Lesson Planning

Mark Lawrence A. Fernandez

Professor, EL 120
(Approaches to College English Teaching)
Why Plan a Lesson?

Before discussing lesson planning, answer the

following questions:
1. Why is it important to plan your lesson before
entering your class?
2. How important is your knowledge of the students
skills needs in designing your lesson?
3. Is there a need to align the objectives with the
activities and assessment tasks? Why or why not?
College English Teaching

Adult Learning Principles

 In the Philippines, 18-21 years old
 possess unique fields of experiences
 active in learning and learn from interaction

Gagne’s theory
adults can build on current knowledge via hands-
on, experiential activities
Characteristics

 Autonomous and self-directed

 Have accumulated a foundation of life experiences
and knowledge
 Goal-oriented
 Relevancy-oriented
 Practical
 As do all learners, need respect
Robert Gagne’s Theory of Instruction

- an instructional theory that seeks to

describe the conditions under which one
can intentionally arrange for the learning
of specific performance outcomes.

“Organization is the hallmark of effective

instructional materials.
- Robert Gagne
Robert Gagne’s Theory of Instruction

3 principles:

Classification of learning outcomes: verbal

information, intellectual skills, cognitive
strategies, motor skills, attitudes
Conditions of learning: external and internal
Nine events of instruction
Robert Gagne’s Theory of Instruction

 Gain attention
 Inform learners of the objectives
 Build on prior knowledge
 Present the stimulus
 Provide guidance
 Elicit performance
 Provide feedback
 Assess performance
 Enhance retention and transfer
LESSON PLAN

 detailed description of the course instruction

 plan or framework – guide instruction
 setting realistic goals
 details vary – preference of teacher, subject, need
of students, institutional requirements
Structuring a Lesson

I. Preliminary Parts
• Title of the lesson
• Time requirement
• Methods/strategies used
• List of required materials
• List of objectives
• Behavioral (what the students can do)
• Knowledge (what the students know)
Structuring a Lesson

• II. Lesson Proper

A. Set
- also termed as Motivation, Lead-in, Bridge-in,
Warm-up
- generates schema and link to new ideas
showing pictures or models, asking
leading questions, or reviewing previous lessons
(continuity)
Structuring a Lesson

B. Instructional Component

describes the sequence of events

(instructional input and guided practice)
provide activities and instructions
Structuring a Lesson

C. Independent Practice – allows students to extend

skills or knowledge on their own
D. Summary – wraps up discussion
or Analysis – reflect on the lesson
E. Evaluation – a test for mastery
F. Assignment (Optional) – for further reinforcement;
to track student learning; to provide students with
time to practice concepts
Sample Lesson Plan

Title: Lesson in Interjections

Time required: 1hr
Method: Pair work, Conversation, Role-play
Materials: Papers, Pictures
Objectives

So, what’s in store for me?!

• appropriately express intense emotions

• write a conversation using interjections
• construct sentences based on pictures
• create a script using interjections and perform it in
the class through a role-play
• examine correct use of interjections through scripts
Motivation

Read Me!

• Oh, there’s a snake.

• I’m so ecstatic. My friend passed the bar.
• There’s a man jumping from the building.
Lesson proper

Let’s Act!

1. Group the class into 5.

2. Create a conversation between two friends
sharing about their most exciting adventures,
travels, escapades.
3. Ask representatives from each group to role-play
the conversation.
Evaluation

• Individual Task: What interjections will you use for the

pictures?
Assignment

More intensity, please!

Imagine you’re in a cruise in the Pacific Ocean.

You’re ship is suddenly sinking. Create a short script
describing the incident!
Do a peer evaluation of the scripts before you
present them through a role-play.
Sample Lesson Plan for Literature

A. Pre-reading
Language Focus
B. Reading
Literary Focus (particular element)
C. Post-Reading
Setting Objectives

• Fulfillment awaits a traveler

• who knows his destination.

• Without any clear objectives,

• then any path will do. – Theodore Levitt
• State explicitly and in detail which activities
learners are able to undertake to
demonstrate mastery
• Learner-oriented, describe observable and
measurable behavioral changes
How to write learning objectives

Objectives should measure all of the

following:
• Concepts to be learned
• Skills to be mastered
• Habits to be learned
• Techniques to be acquired
• Attitudes to be developed
Categories of objectives (BLOOM)

• COGNITIVE (INTELLECTUAL/THINKING SKILLS)

Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
• AFFECTIVE (FEEINGS, INTERESTS AND
ATTITUDES)
Receiving, Responding, Valuing, Organizing,
Characterizing
PSYCHOMOTOR (PHYSICAL MOVEMENT)
Observing, Imitating, Practicing, Adapting
Setting Objectives

• Words which should not be used in

presenting specific objectives:
• appreciate, become aware, comprehend,
know, realize, teach, understand
• After writing all objectives, go back to the
first one and then keep the relevant ones,
polish the others, and omit the useless
Setting Objectives

 learners need to be involved in the

planning of their objectives (ownership)
 stated in terms of what students will have
done or accomplished at the end of the
lesson
 objectives should be SMART
Setting Objectives
Goals
end where your effort is directed
related to aspirations, vision, purpose
Objectives
product of your effort directed to a receiver; what you intend
to do or bring about
Example of a goal: I want to improve the English proficiency of
students at the end of the course.
Example of an objective: At the end of the lesson, the students
will be able to write sentences according to use.
Objectives
Specific
What do I expect the learner to do after the
learning event?
• concrete, detailed, well-defined
• emphasizes action, action-oriented
• (strong action verbs-define, describe,
identify, enumerate, write, create, avoid,
differentiate)
Objectives

Measurable
 helps you to know when you have achieved
your objective
 measurement is the standard used for
comparison
Has the student successfully gone from Point A to
Point B?
Objectives

Achievable
Can we get it done in the proposed timeframe? Is
this possible? Has anyone done this successfully?
consider limitations and constraints (lack of skill,
not enough resources, no coaching support, not
enough time)
Objectives

Realistic
Is it possible to achieve this objective?
 the result you may want should be pragmatic
or useful in the context of your students
 students should successfully get from Point A
to Point B: mastery of simple sentences
before complex sentences
Objectives

Time-bound
Is there enough time given for the students
to achieve the objective?
 set deadlines for the achievement of
objectives (create sense of urgency and
prompts action)
 BLOOM’S REVISED TAXONOMY

Creating: Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.
 Evaluating: Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
 Analyzing: Breaking information into parts to explore
understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
 Applying: Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding: Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering: Recalling information
Recognizing, listing, describing, retrieving, naming, finding
 
What is higher-order thinking?

A guide to Productive Pedagogies: Classroom reflection manual states

that:
Higher-order thinking by students involves the transformation of
information and ideas. This transformation occurs when students combine
facts and ideas and synthesise, generalise, explain, hypothesise or arrive at
some conclusion or interpretation. Manipulating information and ideas
through these processes allows students to solve problems, gain
understanding and discover new meaning. When students engage in the
construction of knowledge, an element of uncertainty is introduced into
the instructional process and the outcomes are not always predictable; in
other words, the teacher is not certain what the students will produce. In
helping students become producers of knowledge, the teacher’s main
instructional task is to create activities or environments that allow them
opportunities to engage in higher-order thinking.
(Department of Education, Queensland, 2002, p. 1)
Use strong verbs
• Remembering
list, memorize, locate, distinguish, give example, reproduce, label, recall,
group, write, outline, underline, match
• Understanding
restate, discuss, retell, research, annotate, translate, give examples of,
paraphrase, reorganize, associate, describe, interpret
• Applying
translate, manipulate, exhibit, illustrate, make, practice, apply, interview,
change, sequence, show, solve, collect, demonstrate, construct, use, adapt
 Use strong verbs

• Analyzing
distinguish, question, examine, separate, inquire, arrange, research,
criticize, compare, contrast, survey, group, order, sequence, test, debate,
analyze, diagram, categorize, discriminate
• Evaluating
judge, rate, assess, determine, tell why, evaluate, defend, measure,
choose, conclude, debate, justify, recommend, value, argue, decide,
criticize, rank
• Creating
compose, assemble, organize, invent, compile, forecast, devise, propose,
construct, plan, prepare, develop, originate, generate, formulate, improve,
act, predict, produce, blend, set up, devise, compile
Practice

On Levels of Comprehension (Literal, Inferential,

Critical, Evaluative, Creative)

At the end of the lesson, the students are able to:

1. identify the five levels of comprehension;
2. define each of the levels of comprehension;
3. comparison between the levels; and
4. appreciate the levels of comprehension.
Evaluation

Using your knowledge of the principles in lesson

planning, evaluate the following lesson plan. Write as
many observations as you can then provide
suggestions on how to improve the lesson plans.
Other Elements
• Classroom management and dynamics
• Rapport in the classroom
• Giving clear instructions
• Complete sentence answers
• Coaching (Compliment, Coach, Cheer)
• Lesson review/Debrief
• Allowing collaboration, interaction
• Learning styles and preferences