1. Context Performance Goals Lesson Objectives

2. Learning Objectives One sentence Explain what you want the learner to be able to do independently Guide your lesson Focus your learners

3. Given a map, tourist police will be able to use imperatives and sequencing words to give directions to a bule with no more than one request for clarification.

4. A Learning Objective Includes: Audience: the learner Behavior: An action verb that describes what the learner will be able to do Condition: Special conditions for assessment, if any Degree: Minimum standards for acceptable performance in the new skill

5. Given a road sign, traffic police will be able to explain traffic laws using modals correctly 9 out of 10 times.

6. Behavior Must be observable & measurable How do we know if they succeeded? Understand Know Learn Appreciate “Get a feel for” “Be exposed to”

7. Fix the Immeasurable Objectives Given a crime scene sketch, officers will be able to know 100% of the evidence present. Given an account of a kidnapping, officers will be able to understand the passive voice four out of five times. Given a rape case, officers will be able to learn sensitive language for talking to the victim at least 5 times during the interview.

8. Bloom’s Taxonomy Creating Evaluating Synthesizing Analyzing Applying Understanding Remembering Less sophisticated More sophisticated

9. Context: Domestic Violence Performance Goal: Handling Emergency Calls FunctionsLanguage Samples GrammarVocabulary Ask for current situation Where are you now? What is happening now? WH Q’s, present progressive Calm someone downCalm down, Help is on the way, Be patient; Imperative Ask for history of violence Has your husband been violent toward you in the past? Present perfect

10. Warm Up & Review: A quick (5-10 minute) activity to review previous vocabulary/grammar AND make the students awake and active Connect to previous lesson: Make a connection between what the students learned before and what they will learn next. These connections help them build knowledge and focus their mind on the lesson Objectives / Set induction: Write the objectives on the board, so learners can copy them and refer to them later. This let’s learners know what they will be doing, and they can assess their progress at the end of the class Presentation: (lecture style) Start the class by presenting any new information. Use visuals, text, realia, or just writing on the board to help students understand the new material Guided Practice: (cooperative learning) There activities allow the learner to practice the new material. Use scaffolding to help learners slowly master the material. Use a lot of group/pair work so students can help each other. Reduce the scaffolding with each activity Move from: Whole class group/pairs Receptive skills productive skills (listening, reading) (speaking, writing) Independent Practice: Remove all scaffolding and allow each learner to complete the objectives independently Reserve: Always have some activity ‘just in case’ you finish your lesson plan early.