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LESSON PLANNING

STEPS TO DEVELOPING A
QUALITY LESSON PLAN
Lengua Inglesa y su didáctica
URJC
Lesson planning
• Lesson plans are first of all a
thinking process.

• The purpose of a lesson


plan is to communicate
– Some common mistakes are:

• Objectives
• Instruction
• Materials
• Activities
• Assessment
Some common mistakes are:

– The objective of the lesson does not specify


what the student will actually do (unclear
objectives).

– The instruction in which the teacher will


engage is not efficient for the level of
intended student learning.
– The materials specified in the lesson are
extraneous to the actual described learning
activities .

– The students activities described in the lesson plan


do not contribute in a direct and effective way to
the lesson objectives.

– The lesson assessment is disconnected from the


behaviour indicated in the objectives.
• THE PURPOSE OF A LESSON
PLAN IS TO COMMUNICATE
• Lesson plans are not written for
teachers to read to the class. They
are used to structure the lesson and to
help with the flow of the class.

• The lesson plans you develop are to


guide you in helping your students
achieve intended learning outcomes.
• In order to accomplish that purpose
the plan must contain a set of
elements that are descriptive of the
process.

• Description of general information


about the plan.
INPUT (Descripción de la
unidad)
• Unit name/title

• Content:What you want to teach .

• Prerequisites: What the students already


know.

• Level: What level you are developing the


lesson plan for.
INPUT (Descripción de la
unidad)
• Time: Estimated time for your lesson.
• Description of lesson (Justificación)
– Why you have chosen this topic
– Relation with other units
– Cross-cutting themes

• Materials, resources and technology


Instructional objectives (OUTPUT) –
Objetivos didácticos)

• Specific

• Outcome based

• Measurable
Instructional objectives (OUTPUT) –
Objetivos didácticos)

• Three domains or categories:(Revised


Bloom’s Taxonomy)

– Cognitive
– Psychomotor
– Affective
Instructional objectives (OUTPUT) –
Objetivos didácticos)

– Cognitive:objectives related to
information or knowledge (Bloom’s
Taxonomy)
• Recall or recognize specific information: concepts
(define, locate, spell, fill in the blank, identify, name,
underline, label, etc..)
• Procedures: (procedimientos)
– Applying ( use the information) apply, construct, find out,
determine, illustrate, give an example
– Analysing ( break the information into component parts and
describe the relationship: analyze, debate, deduct,classify,
specify,compare, contrast
– Creating (generate new ideas and ways of viewing things):
change, create,plan,write, invent
Instructional objectives (OUTPUT) –
Objetivos didácticos)

– Psychomotor: Basic motor skill


objectives (construct, kick, skip).

– Affective: Objectives pertaining


attitudes, appreciations, values and
emotions ( accept, value, appreciate,collaborate,
enjoy)
Instructional objectives (OUTPUT) –
Objetivos didácticos)

– What I do

– What the students do

– Supplemental activities:
• extension
• remediation

– Adaptation for special learners


Assesment criteria

– Criteria that will be used to judge the


level of performance that has been
achieved.

– Learning objectives consist of:


• Students action
• The content
• Standard required to meet the objectives