Part2-29LessonPlanning

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______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–29 
Lesson Planning 
Adult English language learners generally have limited time to devote to participating in 
language classes. A good lesson plan is an important tool that focuses both the instructor 
and the learners on the purpose of the lesson and, if carefully constructed and followed, 
enables learners to efficiently meet their goals. 
A lesson is a unified set of activities that focuses on one teaching objective at a time. A 
teaching objective states what the learners will be able to do at the end of the lesson. 
Teachers use the information learned through the needs assessment to develop the objectives 
(See Needs Assessment and Learner Self-Evaluation Activity Packet, page II–5.) For 
example, if the learners identify “understand written communication from my children’s 
teachers” as a goal, an objective might be “learners will be able to interpret a child’s weekly 
homework form” or “learners will be able to read the notes that their children’s teachers 
send from school.” 
What Are the Essential Components of a Lesson Plan? 
A lesson plan identifies the enabling objectives necessary to meet the lesson objective, the 
materials and equipment needed, and the activities appropriate to accomplish the objective. 
• Enabling objectives are the basic skills (language skills such as vocabulary, 
grammar, and pronunciation) and the life skills (including cultural information) that 
are necessary to accomplish the objective. 
• Materials and equipment should be identified and secured well before class time to 
ensure that activities can be carried out as planned. These may include realia (real-
life materials like bus schedules and children’s report cards), visual aids, teacher-
made handouts, textbooks, flip chart and markers, overhead projector, tape recorder, 
etc. 
• Activities generally move from more controlled (e.g., repetition) to a less structured 
or free format (e.g., interviewing each other). They should be varied in type (e.g., 
whole group, paired, individual) and modality (e.g., speaking, listening, writing). 
a. What Are the Stages of a Lesson? 
Good lesson design begins with a review of previously learned material. New material is 
then introduced, followed by opportunities for learners to practice and be evaluated on what 
they are learning. In general, a lesson is composed of the following stages: 
• Warm-up/Review—encourages learners to use what they have been taught in 
previous lessons 
• Introduction to a new lesson—focuses the learners’ attention on the objective of the 
new lesson and relates the objective to their lives 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 30 Lesson Planning 
• Presentation—introduces new information, checks learner comprehension of the new 
material, and models the tasks that the learners will do in the practice stage 
• Practice—provides opportunities to practice and apply the new language or 
information 
• Evaluation—enables the instructor and learners to assess how well they have grasped 
the lesson 
What Are Some Practical Considerations in Planning Lessons? 
A good lesson plan involves consideration of more than just what is going to be taught (the 
objective) and how it will be taught (materials, equipment, and activities). The following 
elements also need to be thought about and planned for: 
• Sequencing—Do the activities move logically so learners are progressively building 
on what they already know? Do the activities flow well? Are transitions between 
activities smooth? 
• Pacing—Are activities the right length and varied so that learners remain engaged 
and enthused? 
• Gauging difficulty—Do the learners have enough skill and knowledge to do the 
planned activities? Are the instructions clear? 
• Accounting for individual differences—Do the activities allow for learners of 
varying proficiency levels to receive extra attention they might need, whether below 
or above the norm? Are all students actively involved? 
• Monitoring learner versus teacher talk—What is the balance between learner talk and 
teacher talk? Does the lesson allow a time for learners to interact, producing and 
initiating language? 
• Timing—Was the amount of time allotted for each part of the lesson sufficient? If 
the planned lesson finishes early, is there a backup activity ready? If the lesson 
wasn’t completed as planned, how can the next class be adjusted to finish the 
material? 
Most of these aspects of lesson planning are learned by experience, so it is important for the 
instructor to evaluate how the lesson went at the end of each class period. Ask the following 
questions: 
• What went well? Why? 
• What did not go as planned? Why? 
 
 
______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–31 
• If I had it to do over again, what would I change? 
• What have I learned about my students that I can account for in future lesson 
planning? 
A lesson plan acts as a road map for a class session. It identifies the destination (objective 
of the lesson) and marks out the route (activities for each stage of the lesson). It is an aid for 
both new and seasoned teachers. New teachers should write down the details of each 
activity—perhaps even script them. Experience will guide how detailed a lesson plan needs 
to be. Sharing the plan with learners (e.g., writing the objective and a brief description of 
activities on the board) keeps both the teacher and the learner focused on where they are 
going, how they are going to get there, and when they arrive. 
Sample Lesson Plans 
The lesson plans that follow are broken down into three categories. 
1. Lesson Plan Format 
2. Beginning Level Lesson Plan 
3. Intermediate Level Lesson Plan 
References 
Arlington Education and Employment Program. (1994). The REEP adult ESL curriculum (3rd ed.). 
Available from http://www.apsva.us/reep 
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. 
Englewood Cliffs, NJ: Longman. 
McMullin, M. (1992). ESL techniques: Lesson planning. Teacher training through video. White 
Plains, NY: Longman. 
Schaffer, D., & Van Duzer, C. (1984). Competency-based teacher education workshops in 
CBE/ESL. Arlington, VA: Arlington County Public Schools. 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 32 Lesson Planning 
Sample II–14: Lesson Plan Format 
Class ___________________ Date______________________ 
 
Time: 
 
Lesson Objective: 
 
Language Skills: 
 
 
Life Skills: 
 
 
Materials: Equipment: 
 
 
 
 
Stages of the Lesson 
Warm Up/Review 
 
 
 
Introduction 
 
 
 
Presentation 
 
 
 
Practice 
 
 
 
Evaluation 
 
 
 
 
 
______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–33 
Sample II–15: Lesson Plan: Beginning Level 
Class Beginning Date_____________ 
 
Time: We are assuming the class period is a minimum of two hours. Times listed for the activities 
are approximate. Times for each of the activities will vary depending on number of students in the 
class, literacy level of the class, and other factors. A specific lesson plan will always occur in the 
context of prior and subsequent lessons and objectives and other class activities. 
 
Lesson Objective: Telephone the school office to report a child’s absence. (In a telephone 
conversation role play, students will be evaluated on the following content: giving the name of the 
child, the child’s teacher or class, and the reason for the absence.) 
 
Language Skills 
Possessive pronouns 
Vocabulary: illnesses; sick, absent, appointment; holidays 
 
Life Skills: 
Cultural information: Schools expect to be informed about a child’s absence. 
Reasons for absence include sickness,doctor or dentist appointment, religious holiday, 
family emergency (e.g., death in family) 
 
Materials: Equipment: 
• Practice dialogues (handouts, transparency) • Overhead projector (OHP) 
• Butcher paper for teacher to draw stick figures • Practice telephones 
 of mother on phone and child with thermometer in mouth 
• Evaluation Checklist 
• Listening grid 
 
Stages of the Lesson: 
 
Warm Up/Review (10 minutes) 
From previous lessons, review health problems that children frequently have (e.g., stomachache, sore 
throat, fever). 
 
Introduction 
“Today we are going to talk about calling the school office when your child is sick and not going to 
school.” 
 
Presentation (30 minutes) 
1. Show the students the teacher-created stick drawing of mother and child. Ask the learners 
what is happening. 
2. Read dialogue 1 (page II–35) to the students. Ask if they were right about what is 
happening. 
3. Read the dialogue again and ask the following comprehension questions: 
Who is Mrs. Sanchez calling? Who is sick? What is the matter with her? 
Why is she calling the school? Who is Mrs. Johnson? 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 34 Lesson Planning 
4. Have the class practice the dialogue several times, repeating each sentence after you. Then 
divide the class in half and have one half repeat part A and the other half part B. Switch 
parts. 
5. Show the dialogue in writing (Transparency of Dialogue 1). Have the students read the 
dialogue. Ask if there are any words they do not know. If so, discuss the meanings. 
6. Hand out Dialogue 1 to each student. Have the students work in pairs and practice reading 
the dialogue. 
7. Brainstorm with the whole class other reasons for being absent. Write the reasons on the 
board. Discuss which are acceptable and which might not be. Have the students practice the 
dialogue, substituting the reasons for absence. 
8. Point out the possessive pronouns “my” and “her.” Discuss their meaning and give several 
other examples (e.g., hold up your book and say, “This is my book.” Introduce (or review) 
my, your, his, her, our, their. 
9. Hand out Dialogue 2 (page II-33) to each student and put the transparency of Dialogue 2 on 
the OHP. Ask the students to circle the possessive pronouns on their copies. Then ask a 
student to come up and circle them on the transparency. Have the students check their 
papers. Discuss why the “her” changed to “his.” 
10. Have the students work in pairs to read the dialogue. 
 
Practice (15 minutes) 
1. As a whole class, brainstorm a list of names of the parents’ children’s schools and teachers. 
2. In pairs, have the students practice the dialogues, substituting their own information (i.e., 
school name, child name, teacher name). 
 
Evaluation (30 minutes) 
1. In pairs, have the students create their own dialogues patterned after Dialogues 1 and 2, 
selecting information from the brainstormed lists on the board. 
2. Have each pair come to the front of the room and use the practice telephones to demonstrate 
their dialogues. Use the Evaluation Checklist (page II-36) to note inclusion of the following 
information: name of child, name of child’s teacher, and reason for the absence. 
3. Have the students in the audience listen for the reason for the absence and write it down on 
the listening grid provided (page II-36). (Note: This is preparation for taking a phone 
message; it also keeps the listeners focused.) 
 
 
 
______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–35 
 
Teacher Instructions: See Sample II–15 Lesson Plan: Beginning Level, pages II–31-32, for 
instructions on how to use these dialogues. 
 
Sample II–16: Student Activity Sheets/Transparencies 
 
Dialogue 1 
Telephoning the School Office 
 
A. Good morning. Grover Elementary School. 
B. Hello. This is Mrs. Sanchez. 
A. How can I help you? 
B. My daughter won’t be in school today. She has a fever. 
A. What’s her name? 
B. Maria Escobar. 
A. Who is her teacher? 
B. Mrs. Johnson. 
A. Thank you for calling. I hope she feels better tomorrow. 
B. Thank you. Goodbye. 
A. Bye. 
 
 
Dialogue 2 
Telephoning the School Office 
 
A. Good morning. Grover Elementary School. 
B. Hello. This is Mrs. Sanchez. 
A. How can I help you? 
B. My son won’t be in school today. He has a fever. 
A. What’s his name? 
B. Jose Escobar. 
A. Who is his teacher? 
B. Mrs. Johnson. 
A. Thank you for calling. I hope he feels better tomorrow. 
B. Thank you. Goodbye. 
A. Bye. 
 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 36 Lesson Planning 
 Sample II–17: Evaluation Checklist 
Teacher Instructions: Use this checklist to evaluate students’ practice telephone 
conversations as described in the preceding Sample Lesson Plan, pages II–33-34. 
Student’s Name Child’s Name Teacher/Class Reason 
 
 
 
 
 
 
 
 
 
Sample II–18: Listening Grid 
Instructions: Have the students listen for the reason for the absences and write it down in the 
grid below as described in the preceding Sample Lesson Plan, pages II–33-34. 
Parent Name Reason For Absence 
1. 
 
2. 
 
3. 
 
4. 
 
5. 
 
6. 
 
7. 
 
8. 
 
 
______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–37 
Sample II–19: Lesson Plan: Intermediate Level 
Class Intermediate ESL Date______________________ 
 
Time: We are assuming the class period is a minimum of two hours. Times listed for the activities 
are approximate. Times for each of the activities will vary depending on number of students in the 
class, literacy level of the class, and other factors. A specific lesson plan will always occur in the 
context of prior and subsequent lessons and objectives and other class activities. The following is a 
sample plan using a commercially published textbook. It is included because it contains an activity 
for interpreting a weekly homework form, a type of document literacy that most parents will need to 
read and fill out for their children. Also, we want to show that it is not necessary to create all your 
own activities in your lesson plans; textbook exercises can often be adapted or even used as is to 
meet your objectives. 
 
Lesson Objective: Interpret elementary school weekly homework form. 
Language Skills: 
Read a simple chart and explain the following orally: 
• Days of the week 
• School subjects 
• Other vocabulary: daily, weekly, each, comments (new) 
Life Skills: 
Cultural information: parents are often expected to monitor or help with children’s 
homework 
 
Materials: Equipment: 
• Sample homework forms from local schools • Overhead projector 
• Transparency of one form • VCR 
• A Day in the Life of the Gonzalez Family (text, page 49 
and video scene 6), by C. Van Duzer & M. Burt (1999). 
Available from the Center for Applied Linguistics, at 
http://calstore.cal.org/store/ 
 Used with permission. 
 
Stages of the Lesson: 
Warm Up/Review (10 minutes) 
Review school subjects by asking learners what their children are studying in school and which 
subjects and skills are listed on their children’s report cards (This is a review of a previous lesson on 
interpreting report cards). 
Review days of the week by asking learners if their children study these every day or only on certain 
days. 
Ask what days the learners study English and what they do other days. 
 
 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 38 Lesson Planning 
Introduction 
“Elementary school teachers often prepare weekly homework forms so parents can help their 
children with homework. Today we are going to learn how to read and fill out these forms.” 
Presentation (20 minutes) 
1. Play the video, scene 6 (Class haspreviously seen this during a lesson on permission slips 
and report cards). Ask the learners what Maria can do to help her daughter do better in 
school. Elicit the suggestion that she can review the weekly homework sheet. 
2. Show the Sample Homework Form A (page II–39) on the Overhead Projector. Have the 
learners read the form silently and note any words they don’t know. Ask what words they 
noted and write them on the board. Have the learners discuss the meanings. Hand out 
copies of the form to the students. Then ask the following comprehension questions: 
• What do the children have to do every day? 
• How often do they have a math worksheet? 
• How often do they create a special project? 
• What is Catalina having difficulty doing? 
• What does her mother ask the teacher to do? 
 
Practice (30 minutes) 
1. Have the learners open their books to page 49 of the textbook. Have them read the form 
silently and then work in pairs to answer the discussion questions on the page. 
2. Hand out Sample Homework Form B to each pair (page II–40). Have them write questions 
about this form. Have them exchange papers with another pair and answer the questions that 
the pairs have written. Discuss as a whole group. 
3. As a whole group, have the learners list the homework assignments that their children 
usually have and write them on the board. 
4. In pairs, have the learners create a homework form for their children. 
 
Evaluation (30 minutes) 
1. Ask the learners to bring their children’s weekly homework forms to the next class and to 
prepare a short oral presentation that gives information about what their child needs to do for 
homework that week, how often, and any help needed from family members. 
2. During the presentations, evaluate each learner on the inclusion and accuracy of the 
information stated above. 
 
 
______________________________________________________ PART II: ACTIVITY PACKETS 
 Lesson Planning II–39 
Sample II–20: Homework Form A 
(See the sample lesson plan on page II–37-38 for general instructions.) 
 
Directions: Read the form and answer the questions below about it. 
 
Carter Elementary School Child’s Name Catalina Gomez 
Weekly Homework Plan – Fifth Grade Teacher Mr. Peepers 
 
Students will: Mon. Tues. Wed. Thurs. Fri. 
• read 20 minutes each night. X X X X X 
• complete a math sheet (M-W-F). X X X 
• complete a spelling activity ( Monday-
Thursday) and study for a quiz on Thursday 
night. 
X X X X 
• prepare a Science or History project once a 
month. Instructions will come home 2 weeks 
before the Friday it is due. 
X X X X 
Parents: Please help your child every day. After finishing the homework each night, check the 
appropriate boxes. Return the folder each Friday. You can write any comments you have below. 
 
Parent Comments Cati had trouble with the math on Wednesday. Can you explain how 
to subtract fractions again? Thank you. . 
__________________________________________________________________________________ 
 
Parent Signature Eliana Flores Gomez Date: Friday 9/17/04 
 
 
 
• What do the children have to do every day? 
• How often do they have a math worksheet? 
• How often do they create a special project? 
• What is Catalina having difficulty doing? 
• What does her mother ask the teacher to do? 
PART II: ACTIVITY PACKETS _______________________________________________________ 
II - 40 Lesson Planning 
Sample II–21: Homework Form B 
(See the sample lesson plan on page II–37-38 for general instructions) 
 
Directions: With a partner, write questions about this form. Then exchange papers with another pair 
and answer the questions that the pairs have written. Discuss as a whole group. 
 
 
Carter Elementary School Child’s Name _______________________________
 
Weekly Homework Plan –Third Grade Teacher ____________________________________
 
Students will: Mon. Tues. Wed. Thurs. Fri. 
• read 20-30 minutes each night. 
 
• complete a math sheet (M-T-W-Th). 
 
• complete a nightly spelling activity and 
study for a quiz on Thursday night. 
 
• prepare a Book project once a month. 
Instructions will come home 2 weeks 
before the Friday it is due. 
 
 
Parent Comments ___________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 
Parent Signature _____________________________ Date: Friday ___________________________ 
 
 
 
 
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 /JPN <FEFF9ad854c18cea306a30d730ea30d730ec30b951fa529b7528002000410064006f0062006500200050004400460020658766f8306e4f5c6210306b4f7f75283057307e305930023053306e8a2d5b9a30674f5c62103055308c305f0020005000440046002030d530a130a430eb306f3001004100630072006f0062006100740020304a30883073002000410064006f00620065002000520065006100640065007200200035002e003000204ee5964d3067958b304f30533068304c3067304d307e305930023053306e8a2d5b9a306b306f30d530a930f330c8306e57cb30818fbc307f304c5fc59808306730593002>
 /KOR <FEFFc7740020c124c815c7440020c0acc6a9d558c5ec0020ace0d488c9c80020c2dcd5d80020c778c1c4c5d00020ac00c7a50020c801d569d55c002000410064006f0062006500200050004400460020bb38c11cb97c0020c791c131d569b2c8b2e4002e0020c774b807ac8c0020c791c131b41c00200050004400460020bb38c11cb2940020004100630072006f0062006100740020bc0f002000410064006f00620065002000520065006100640065007200200035002e00300020c774c0c1c5d0c11c0020c5f40020c2180020c788c2b5b2c8b2e4002e>
 /NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken die zijn geoptimaliseerd voor prepress-afdrukken van hoge kwaliteit. De gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe Reader 5.0 en hoger.)
 /NOR <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>
 /PTB <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>/SUO <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>
 /SVE <FEFF0041006e007600e4006e00640020006400650020006800e4007200200069006e0073007400e4006c006c006e0069006e006700610072006e00610020006f006d002000640075002000760069006c006c00200073006b006100700061002000410064006f006200650020005000440046002d0064006f006b0075006d0065006e007400200073006f006d002000e400720020006c00e4006d0070006c0069006700610020006600f60072002000700072006500700072006500730073002d007500740073006b00720069006600740020006d006500640020006800f600670020006b00760061006c0069007400650074002e002000200053006b006100700061006400650020005000440046002d0064006f006b0075006d0065006e00740020006b0061006e002000f600700070006e00610073002000690020004100630072006f0062006100740020006f00630068002000410064006f00620065002000520065006100640065007200200035002e00300020006f00630068002000730065006e006100720065002e>
 /ENU (Use these settings to create Adobe PDF documents best suited for high-quality prepress printing. Created PDF documents can be opened with Acrobat and Adobe Reader 5.0 and later.)
 >>
 /Namespace [
 (Adobe)
 (Common)
 (1.0)
 ]
 /OtherNamespaces [
 <<
 /AsReaderSpreads false
 /CropImagesToFrames true
 /ErrorControl /WarnAndContinue
 /FlattenerIgnoreSpreadOverrides false
 /IncludeGuidesGrids false
 /IncludeNonPrinting false
 /IncludeSlug false
 /Namespace [
 (Adobe)
 (InDesign)
 (4.0)
 ]
 /OmitPlacedBitmaps false
 /OmitPlacedEPS false
 /OmitPlacedPDF false
 /SimulateOverprint /Legacy
 >>
 <<
 /AddBleedMarks false
 /AddColorBars false
 /AddCropMarks false
 /AddPageInfo false
 /AddRegMarks false
 /ConvertColors /ConvertToCMYK
 /DestinationProfileName ()
 /DestinationProfileSelector /DocumentCMYK
 /Downsample16BitImages true
 /FlattenerPreset <<
 /PresetSelector /MediumResolution
 >>
 /FormElements false
 /GenerateStructure false
 /IncludeBookmarks false
 /IncludeHyperlinks false
 /IncludeInteractive false
 /IncludeLayers false
 /IncludeProfiles false
 /MultimediaHandling /UseObjectSettings
 /Namespace [
 (Adobe)
 (CreativeSuite)
 (2.0)
 ]
 /PDFXOutputIntentProfileSelector /DocumentCMYK
 /PreserveEditing true
 /UntaggedCMYKHandling /LeaveUntagged
 /UntaggedRGBHandling /UseDocumentProfile
 /UseDocumentBleed false
 >>
 ]
>> setdistillerparams
<<
 /HWResolution [2400 2400]
 /PageSize [864.000 1296.000]
>> setpagedevice