the “prompt” part of the lesson plan aims to make students realize that what’s coming next is important. one can say that the reason the lesson plan exists in the first place is so you can execute this part really well. if for example in your course of presenting spanish gendered nouns, a student asks if spanish is the only language that does gendered nouns. if the lesson is about basic sentence construction, you could ask students to come to the board and write some basic sentences in the target language. the next p’s have a lot to do with students receiving and reacting to the lesson.
nobody ever gets it right the first time, and this is true for both teacher and student. this teacher’s experience is a reminder of how important a lesson plan is and how it affects what happens in the classroom. a backward-design lesson plan template starts with the basic question: what will students be able to do by the end of this lesson? for example, in a 45-minute class, how are you going to divide all that time so that by the end of the time period you’ve achieved the day’s goals? it’s quite unique because it tries to plan for the “unplannable.” that is, it stimulates you to think of specific things that could happen in class. fluentu is a participant in the amazon services llc associates program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.
with the myriad challenges of this year and especially the need to transition from virtual learning to hybrid and in-person classes, i have adapted how i teach content in my spanish classes in a strategic way by breaking up lessons into five parts to make these transitions easier for both my students and me. students know what is expected of them from the moment class starts, and i use a google form where they answer the questions. new material: introduction to new material is the second part of the lesson, a time when i provide direct whole group instruction. and i only have to record each lesson once, instead of doing one prep for in-person students and another for students at home. collaborative learning: this is the part of the lesson when i give students opportunities to interact with one another and the material, usually for about 10 minutes.
for example, students can choose to work with me, with a partner, or in groups of five or more. i want students to be able to have choices when they are deciding how they want to work. independent work: this is when students work with the material and complete tasks independently to interact with the material on their own for 10 or 15 minutes, rather than with the whole group. during this time, students reflect on their learning and answer a series of questions about the daily lesson. this helps students explain what the lesson is all about. the five aspects of my lessons described here allow students to stay engaged and interact with each other in meaningful ways.
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ask students to raise their hands if they can speak more than one language. explain that there are a little less than 7,000 languages in the world, we have hundreds of standards-based lesson plans written and reviewed by educators using current research and the best instructional practices. lesson planning for the ells: step by step identify standards and objectives build background knowledge teach key vocabulary support academic language, readwritethink lesson plans, what is syntax in a lesson plan, what is academic language in a lesson plan, discourse in lesson plans. how do you write a language lesson plan? what is lesson plan in english language teaching? what is language in lesson plan? how do you start a language lesson?
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