Notice signal words and phrases in a presentation
 Use signal words in their practice
 Understand and practice the three types of students’ questions
 Practice asking questions as a student in a role play activity, where students practice explaining the process

THE PLAN WHY?

Orientation (5 min.) - Build rapport with students.
Greet students, announce agenda - Students learn better when they know what they
How’re we doing today? are going to do.
Today we are going to talk about signal words and phrases.
Students’ questions: we will have time to practice using the lists we
brainstormed.
The ‘Connection’: Write exactly what you will say to your students to link the previous activity/concepts with the next activity/concepts.
“Let’s first talk about signal words and phrases. ”
Engagement (65 min.) - Have students notice the signal words and
1. lecture signal words and phrases to the whole class phrases
2. deliver handout
Activity 1
3. Read through your handout, highlight the signal words and
phrases that are useful for your MTT4; think about when and
how you will use them
4. Remind students to keep the handout for later use

The ‘Connection’: Write exactly what you will say to your students to link the previous activity/concepts with the next activity/concepts.
“ Now let’s move on to ”
Activity 2 - Orient students to types of student questions
1. As a graduate student, what kind of questions do you ask in
your classes?
2. Discuss in your group

Lecture -
Introduce three types of questions
Activity 3 - Identify the three types of questions
Imagine that you are explaining the solution to this equation above
and its application to your field. Students asked the following
questions. What are the types of questions? Share your answers
with your partner.
Activity 4 [five mins] - Practice asking questions
Practice asking one of the types of student questions
Choose one process from your list
Explain one or two steps from it
Your partner should ask you a question as you explain the steps
The ‘Connection’: Write exactly what you will say to your students to link the previous activity/concepts with the next activity/concepts.
“Let’s move on to review how to respond to students’ questions ”

1
 LESSON PLAN FORMAT
Name: Ruge Zhao

Review - To activate students’ memory

Respond to student questions
Activity 5 - Change students’ partner

“Now I would like us to ”

Practice answering student questions
◦ Explain the process from your list with the first 1-2 steps
◦  Your partner should ask you the same question(s) again
◦  Answer your partner’s question using the four strategies we
reviewed

[Change students’ partner] - Give students time to practice the whole process
Activity 6
◦ Choose one process and explain the entire process to your
partner
◦ Don't forget to use signal words and phrases as you explain your
process
◦ Don’t forget to interrupt your partner to ask questions!
◦  As you listen, ask the following questions to your partner:
◦ Information seeking, clarification and hypothetical question

The ‘Connection’: Write exactly what you will say to your students to link the previous activity/concepts with the next activity/concepts.
Expansion/Homework (5 mins.) - Make sure students are clear about
1. Write a script for MTT4. Preview that we are going to practice theirhomework can help them learn better.
using the script on Thursday
2. MTT4 practice video is due on Thursday by 5:00pm
3. Bring your laptop to class