Lesson Planning a skill at doing a specified thing, typically one acquired through practice. Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning

Schedule Session 1: Lesson Planning Lecture Break Session 2: Listening Lesson Demo Lunch Session 3: Guided Lesson Planning Session 4: Guided Lesson Planning Wrap Up 2 min

110 Do you feel ready to teach your demo lesson? name: number add names and scores

Think Pair &Share Directions: With a partner, discuss the question given. Be prepared to share. P1. Why is lesson planning important for the teacher? For the learners? P2. What things/ sections should a lesson plan have? Why? P3. What things are the most difficult when lesson planning? Why?

Think Pair &Share P1. Why is lesson planning important for the teacher? For the learners? Gives teaching structure, framework, & an overall shape. Allows you to communicate more effectively to students, parents, & peers. Gives time & structure to allow for development of teaching skills. It suggests professionalism & genuine commitment. I don’t need to lesson plan. I know what I am going to do.

Think Pair &Share P1. Why is lesson planning important for the teacher? For the learners? For the Teachers Don’t have to think on your feet. Don’t lose “face” in front of learners. You know your procedures & sequence. For the Learners Gives a structured lesson & allows for comprehensible input. Builds confidence & respect for the teacher. Gives the teacher’s work as a model to imitate.

Think Pair &Share P2. What things/ sections should a lesson plan have? Why? title objectives materials procedures assessment anticipated problems & solutions.

Think Pair &Share My Lesson Difficulties P3. What things are the most difficult when lesson planning? Why? My Lesson Difficulties language/ cultural barrier gathering information underst&ing the curriculum time success Take a quick break

Lesson Plan Lecture Topics Skills & Methodology Elements of a Lesson Plan Lesson Objectives PDP Lesson Plan Format

Bringing Together Language Skills &Methodology What are the 2 focuses in a language classroom? What are the 4 associated skills in a language classroom? Receptive Skills Reading Listening Productive Skills Writing Speaking

Bringing Together Language Skills &Methodology Why receptive skills? Allows for “correct or incorrect” rules of language (learning). Teacher centered. Generally “safe” for students. Excellent for memorizing, introduction of core concepts, & eliciting information from students.

Bringing Together Language Skills &Methodology Why production skills? Allows for exploration/ acquisition of language Student centered but affective filters Emphasis on students exploring, making mistakes, creating

Bringing Together Language Skills &Methodology Approaches &Strategies Lecture Debate Discussion Student Centered Active Learning Small Groups Role Playing Jigsaw Task Based Learning The method in which you conduct your class. Consists of teaching & classroom strategies. Helps in focusing & guiding your lesson/ classroom.

Bringing Together Language Skills &Methodology Task Based Learning (TBL) Tasks in which learners generates authentic language. The task is based on students using the language to achieve specific outcomes. Task and the language are the instruments to complete the task. The task is an activity that: reflects real life or authentic tasks has students focus on meaning uses language freely allows students to experiment or make mistakes

Bringing Together Language Skills &Methodology Task Based Learning (TBL) Activities Questioning Games with specific outcomes Surveys Interviews Story building Role plays Ordering/ Sorting Experimenting/ Building

Elements of a Lesson Plan Lesson Information Objectives Procedures Assessment Anticipated Problems &Solutions So many different kinds of lesson plans. PDP, PPP, ELC, FUMP, PPU, T+E etc. May be called something different. May be in different order/ places.

Elements of a Lesson Plan Lesson Information

Elements of a Lesson Plan Objectives Keep the lesson on track Give learners concrete goals to work towards Fair assessment Gauge students progress Track able progress

Elements of a Lesson Plan Objectives When writing objectives they need to: have a measurable & observable outcome be concise in structure & length follow a consistent format be able to be read by an outside observer

Elements of a Lesson Plan Objectives Avoid using ambiguous or passive verbs & phrases that are not measurable or observable.

Elements of a Lesson Plan Objectives “Students will be able to…” Examples of well-written objectives: Students will be able to identify the primary colors. Students will be able to locate proper nouns from a list of nouns. Students will be able to predict what comes next in the story presented. Students will be able to collect like shaped objects from a basket.

Elements of a Lesson Plan Procedures concise, repetitive in form visually easy to understand Pre During Post Assessment Anticipated Problems &Solution

Elements of a Lesson Plan Assessment Gives the ability to measure & understand objectives Embedded in strategies &teaching (interim, formative, &summative) Individual &group/class level Why aren’t they underst&ing this?

Elements of a Lesson Plan Anticipated Problems &Solutions Frequently neglected Increases awareness & experience Where teachers practice critical thinking/ engagement skills

Pre During Post PDP Lesson Format Why PDP lesson plan format? Easy 3 staged lesson plan. Very popular in TESOL. Allows for receptive & productive language skills. Flexible for multi strategy approaches.

PDP Lesson Format Pre Schema activation Introduce vocabulary Assess Ss levels/ knowledge Generate interest

PDP Lesson Format Pre Things to consider: T centered vs. S centered Don’t linger on comprehension Goal = Introduce/ activate schema: general knowledge/ cultural context specific knowledge of topic

PDP Lesson Format Pre- Stage Activities: Pre Talk about the main topic(s) Match vocabulary to pictures Categorize vocabulary under headings Predict from a headline, title, group of words, pictures, etc Arrange pictures in the order to be confirmed or changed after listening to, reading the text Pre

PDP Lesson Format During TBL activities are given Given to help understand “text” Tasks are sequenced general  specific easy  difficult concrete  abstract skimming  scanning Ss know what to listen for Discuss, create, check knowledge in groups. During

PDP Lesson Format Skimming & Scanning During What are they, what’s different? Both are fast ways of reading/ listening Skimming- general meaning/ topic/ idea, structure Scanning- looking for a specific fact or detail. During

PDP Lesson Format Skimming Activities: During listing of events reading/listening for: mood, feeling, or tone ranking main ideas of events labeling pictures, or graphs matching pictures with descriptions

PDP Lesson Format Scanning Activities: During ordering numbering items labeling pictures matching information fill in the blanks true/ false multiple choice short answers During

PDP Lesson Format During- Stage Activities: During Listen/read & draw Listen/read & point Listen/read & arrange pictures or events in order Listen/read & find the mistakes Listen/read & answer detail questions such as “What did they say about _____?”  Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?” During

PDP Lesson Format Post Work further with “text’s”: topic content vocab/ grammar other 4 SLA skills. Personalize learning (acquisition) How “text” relates to outside world Post

PDP Lesson Format Post- Stage Activities: Post Discussion questions Role-plays Projects (ex. Create a _______) Make &tell a similar or personal story Discuss a topic, the issue or the information in the text Speculate about what happened before or after the events in the text  Speculate about the people in the text Post

Lesson Demo Directions: Watch & participate in the lesson. Think of the things you saw. What sections did you see? What activities. What SLA skills? etc. What did you like/ dislike? What would you change? Listening Lesson 2-3y middle school 1-2y high school.

Think Pair &Share Directions: With a friend answer the questions. How many best friends do you have? Can a toy be a good friend? Why What cartoons or movies about friends do you know? When finished, wait.

Go to who are the characters

Ask about the character names Buzz and Woody Andy

Ask about the character names Rex Mr. Potato Head

Ask about the character names Ham Slink

Ask about the character names TV.

Listen &Watch We are going to watch a little bit of toy story.

Complete &Go Directions: Complete the sentence. Choose an answer. A, B, or C Go to your answer sheet. The toys met because… A: Andy is coming home tonight. B: they want to rescue Woody. C: they wanted to watch T.V. with Woody.

Who said it? Directions: Read the sentences on the board. Watch the movie again. Remember who said the sentences. Hold up the correct character. Give directions 1-3, wait until after movie for #4.

What do you think? Directions: Talk to a friend. Each person choose 2 different questions. Ask your friend the questions. Answer your friend’s questions. When finished wait. What do you think? Why does the song make Woody join his friends? Does Woody love Andy? Why? Is Buzz a good friend to Woody? Why? Is Woody a good friend to Buzz? Why? Give directions 1-3, wait until after movie for #4.

What do you think? Directions: Think back to when you were a little kid. What was your favorite toy? How did you play with it? Was it like a friend? Tell a friend about your toy that was also your friend. Give directions 1-3, wait until after movie for #4.

Toy Story Lesson Reflection Instructions: Read the questions and think about the lesson. Answer the questions.

Fish Bowl Planning See into the planning process Take listening material  lesson. Practice using PDP lesson plan.

Guided Lesson Planning Time to plan your lesson demo You can work in pairs Plan the same demo, but teach it separately Use upstairs, rm… computers, supplies, me Take breaks when needed Finished at 4:10

Wrap Up What was the best/ worst part of the day? What didn’t you understand? What do you remember the most? 110 Do you feel ready to teach your demo lesson?

Wrap Up http://danielmoonasar.wordpress.com My email address: moonasard@gmail.com