Lesson Plan Format: The Following Is A Sample of The Lesson Plan Format Used by The University
Lesson Plan Format: The Following Is A Sample of The Lesson Plan Format Used by The University
The following is a sample of the lesson plan format used by the University.
(see Unit Outline for PEP program)
Learning Standard(s)/Outcome(s)/Objective(s):
Investigate how vocabulary choices, including evaluative language can express shades of meaning,
feeling and opinion
At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
- Using a graphic organiser as a tool for planning their descriptive piece of writing
- Including who, what, when and where
- Using descriptive language in their graphic organiser
- Giving ideas that would correlate with Luna park
Assessment:
Collecting the students work
Roam around the classroom and read the ideas the children have thought up
With the help of questioning students create deeper responses
Teaching focus:
A. the pre-service teacher's teaching skill for observation by Supervising Teacher;
Making sure that my instructions are clear and the students know what they are doing when they go to
their tables
Background to the learning:
A. References for teacher background knowledge
- Need to have ideas of descriptive language related to luna park
- What descriptive language is
Lesson resources:
Lesson content:
A. Introduction
10 mins
The students will be reintroduced into the topic of Luna park and descriptive language. As a class we will do a brief re cap of
what they have already done on the subject and what they will be working towards.
B. Development
5 mins
Remind the students of what a snapshot is (a moment in time you imagine and can see when you close your eyes
and think of being at Luna park), it is not a story
Ask students to get out their table of descriptive words for all the different senses.
Ask a few students to share their ideas of what they will be writing about
Show the students the graphic organiser explain that it will be who, what, when and where.
Who: who can you see? Who are you there with?
What: What is around you? What can you see? What can you hear?
When: When are you there? Whats the day like?
Where: Where are you in Luna park?
EXTENSION
If students continue this early they can go on and start their writing
D. Closure
5 mins
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your self-development
focus for the lesson, referring to both strengths and areas to be addressed.
Lesson/activity transition:
This is the activity required to terminate the first lesson/activity and to initiate the next lesson/activity. A
lesson/activity transition is not to be confused with a lesson/activity conclusion.
The maximum recommended time is 3-4 minutes. Activities may include collecting used materials, tidying the
room, returning materials to shelves, a song, a jingle/action rhyme, a stretching activity, reorganisation of
furniture, distribution of materials for the next lesson/activity.
Step 2: (etc.)
ASSESSMENT GRID
Outcome/Standard/Objective
Purpose of Assessment