example of lesson plan in english high school
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A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan.
Developing a lesson plan
While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
- Title of the lesson
- Timerequired to complete the lesson
- List of required materials
- List of objectives, which may bebehavioral objectives (what thestudent can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
- The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons
- An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas
- Independentpracticethat allows students to extend skills or knowledge on their own
- A summary, where the teacher wraps up the discussion and answers questions
- An evaluationcomponent, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
- Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving
- A continuity component reviews and reflects on content from the previous lesson
A well developed lesson plan
A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students.
Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.
Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and learning styles.
Setting an objective
The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established idea or question. This includes individual and group activities. Having established these activities, the teacher identifies what language arts skills the lesson plan must cover. After the teacher completes these activities, they must ensure the lesson plan adheres to the best practices used in language arts. This includes conducting research on what teaching methods result in a high success rate for students. The teacher must ensure the lesson plan goals are compatible with the developmental level of the students. The teacher must also ensure their student achievement expectations are reasonable.
Selecting lesson plan material
A lesson plan must correlate with the text book the class uses. The school usually selects the text books or provides teachers with a limited text book choice for a particular unit. The teacher must take great care and select the most appropriate book for the students.
Types of Assignments
The instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:
- Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.
- Small groups—students work on assignments in groups of three or four.
- Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.
- Independent work—students complete assignments individually.
- Peer learning—students work together, face to face, so they can learn from one another.
- Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.
These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructorâ€™s choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:
- What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
- What is the amount of time the instructor wants the students to use to complete the assignment?
- How much time and effort does the instructor have to provide student grading and feedback?
- What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice
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Answers:First state to the students what they will be doing and how. Keep the lesson simple for this situation. Give examples of present tense verbs and give non-examples. Provide practice maybe in some sort of worksheet and give feedback if they are correct or incorrect. Ask questions and allow students to give examples or even readsorally a magazine article that would interest them for review. Then end the lesson by asking them to correctly write a paragraph or more using present tense verbs. You need to prepare an interesting open ended prompt for this. Again, keep it simple and don't worry.
Answers:How about THE IMPORTANCE OF BEING EARNEST with Colin Firth and Reese Witherspoon? I watched it with my 12th grade and 8th grade kids (my own children) and it was a blast. We all really had to reacclimate our listening to keep up with the dialogue. And my younger one had to replay some things. But it was a great experience. We have it in our local library. Also... the movies BECOMING JANE and PRIDE AND PREJUDICE (Keira Knightly version) motivated me to pick up and read some Jane Austen, which I had never done. Although you might lose the guys with these. For heros, tragedy, belief systems, and individual v. society I kind of like Braveheart. It's definitely a fictional account of William Wallace's life, but they worked very hard to develop ALL of those themes. Think it might be rated R tho, don't know if that's a problem. Don't know if American Dream/personal development/self awareness might factor into your literature at all, but if it does, GROUNDHOG DAY might be a good light addition that can spark discussion. And lightens people up in early February. Also AS GOOD AS IT GETS, which adds in disability and socioeconomic factors.
Answers:Each school has its own way of doing things. In the 3 high schools in which I worked, I had a lot of autonomy in creating lessons and deciding how I wanted to teach the material. In two of the schools (both public), each grade level has a course outline, which tells you all the units you are to cover during the year: grammatical concepts that students need to master, writing pieces and their formats (research paper, creative, reflective, etc.) and titles they needed to read. The titles were always a list where I picked, say, 1 play from 3 choices, and 4 books from 6 or 7 choices. You are also given a list of literary terms and devices you need to teach. In the one private, special ed school I worked at, I taught whatever they had the materials for, and it wasn't much. Grammar is hard: it's not fun to teach and kids are turned off at the mention of the word. But it's soooo necessary. Some schools require you to submit your lesson plans (to the principal, for example) two weeks in advance. My schools never asked for this, and I appreciated the trust they had in me that I was doing a good job. I started my first year writing lesson plans for my own benefit, but eventually I stopped doing that as the lesson plan database in my head grew and multiplied. Eventually, you know how best to teach which topic, the best approach to use, how much time it will take (so crucial to planning), and how best to assess them when they're done. It's more of an art than a science, and by year 3, you're well on your way to knowing what to do and how to do it. That said, you will be observed by department chairs, principals or other district personnel, sometimes as many as 4 times your first couple of years (pre-tenure), and they will expect lesson plans in advance (only to not show on the day they're supposed to observe you, ha ha!!). These plans should align your goals and objectives with state standards to show that your lesson planning is taking these things into consideration. But in English, which is such a great, creative field to teach in, you can fit nearly anything you do within state standards. If you work in a more collaborative environment, the more experienced teachers will help get you started with their lesson plans, materials and tests. I hear it's not always like this though, and some teachers can be very territorial, thinking they spent all that time creating a lesson and they're not gonna just give it to someone else. That's a crappy attitude though, and one I didn't encounter where I worked. My schools also had mentoring during my first year (which was invaluable) and mandatory "new teacher induction" the first 3 yeras just to make sure everyone was basing their lesson plans on valid research and proven methods. Good luck! Email me if you have any other questions.
Answers:It might help if we knew what subject you are teaching. But, I agree with the first answer. If you cannot come up with one hands-on lesson, you are going to have a really difficult time coming up with daily, weekly and monthly plans that will keep students engaged and progressing.