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  • Ube - Session 3 - Lesson Planning Sheet

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    therayito
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    This document provides a lesson planning sheet for teachers to develop a lesson plan for their classroom research as part of a Master's program. It includes sections for general facts about the lesson, objectives, CEFR descriptors, essential questions, questions to consider about the research, and a proposed creative lesson plan outline. The goal is to produce effective language instruction that is student-centered and achieves the aims of the research.

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    This document provides a lesson planning sheet for teachers to develop a lesson plan for their classroom research as part of a Master's program. It includes sections for general facts about the lesson, objectives, CEFR descriptors, essential questions, questions to consider about the research, and a proposed creative lesson plan outline. The goal is to produce effective language instruction that is student-centered and achieves the aims of the research.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    29 views3 pages

    Ube - Session 3 - Lesson Planning Sheet

    Uploaded by

    therayito
    This document provides a lesson planning sheet for teachers to develop a lesson plan for their classroom research as part of a Master's program. It includes sections for general facts about the lesson, objectives, CEFR descriptors, essential questions, questions to consider about the research, and a proposed creative lesson plan outline. The goal is to produce effective language instruction that is student-centered and achieves the aims of the research.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    W3: LESSON PLANNING SHEET (one per research)

    The ultimate goal of ID in EFLT is to produce effective instruction for language


    learning. Go for it and plan the lesson to be ready for implementing your action /
    classroom research for this Master’s program.
    COMPLETE before collaborative diagnostics interview.

    1) General facts about lesson plan:

    TEACHER (S):

    RESEARCH INSTITUTION:

    CEFR LEVEL AND SKILL or ACTION:

    BRIEF STUDENTS’ BACKGROUND (write below)

    MAIN TOPIC(S) FOR THE LESSON PLAN

    2) General objective (aim of this research in EFL context - what?)


    Specific objectives (refer to methodological steps to reach aim - how?)

    3) CEFR descriptors and standards


    (coherence with your research focus of skills / level to be improved)

    4) Essential questions
    (questions you should ask yourself to support instruction and learning throughout lesson)

    5) “GET REAL” questions about your research


    (Prepare these main points to address in your research lesson plan according to)

    LEARNER

    Q1: Will students enjoy and benefit from the lesson? What prerequisites of skill and
    knowledge should they have before this lesson?

    AIMS

    Q2: What are you hoping for your students to achieve? What do you want to achieve
    yourself?

    CONTENT

    Q3: What is the relevant subject / topic matter for this lesson? What language areas
    will be studied?

    PROCEDURE

    9
    Q4: What activities will you include in this lesson plan and in what sequence? What
    tasks will be strategically planned to improve the skill / motivation / knowledge?

    MATERIALS

    Q5: Which texts, resources, pictures, exercises, tech - related stuff, etc. will you use
    to ensure a well - assisted learning process?

    CLASSROOM MANAGEMENT

    Q6: What will you say? How will the setting be arranged? How much time will each
    stage take?

    6) Share preliminary CREATIVE LESSON PLAN

    (Propose a clear topic with a sequence of activities [build - up] and tasks [performance]
    for exploring the reach of your instructional aim) Try to include the following as thor-
    oughly as possible per section:

    - Statement of the lesson objective (transfer goal and the type of learning outcome in
    terms of level and other relevant factors like culture, motivation, etc.)
    - List of tasks or activities to be employed, properly scaffolded and sequenced to keep
    student learners cognitively engaged and willing to perform. Justify cultural inclusivity
    and sensibility (intercultural approach for adapting CEFR to Ecuadorian context). Also
    make sure to make activities student - centered and interactive.
    - List of materials, media and tech - related activities by which each event / stage is to be
    accomplished; include possible adaptations or differentiation for inclusive education.
    Reflect on flexibility of your plan if situation arises.
    - Prescriptions for instruction such as roles or strategies to better guide students through
    the lesson.
    - Potential instruments to assess the effectiveness of this sequence of activities, tasks and
    resources to meet instructional objectives. Detail assessment and evaluation plans be-
    fore and after the lesson plan’s implementation with students. Finally, address ethical
    considerations within your institutional or public context.

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