The Five Lesson Planning Criteria The student has to demonstrate an ability to: ● write detailed, clearly stated and appropriate main aims, subsidiary aims, aims for individual stages in the lesson and personal aims ● give adequate details of the different components of a lesson plan such as information about the class; procedures; timing; interaction patterns; activities and tasks. ● give details of stages, activities and tasks which are logically ordered and which are appropriate to the learners and the lesson aims ● analyse target language, including aspects of form, meaning and phonology. identify appropriate strategies to develop the target skills/ subskills. ● plan the use of appropriate (referenced) materials and/or resources to be used. Assessment criteria Ways in which the assessment criteria may be achieved (the suggestions may not all be relevant to every lesson) a The student demonstrates ability to write Students need to: detailed, clearly stated and appropriate • write clear overall aims for the lesson main aims, subsidiary aims, aims for • write clear subsidiary aims which include other skills or language covered in the lesson individual stages in the lesson and • write aims for individual stages of the lesson showing the reasons for including each stage personal aims. • write personal aims which are appropriate for the lesson type. b The student demonstrates ability to give adequate details of the different components of a lesson plan such as information about the class; procedures; timing; interaction patterns, activities and tasks. Students need to: • provide information about the class, including relevant information about the learners and the lesson • give details of the lesson procedures, stating what the teacher will do and what the learners will do in the lesson • provide timings for each stage of the lesson indicating how long each stage will take • provide interaction patterns for each stage of the lesson c The student demonstrates ability to give details of stages, activities and tasks which are logically ordered and which are appropriate to the learners and the lesson aims. Students need to: • divide the procedures of the lesson plan into appropriate stages • order the stages, activities and the tasks in the lesson in a logical way so that one stage builds on the previous stage and the aims of the lesson are achieved. d The student demonstrates ability to analyse target language including aspects of form, meaning and phonology. The student demonstrates ability to identify appropriate strategies to develop the target skills/subskills. For lesson stages which have a language focus, students need to: • complete the language analysis table in the lesson plan template, analyzing the language to be taught with attention to form, meaning and phonology • list possible problems and solutions relating to the analysed language • show how the problems listed will be dealt with. For lesson stages which have a skills focus, students need to: • complete the skills analysis table in the lesson plan template, listing the productive/ receptive skills and subskills to be focused on in the lesson • identify appropriate strategies to be used in the lesson to develop the target skills and subskills • list possible problems learners may have with skills wor • state how the problems listed will be dealt with. e The student demonstrates ability to plan the use of appropriate (referenced) materials and/or resources to be used. Students need to: • choose resources, materials, tasks and activities from coursebooks and other sources that match the lesson aims • choose resources, materials, tasks and activities which provide variety and maintain a • • • communicative focus create extra materials and tasks when appropriate present materials for use in the classroom in a professional way, making sure that they can be read by learners make sure that they have stated where published material comes from to keep with in copyright laws. RUBRIC TO ASSESS LESSON PLANS BAND 1 Basic aims are stated but may be Aims inappropriate for the learner group, poorly worded and/or there may be confusion between aims and activities. Some components of the lesson plan may be satisfactory while others Lesson may show a lack of components awareness. There may be some significant gaps. Suggested timings may be unrealistic. Stages, activities, tasks Language and skills analysis BAND 2 Aims are stated but may be very general, inappropriate for the learner group and/or unclear. BAND 3 Appropriate aims are stated and are generally clearly expressed. Minor improvements may be needed. BAND 4 Aims are appropriate and clearly and fully expressed. Most components of the lesson plan have been completed satisfactorily. Some need more detail. Some timings may be under or overestimated. All lesson plan components have been completed. Most are adequately completed; there may be occasional lack of clarity and/ or need for more detail. Timings are mostly realistic. The lesson plan components have been completed and are appropriately clear and detailed. Timings are realistic. Individual stages and activities are included but may not be consistently logical or may not always reflect the stated aims. Stages are generally logical but may not be fully described or thought through. Suitable activities are included but may lack variety. Stages are generally logical and link well to aims. Activities are generally appropriate and clear, and variety is provided. There is a good balance and variety of logically staged activities which link clearly to the stated aims. The planned lesson is very clear to the reader. The student has selected materials for skills development but tasks may not be present or appropriate; terminology may not be The student selects some appropriate tasks for skills development but may not use terminology accurately. The student’s selection of tasks demonstrates a good understanding of skills development. There may be The student’s selection and description of tasks demonstrate good understanding of used accurately. Use of materials Materials have been selected and are included with the plan but may be inappropriate or poorly exploited; planned use may be unclear. Appropriate materials have been selected and are included with the plan and there is some evidence of the ability to exploit materials. Planned use may not be fully clear. occasional mismatch between description and task. skills development. Appropriate materials have been selected and included with the plan and there is evidence of the ability to exploit materials well. Planned use is generally clear. Materials are appropriate and well selected and are exploited to engage and actively involve learners. Some creativity will be evident.