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TOPIC 3 LESSON PLANNING

LEARNING OUTCOMES
By the end of Topic 3, you will be able to:
Discuss how the four language skills could be integrated in a lesson
Prepare SoW according to the format integrating the four language skills
Relate instructional principles of TESL to the development of communicative
use of language.
State the frameworks of the lesson for teaching the language skills and
language arts
Discuss how the four language skills could be integrated in a lesson

Examples of Objectives for a lesson
Behavioural
At the end of the lesson students will:
Identify at least five parts of the flowering plant using the diagram provided
Draw a labelled diagram of the U shaped valley using the materials provided
Classify local dialects from a recording spoken by native speakers using the
worksheet provided
Given a set of transactions and figures, complete a profit and loss account using the
standard procedure


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Non-Behavioural
From an environmental perspective, develop an appreciation of the problems
associated with motorway construction
Develop the interpersonal skills necessary to complete a group project
Engage in discussion and debate in relation to bin charges

Features of an Effective Introduction:
Opening focused on the topic and engaged pupils interest
Opening facilitated a smooth transition from known to new material e.g. link to
previous lesson if appropriate
Opening created an organising framework for the lesson
Cues were given or materials used which helped students to understand
ideas explored later in the lesson.

Features of an Effective Lesson Development:
Evidence of new learning linked to lesson objectives
Use of a variety of stimuli/resources e.g. sound, visual materials
Use of a variety of activities and groupings e.g. individual work, group work,
discussion, role-play, problem-solving, project work
Varied interactions: teacher/group, teacher/student, student/student
Clear explanations using visual techniques and avoiding unnecessarily
complex terms
Use of examples
Use of a range of questioning strategies key question identified
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Questioning Skills
Redirection
Set of related facts
Higher order
Prompting
Seeking clarification
Refocusing

Features of an Effective Lesson Conclusion:
Main points of the lesson are summarised (by teacher or students)
Student learning is assessed (in relation to lesson objectives)
A sense of achievement is created

Creating Classroom Lesson Objectives That are SMART
By following the SMART acronym, teachers can make objectives more effective,
paving the way to a better lesson and greater student achievement.
By Richard Stowell

It is a given among instructional designers that every lesson needs an explicit
objective. Classroom teachers often need to create their own lessons, and thus their
own objectives. A typical elementary, middle, or high-school lesson, lasts anywhere
from 20 to 90 minutes. During that time, teachers should keep tasks focused around
the objective of the lesson in order to maximize student learning. Good objectives
are SMART: Stated, Measurable, Aligned, Rigorous, and Taught.
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Crafting an appropriate objective before designing the lesson serves three important
functions. First, it helps teachers choose the most appropriate activities to support
students in learning the required material. It will also help save time by giving the
teacher a stopping point. Third and finally, it will help students stay focused and give
them an indication of when they have learned what they need to.
Teachers need to remember that objectives should be SMART to help design them
effectively. It should go without saying that, as teachers deliver lessons, they ought
to be able to identify what they want students to learn. Such an identification of
learning outcomes is the basis for objectives.
Good Teaching Practice is to State the Objective
The first component, then, is that the objective is stated. In other words, it should be
communicated explicitly to students, and made public in writing. It should be visible
and written in terms such that the students are able to articulate what it is they are
supposed to be learning. If, after all, they cant say exactly what they should be doing
in class, how are they to do it?
Clearly-stated objectives, according to Gagne, Briggs, and Wager, give students
students control over their own learning. They take the confusion out of class
activities.
Well-designed Objectives are Measurable
Simply stated, once a teacher has delivered the lesson according to the objective, it
will be easy to find out whether students have learned the material. In order for an
objective to be SMART and effective, it needs to be able to be measured by an
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assessment of some kind. Measuring will help students and teachers determine if
they learned what was intended.
Objectives can embed a performance criterion, such as, "students will identify
mammals from among other animals in 9 out of ten attempts." Or, the objective may
imply a performance standard: "students will solve one-step equations in one
variable."
Lesson Objectives are Best When Aligned to Activities
The SMART objective is aligned, or tied, to every component of the lesson. It stands
to reason that verbalized and visible lesson objectives are tightly connected to the
activities and material being presented. Common words, especially verbs should
reinforce the connection.
For instance, if the objective (for a 6th-grade language arts lesson) is that students
compare features of different cultures in an expository text, then activities should
make use of the verb compare in directions and within the work. Alignment should
be given consideration when designing activities, but it begins by creating objectives
that are easily adapted to learning tasks.
Student Learn When Objectives are Rigorous
Learning can only be achieved when students cognitive faculties are challenged at
an appropriate level. Thus, rigor is a key element of good lesson objectives. Rigor
will look different at each grade level, and even for each student, but the challenge
aspect must be present in order to get students to advance and learn new things.
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The written objective should reflect the rigor. Students need to understand the
terminology of the lesson, but see immediately that it will take work and practice in
order to meet the objective. In short, objectives must present tasks and ways of
thinking that are somewhat difficult for learners.
Objectives Need to be Taught for Learning to Occur
Lastly, a classroom objective needs to be taught in order to have a positive outcome.
The final aspect, then, of a SMART objective is that it is taught the information
delivered according to what the objective states. Moreover, the effective lesson
refers to the objective consistently throughout to remind students of the goal.
Teachers of all age groups can design better lessons and facilitate more meaningful
student learning by creating objectives that are stated, measurable, aligned,
rigorous, and taught. The SMART acronym will help teachers remember what
effective objectives look like.
Sources
Gagne, R., Briggs, L., Wager, W. Principles of Instructional Design, Third Ed. New
York: Holt, Reinhart and Winston: 1988.


Creating a scheme of work based on the guide

The scheme of work (SoW) sets out the teaching programme, year by year, for each
course being taught. It includes the content that needs to be covered, the learning
objectives involved at each stage, the main activities and resources which will enable
these to be achieved and the ways in which they will be assessed.
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Typically the scheme for each year is broken down into six units of work each lasting
half a term.
The scheme should:
Reflect the agreed teaching philosophy of the department using it;
Be clear, concise and realistic, i.e. focused on the practical and do-able;
Provide breadth and balance across all aspects;
Take account of learner differences (background/aptitudes/learning styles);
Support teachers in their short-term planning;
Be seen as a working document to be reviewed and updated each year.

As has been pointed out previously, the framework charts in this curriculum guide
are not, in themselves, a scheme of work. Rather they should be seen as offering a
structured bank of material, based on sound pedagogical principles and related to
the main national assessment frameworks. They thus provide substantial support for
colleagues in developing an up-to-date scheme of work suited to their own context
and to the needs of their pupils.
If you are producing a scheme of work for the first time, you may find the following
step-by-step approach useful:

1 Getting an overview:
On one side of A4 create rough outline and headings for (6) units of work to
be taught over the year.
(Refer to exam specifications, textbooks and other documents including this guide.)



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2 Deciding on format:
Usually schemes of work are set out in the form of a grid as in the framework
charts. This makes it easy to refer across and see how the elements fit
together. An alternative is to simply list information under headings. Your
department or school may, of course, have its own established format that
everyone is expected to follow

3 Creating a unit:
Break unit down into sections and specify main contexts and learning
objectives.
Decide how many lessons/weeks should be devoted to each.
Specify for each National Curriculum Attainment Target (Listening, Speaking,
Reading, Writing) the level or range of levels aimed at within the unit. You
might also find it useful here to note targets in relation to the Asset Languages
scheme.
Identify key structures and vocabulary bearing in mind range of levels within
class and highlighting points which may require particular attention. It is useful
to indicate what language is core and what is extension material for higher
attainers (e.g. by using italics).
Map on activities from textbooks and other sources, which are relevant and
useful, as well as material you have produced, bearing in mind importance of:
o Catering for range of attainment levels and for different learning styles;
o Balancing teacher and pupil centred work;
o Linking to previous units to support development of knowledge and
skills;
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o Progressing from activities aimed at practicing language to ones where
the focus is on using the language for a real purpose, e.g. presenting
or performing to an audience;
o Integrating and achieving balance between the four skills (although
opportunity to do this is limited in early stages of acquiring new script);
o Providing stimulating cultural content drawing on up-to-date, authentic
material (where appropriate)and making links to other curriculum
areas;
o Drawing on imaginative works (stories, plays, poems, songs, paintings)
as stimulus for cultural understanding as well as language
development;
o Developing awareness of language learning strategies (including
effective use of reference material);
o Building in use of ICT where appropriate

Add homework activities (or identify possible homework amongst activities
already selected).
Identify or add main assessment activities (informal and formal).
Cross check against National Curriculum Programme of Study, KS2/3
Framework, exam board specifications and, if necessary, revise activities as
appropriate.
Review list of key structures and vocabulary and, if necessary, revise as
appropriate (It may be that activity or text you have chosen requires teaching
of language points not already specified).
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Add any resources not already mentioned including websites and reference
material.

4 Developing and reviewing the scheme of work:
Move on to create further units bearing in mind that developing a scheme of
work is an ongoing process.
Aim to get the basics in place and then flesh it out gradually.
Keep the scheme of work in a ring binder. This makes it easy to slip in extra
pages or reminders about changes/additions to be made.
Once a unit or scheme has been created, aim to review it every one to two
years.

A word of encouragement

Although creating a good scheme of work requires thought and effort, it will save you
time in the long run and give you confidence in your teaching!