EXPECTATIONS FOR LESSON PLANS

AND OBSERVATIONS STIJDENT TEACHERS

-

Dr. Kathy Moore

LESSON PLANS

~ Kindly keep an orderly compilation of all lesson plans that you develop. When I come for
the observation, I expect to see all your lesson plans for the courses that you are teaching.
These lesson plans will be evaluated according to format and content. Be sure you include
your goals and objectives for the semester, unit and daily lessons.

~ Lesson plans must be very specific and well developed. Indicate exactly what you plan to do
to meet your goals and objectives so that there is evidence of student learning, i.e., what
students should know and be able to do when they leave the daily class and complete the
course. Write out examples, explanations, short drills, etc. Show your step by step process
in the instructional strand. Leave nothing to chance! When the class is over, it should be
evident that students have acquired a new skill and enhanced previous learning, skills and
understanding of concepts being taught.

~ The lesson plan must include how much time you expect to spend on each activity.

~ Include copies of all handouts, tests and other materials that you have given to students. I
will check these very carefully

~ Kindly provide a copy of your seating chart for each class. I expect to have this by the end
of the first week that you are teaching.

ON-SITE SUPERVISION VISITS

~ Consult your summary of the expectations and competencies that you must meet.

~ If I arrive and do not receive lesson plans nor observe a well-planned instructional period,
the evaluation will be poor.
~ Plan on a conference after each visit to discuss my observations-commendations and
recommendations for improvement.

~ Visits are unannounced. If there is a change in the daily schedule, kindly let me know in
advance. Be very aware of changes that occur in the daily schedule at your school site.
Shortened class periods will affect your

 
 STUDENT TEACHER OBSERVATION

CATEGORIES OF MAJOR EMPHASIS

IN THE OBSERVATION PROCESS

A. CLASSROOM MANAGEMENT

--Students on task and engaged in the activity

--Mutual respect in evidence
--Students aware that the teacher is in control of the class
--Classroom rules are obvious and observed; they are posted for quick reference
--Students are held accountable for their behavior; there are definite consequences
for poor behavior or lack of respect for teacher and classmates

B. COMMAND OF THE LANGUAGE

- Teacher uses the target language exclusively in class demonstrating strength in

communication
--There are no glaring errors in the use of the target language
--Teacher uses a variety of vocabulary in accord with language level
--Teacher is able to manipulate grammatical structures and use idiomatic expressions
effectively
--Teacher uses target language as the communication tool and requires the same of
students
--Anything of a written nature (board, overhead, handouts) is perfect; this includes
accentuation

C. SEQUENCING OF ACTIVITIES

--Goals and objectives of the day's lesson are clear and in evidence

--The day's agenda is discussed and/or visually represented

--The class is organized around a specific lesson design fonnat

-.There is evidence of in-depth planning where the five language skills are

incorporated into every aspect of the lesson (listening, speaking, reading,

writing and culture
--The transitions from activity to activity are clear and orderly. Teacher does not proceed
until all students are ready
--Students involved in paired activities or cooperative learning groups are
closely monitored

--Critical thinking on the part of students is evident

--Teacher is obviously well-prepared for the class!

--Students are the major panicipants in the lesson; the teacher is the facilitator

D. COLLABORATIVE LEARNING ACTIVITIES

--The lesson provides opponunities for students to work together
--Groups or pairs are randomly selected or are organized according to the dictates of
established cooperative learning methods
--Teacher has provided clear instructions and modeled the activity for the groups
--Students are under control and are accomplishing the task-not wasting time
--Students are closely monitored by teacher
--Students are held accountable (oraJly or in written form) for work accomplished
in groups/pairs
--Teacher is constantly moving around the room observing and facilitating student
work acting as guide and resource
E. LESSON PLANS
--A.11 lesson plans are professionaJIy done on computer or neatly hand-written
--Teacher is keeping a notebook of lesson plans
--The concepts to be taught for the year, semester (6 or 7) are clearly stated at the
beginning of the lesson plan compilation
--The unit goals and objectives for the course are clearly stated; close attention is given
to achievement and mastery
--The chapter/lesson goals and objective are clearly stated
--The daily lesson goals and objectives are clearly stated
--The lesson plan evidences in-depth thought, planning and organization
--The lesson plan incorporates different activities and a variety of resource
material to be used (text, workbook, tapes, computer technology, realia, readers,
magazines, transparencies, games, objects, etc.)
--AJI materials to be used in the lesson are close at hand and readily available for
demonstration and panicipation
--Every lesson includes a section for the evaluation of the lesson--what was successful
and what needs improvement .
 DAILYLESSONDESJGN FOR EFFECTIVE PLANNJNG

• Major concept (from semester plan):

• Goal(s) for today's ~esson-:

• Objectives/Student outcomes:

~ Material needed:

• Notes to myself:

• WARM-UP: (detaHed wtth exp~an-attons)

i

e INSTRUCTIONAL STRAND:
(describe every stepinyoutprocess arret inctude examples.)

- comprehensib~ input

- constant checking for un-derstandtng

e GUIDED PHACTIGE:
(activities that support the learning, real world, contextual, variety
with expectations and accoun-tabiHty, wholedass, pafroo, smaH
group, in-dtvidual.)­

e CLOSURE/SUMMARY
i

e INDEPENDENT PRACTICEI"HOMEFUN"
(meaningful assignment that supports the Teaming and wm be
reviewed.)

e EVALUATION OF LESSON:
My personal reflection- - Posttives- an-ct improvements
 STUDENT TEACHER - LESSON PLANS

CONNECTING THE 5Cs TO THE DAILY LESSON

As you prepare your lessons, it is important to connect the appropriate National

Standards to your daily plan. Be sure to indicate which Standards you are using
as the basis of your lesson. This can be from one to all five Standards as
appropriate.

For example...

Vocabulary development Students will be able to provide and obtain

information dealing with their weekend activities using the vocabulary
related to student activities in a short question and answer dialogue warm­
up activity. (Communication)

Reading. Students will identify the similarities and differences between

school life in their own region and in another francophone region in the
discussion on the short reading assignment "Mon ecole". (Culture,
Communication, Connections)

Structure. Students will be able to recognize and use the different

grammatical structures related to the concept of fonnal and infonnal
language in French and English - tu et vous. (Communication,
Comparisons, Cultures)

Again, as you indicate the student objectives/outcomes in each lesson, it is

necessary to integrate the National Standards in your planning.

~
CONCEPTS - LEVEL I
A. The pronunciation and spelling systems
B. The verb system - present, present progressive. intro to past tense
C. The noun system
D. The adjective system
E. Vocabulary deveLopment
F. Integrated cultural support - real-world context
SEMESTER GOALS
Facilitate stUdent teaming as evidenced by hislher ability to use the language in
context and initial mastery of the concepts for Level L
Integrate the National Standards (COMMUNICATION. CULTURES.
CONNECTIONS. COMPARISONS, COMMUNITIES
Connect and integrate the skills of LISTENING, SPEAKING. READING,
WRITING. CVLTGRE

SBvlESTER OBJECTIVES:
Students will be abLe to:
A) pronounce and spell correctly in the target language
B) manipulate infinitives. conjugations. use verb tenses correctly in context
distinguish between regular and irregular verb patterns,
control designated gramatica1 structures
C) distinguish between gender and number. apply gender theory in context
D) recognize and use adjectives correctly in context. demonstrate clear
control of fonn and placement
E) build and expand ability to use basic thematic vocabulary and idioms in
real-world context

UNIT 1 GOALS
Facilitate student learning so that there is evidence of use of real-world vocabulary,
expressions (name theme), correct use of gramatica1 structures (name).
verbs. demonstrated understanding of the essence and integration of culture
in real-world context

UNIT lOBJEcnVES:

Students will be able to:

A) pronounce and spell correctly in the target language initial greetings.

verbs. nouns and adjectives (list)

B) manipulate and apply the conjugations of the 1st. 2nd. 3rd groups of
infinitives (list) and use the following irregular verbs in
context (list)
C) use the nouns COrTectly in real-world context (reference)

D) use the adjectives correctly in real-world context (reference)

E) use the thematic vocabulary and expression! presented (reference·

. instructor. text,. ancillaries

 - - -

78 • Teaching Language in Context Workbook

Characteristics of Effective
Foreign Lanc...l1uage Instruction
GuideLines
The National Association of District Supervisors of Foreign Languages has
Identified the following characteristics of effective foreign language Instruc­
tion These guidelines provide a basis for common understanding and com­
munication among evaluators, observers. and practitioners In foreign
language classrooms.

• The teacher uses the target language exclusively and encourages the
students to do so.'
• The teacher provides opportunities to communicate in the target language
in meaningfUl and purposeful activities that simulate real-life situations:
• Skill-getting activities enable students to participate successfully in skill­
using activities. Skill-USing activities predominate.
• Time devoted to listening, speaking, reading, and writing is appropriate to
course objectives and to the language skills of the students:
• Culture is systematically incorporated into instruction.
• The teacher uses a variety of student groupings.
• Most activities are student-centered.

• The teacher uses explicit error correction in activities which focus on accu­
racy, and implicit or no error correction in activities which focus on com·
munication.
• Assessment. both formal and informal. reflects the way students are
taught.

• Student tasks and teacher questions reflect a range of thinking skills.

• Instruction addresses student learning styles.
• Students are explicitly taught foreign language learning strategies and are
encouraged to assess their own progress.

• The teacher enables all students to be successful.

• The teacher establishes an affective climate in which the students feel
comfortable taking risks.

• Students are enabled to develop positive attitudes toward cultural diversity.

• The physical environment reflects the target language and the culture.

• The teacher uses the textbook as a tool, not as a curriculum.

• The teacher uses a variety of print and non-print materials including
authentic materials.'
• Technology, as available. is used to facilitate teaching and learning.

• The teacher engages in continued professional development in the areas

of language skills, cultural content. and current methodology.

"Listemng, speaking. and authentic non-print materials are emphasized, but to a

lesser degree in Latin and Greek classrooms. (NADSFL 1991)
 ,

, ,

8B(d) English. During interrelated activities in program coursework and fieldwork, SS English
candidates learn and practice ways to: (1) teach advanced skills and understandings in the use
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs
California Commission on 16
of oral and written language as described in the state-adopted academic content standards for
students in English Language Arts using specific methods such systematic comprehension
support, analysis of informational and literary texts, use of technology for research support and
editing, and direct instruction of various writing applications, strategies, and written and oral
conventions; (2) understand how to teach the purposes and characteristics of the major genres
of literature; (3) teach a strong literature,language, and comprehension program that includes
oral and written language; and (4) increase their knowledge and skills of content based reading
and writing methods, building on a foundation of linguistics that includes the phonological/
morphological structure of the English language.
8B(e) Arl, Music, Theatre, and Dance. During interrelated activities in program coursework and
fieldwork, SS art, music, theatre, and dance candidates learn, understand, and use specific
teaching strategies and activities for achieving the fundamental goals of the Visual and
Performing Arts Framework and Student Academic Content Standards, including (1)
processing sensory information through elements unique to art, music, theatre, or dance (artistic
perception); (2) producing works in art, music, theatre, or dance (creative expression); (3)
understanding the historical and cultural origins of art, music, theatre, or dance (historical and
cultural context); (4) pursuing meaning in art, music, theatre, or dance (aesthetic valuing); and
(5) relating what is learned in art, music, theatre, or dance to other subject areas and to careers
(connections, relationships, applications). In the program, candidates for SS Credentials are
prepared to guide students in Grades 7-12 during the production of expressive works and in
discussions that focus on analysis and interpretation of their own work and the work of others.
8B(1) Physical Education. During interrelated activities in program coursework and fieldwork, 5S
physical education candidates learn, understand and use content-specific teaching strategies for
achieving the fundamental goals of the Physical Education Framework including (1)
developing motor skills and abilities through varied activities, (2) developing health-enhancing
levels of physical fitness, (3) knowing and understanding principles of human movement, and
(4) practicing social skill development and fair play in games and sports.
8B(g) Languages Other than English. During interrelated activities in program coursework and
fieldwork, SS languages candidates learn to teach the fundamental goals of the Foreign
Language Framework and to (1) teach in a proficiency-oriented program of foreign language
instruction that facilitates substantive communication orally and in writing, (2) demonstrate a
high level of proficiency in the language that allows them to conduct their classes with ease and
confidence with varied instructional levels, (3) use appropriate and varied language with
accuracy and fluency, (4) know structural rules and practical use of the target language and
validate the variation and usage of the home languages of their students. Each candidate is
prepared to teach students to use the language of study to exchange information in a variety of
contexts; assist students to develop proficiency in hearing, speaking, reading and writing the
target language; enable students to understand cultures and societies in which the language is
spoken; and develop students' insights into the nature of language.
8B(h) Health Science. During interrelated activities in program coursework and fieldwork, SS
health science candidates learn to (1) plan and implement instruction based on the Health
Framework/or California Public Schools, (2) create a learning climate sensitive to the healthrelated
needs of all students, (3) implement instructional strategies which result in students'
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs
California Commission on 17
understanding of scientifically based principles of health promotion and disease prevention,
incorporating that knowledge into personal health-related attitudes and behaviors, and making
good health a personal priority, (4) link instruction to the health of students' family, school and
community, and (5) initiate instruction which enhances students' resiliency and supports their
development of positive assets.
8B(i) Agriculture. During interrelated activities in program coursework and fieldwork, SS
agriculture candidates learn, understand and use content-specific teaching strategies and
instructional planning approaches appropriate to the subject area. In authorizations of Single