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Planning 101:
Ka3e
Bain
Online
Projects
Coordinator
English
Language
Programs
Objec3ves
Par3cipants
will
learn
to
create
a
road
map
of
classroom
ac3vi3es,
star3ng
with
the
nal
des3na3on,
or
learning
objec3ve,
in
mind.
Par3cipants
will
get
tools
and
techniques
for
geJng
students
to
be
focused
and
mo3vated!
Agree or Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Brainstorm
Workshop Outline
1. Background:
2. Components:
What
are
the
essen2al
parts
of
a
lesson
plan?
3. Objec3ves:
Wri2ng
clear
objec2ves
for
you
and
your
students.
4. Assessment:
How
do
you
assess
your
students
on
the
lesson
objec2ve?
5. Sequencing
Ac3vi3es
-
How
do
you
put
learning
ac2vi2es
in
logical
order
for
students
to
succeed?
6. Reec3on:
How
do
you
know
if
your
lesson
was
good?
How
do
you
make
plans
to
improve
your
teaching?
Background
Know
your
Students!
Ability
levels
Backgrounds
Interests
Culture
and
subculture
Educa2on
level
Typical
educa2on
style
Extra-curricular
or
home
responsibili2es
Curriculum
Textbook
Grammar
Vocabulary
Subject
Material
Wri2ng
Conven2ons
Reading
Strategies
General Informa3on
Date
Class
Student
Level
Unit
Title
Lesson
Title
Dura2on
of
Class
Objec2ve*
Determine
what
you
want
the
students
to
be
know
and
be
able
to
do
by
the
end
of
the
lesson.
Make
it
measurable
and
specic.
Dont
keep
it
a
secret!
Always
tell
your
students
what
the
goal
of
the
lesson
is.
*More
on
this
later!
Materials
Make
sure
you
an2cipate
what
materials
you
and
your
students
will
need.
Make
sure
to
organize
and
prepare
all
of
those
materials
before
class.
Procedure*
Write
the
steps
that
you
and
your
students
will
follow,
keeping
your
objec2ve
in
mind
all
along
the
way.
Write
down
the
2ming
you
an2cipate
for
each
ac2vity.
*More
on
this
later,
too!
Assessment*
How
will
you
know
that
students
have
achieved
the
objec3ve?
Ka2es
Opinion:
B:
Objec2ve
AND
E:
Assessment
Objec3ves
Objec3ves
Number
2
A:
What
will
your
life
be
like
in
ve
years?
B: I will be rich!
B:
I
will
have
worked
at
this
company
for
ve
years
and
will
have
bought
a
car.
Number
2
A:
What
are
your
tness
goals?
B:
I
will
lose
a
lot
of
weight
and
have
great
muscles!
Number
2
A:
What
is
your
running
plan
as
a
brand
new
runner?
B:
I
am
going
to
run
a
marathon
next
week!
B:
I
am
going
to
train
to
run
5
kilometers
within
3
months.
Example
Objec3ve
#1
Students
will
be
able
to
use
the
present
perfect
tense
by
playing
a
game
called
two
truths
and
a
lie.
(wri%ng
and
saying
3
sentences
in
the
present
perfect
tense).
Is
it
clear?
Is
it
measurable?
Is
it
ahainable?
Example
Objec3ve
#2
Students
will
prac:ce
new
vocabulary
about
the
classroom.
Is
it
clear?
Is
it
measurable?
Is
it
ahainable?
Example
Objec3ve
#3
Students
will
write
paragraphs
about
what
they
did
on
their
summer
vaca:on.
Is
it
clear?
Is
it
measurable?
Is
it
ahainable?
Example
Objec3ve
#4
Students
will
show
understanding
of
past
tense
verbs
by
wri:ng
and
saying
three
past
tense
verbs
in
a
dialogue.
Is
it
clear?
Is
it
measurable?
Is
it
ahainable?
Example
Objec3ve
#5
Students
will
demonstrate
eec:ve
wri:ng
skills
by
wri:ng
a
compare/
contrast
essay
with
an
introduc:on,
body,
and
conclusion.
Is
it
clear?
Is
it
measurable?
Is
it
ahainable?
Objec3ve Topics
Classroom
Vocabulary
Cultural
Celebra2ons
Grammar
Past
Tense
Grammar
-
/BE/
verb
Wri2ng
an
essay
Reading
comprehension
Animals
Food
Holidays
Assessment!
Assessment
happens
throughout
the
lesson
and
at
the
end.
(Dabbs,
2012,
para.
15)
Rubrics
A
rubric
is
a
tool
for
grading
assignments
based
on
criteria.
Rubric Title:
Category
Topic
Sentence
Excellent
3
Sa3sfactory
2
Unsa3sfactory
1
Clearly
states
the
main
States
the
main
idea
but
Topic
sentence
is
very
idea
and
captures
readers
aaen2on.
Suppor3ng
Concluding
Sentence
Concluding
sentence
is
missing
or
does
not
restate
main
idea.
Sentences
Vocabulary
Grammar
3-5
errors
in
grammar.
Punctua3on
No
errors
in
punctua2on
or
capitaliza2on
Total Points
Points Received
Exceeds
Expecta3ons
3
Meets
Expecta3ons
2
Suppor3ng
Details
Clarity/
Cohesiveness
Grammar/
Mechanics
Total
Points
Comments
main
point
Relevant
and
accurate
suppor3ng
details
Rubric
Resources
Rubistar
hap://rubistar.4teachers.org/index.php
Rubrics4Teachers
hap://www.rubrics4teachers.com/
Edutopia
Ar3cle
on
Rubrics
hap://www.edutopia.org/assessment-guide-
rubrics
Ordering Ac3vi3es
Lesson
Plan
Model:
Madeline
Hunter's
Seven
Step
Lesson
Plan.
(n.d.).
Retrieved
January
7,
2015,
from
hap://yasuo.mysite.syr.edu/Document/Lesson
Plan/4.Lesson
Plan
Model
-
Madeline
Hunter's
Seven
Step
Lesson
Plan.pdf
Gradual
Release
of
Responsibility:
I
Do,
We
Do,
You
Do.
(n.d.).
Retrieved
January
7,
2015,
from
hap://
www.sjboces.org/doc/Gioed/GradualReleaseResponsibilityJan08.pdf
Lesson
Order
Warm-up:
Students
brainstorm
what
they
did
during
a
recent
holiday
or
celebra2on.
How
do
you
know
that
your
lesson
was
good?
Reec2on
Journaling
Taking
Notes
Discussing
with
colleagues
Asking
your
students
Analyzing
assessments
Reec2on
Ques2ons
1. What
went
well?
2. What
did
not
go
well?
3. How
did
my
students
respond?
4. How
did
my
students
do
on
the
assessment?
5. What
would
I
have
done
dierently?
6. What
will
I
do
tomorrow?
7. How
can
I
improve?
What
do
you
do
to
reect
on
your
lessons?
Warm-up
/
Mo2va2on
Transi2ons
Keeping
em
ac2ve
Logical
Sequencing
Teacher
talk
/
Student
talk
THANK YOU!
Sources
Alber,
R.
(2012,
November
12).
A
Favorite
Forma2ve
Assessment:
The
Exit
Slip.
Retrieved
January
5,
2015,
from
hap://www.edutopia.org/blog/forma2ve-assessment-exit-slip-
rebecca-alber
BSCS
5E
Instruc2onal
Model.
(n.d.).
Retrieved
January
7,
2015,
from
hap://bscs.org/bscs-5e-
instruc2onal-model
Dabbs,
L.
(2012,
January
24).
New
Teacher
Academy:
Lesson
Planning.
Retrieved
December
15,
2014,
from
hap://www.edutopia.org/blog/new-teacher-lesson-planning-lisa-dabbs
Gagnes
9
Events
of
Instruc2on.
(n.d.).
Retrieved
January
7,
2015,
from
hap://cia.u.edu/
tools/gagnes-9-events-of-instruc2on/
Gradual
Release
of
Responsibility:
I
Do,
We
Do,
You
Do.
(n.d.).
Retrieved
January
7,
2015,
from
hap://www.sjboces.org/doc/Gioed/GradualReleaseResponsibilityJan08.pdf
Jenkins,
R.,
&
Joh,
S.
(2011,
January
1).
The
Essen2als
of
Good
Lesson
Planning.
Retrieved
December
15,
2014,
from
haps://eslteacherdotnet.les.wordpress.com/2011/07/
lp_essen2als.pdf
Jenkins,
R.,
&
Johnson,
S.
(n.d.).
Implemen2ng
Solid
Lesson
Plans.
Retrieved
December
15,
2014,
from
haps://eslteacherdotnet.les.wordpress.com/2011/07/implemen2ng-solid-
lessons.pdf
Sources
Jensen,
L.
(n.d.).
Planning
Lessons.
Retrieved
December
15,
2014,
from
hap://
www.princeton.edu/~pia/TEFL.pdf
Lesson
Plan
Model:
Madeline
Hunter's
Seven
Step
Lesson
Plan.
(n.d.).
Retrieved
January
7,
2015,
from
hap://yasuo.mysite.syr.edu/Document/Lesson
Plan/4.Lesson
Plan
Model
-
Madeline
Hunter's
Seven
Step
Lesson
Plan.pdf
Lesson
Planning.
(n.d.).
Retrieved
December
15,
2014,
from
hap://www.cal.org/
caela/tools/program_development/elltoolkit/Part2-29LessonPlanning.pdf
Marzano,
R.
(2012,
October).
Membership.
Retrieved
January
5,
2015,
from
hap://www.ascd.org/
publica2ons/educa2onal-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx
Mikova,
S.
(n.d.).
Strategies
for
Eec2ve
Lesson
Planning.
Retrieved
December
15,
2014,
from
hap://www.crlt.umich.edu/gsis/p2_5
Ross,
J.
(2007).
Designing
Lessons
for
EFL
Listening
Comprehension
Classes.
English
Teaching
Forum,
45(3),
30-33.
Retrieved
December
15,
2014,
from
hap://
americanenglish.state.gov/les/ae/resource_les/07-45-3-f.pdf
Suo,
Yan.
"How
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Make
a
Lesson
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Slideshare.
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2013.
<hap://
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