Parts of a Lesson Plan
• Any format that works for you
and your JTEs is ok…
• BUT! Here are some ideas
that might help you set up
your LP format.
Parts of a Lesson Plan
• Date
• Location
• Topic
• Lesson Goal or objective
• Materials
Parts of a Lesson Plan
• Warm-up
• Lesson
– Lead-in/Hook
– I Do: Explain material or activity
– We Do: Demonstrate with JTE or a
– You Do: Students complete activity
• Cool Down
• Note: Keep activities short (10-15
min)…students have short attention
Supports and Extensions
• Not all your students will be
at the same level in English.
• “Supports” provide extra
help for those students who
need a little extra help.
• “Extensions” provide an
extra activity for those
students who finish quickly.
Basics on Assessment
• Why we assess
– to decide what to teach/review next.
– to measure/report on what was learned.
• To check our students learning or
performance and to check the
effectiveness of our curriculum
Types of assessment
• there is only a single
correct answer
• T/F, multiple choice,
Informal Assessment “subjective”
• performances
• there are many ways
• portfolios
to be correct
•peer/self evaluation • Essays, opinions
• rubric
Formal Assessment
• written
• graded
Keys to successful
Assessment - Validity
• Does the assessment actually evaluate
what you want to check?
– A student can speak great English, but if
they don’t understand the instructions or
vocabulary, they don’t have a chance to
perform at their level of ability on a
speaking test.
– Grading Essays: what is the goal of the
essay? Communication? Vocabulary use?
Grammar. Decide what is important and
try to ignore the rest when possible.
Assessment - Reliability
• Is the assessment consistent in
evaluating across students (and
even across evaluators)?
– A vague scale for grading
presentations enables evaluators to
change their opinions on students
Assessment - Reliability
– Imagine a speech contest where the judges
are allowed to give 50 points, but aren’t
told how the 50 points are allotted If they
dislike the subject or something about the
student, they may deduct points unfairly.
– For good reliability, the point system for
grading should be objective. Students
should know exactly what to do to earn
the points. This gives the a clear goal to
work toward.
Assessment - Bias
• What color is the light?
• It’s blue in Japan (even though
Japanese recognize the color as
green outside this context).
Bias: Does the
assessment unexpectedly
give unfair advantage or
disadvantage to certain
Thus, good assessment is…
• Reliable – i.e. consistent. Students
with similar abilities will get similar
scores, even at different times with
different assessors.
• Valid – i.e. it measures what it is
supposed to measure.
• Unbiased – i.e. it doesn’t unfairly
advantage or disadvantage any
Assessment Tools
• Test (multiple choice, matching, fill
in the blank, essay)
• Rubric (scale to make subjective
scoring objective)
• Student Portfolio
• Observation
• Student Reflection
Assessment Tools
• Test (multiple choice, matching, fill
in the blank, essay)
• Rubric (scale to make subjective
scoring objective)
• Student Portfolio
• Observation
• Student Reflection
Final words on Assessment
Remember to self-assess
Ask JTEs for advice, they are the
best source
If all students fail, ask “Did you fail
as a teacher?”
Get feedback from students
Remember Japan is a different culture and
certain lesson ideas that work great
back home won't necessary work here.
Time to Practice
• In small groups, use the A3
lesson plan templates to
make a plan for the topic
you are given.
• Make sure to include some
supports and extensions.
• Try to include components
of all 4 skills.
Lesson Plan Bazaar
• Now we’ll have some time to
read each other’s great ideas.
• You can present your lesson
plan and the other groups
can give you some feedback.
Feedback :
– Extra ideas for the topic
– Anything is ok 
Lesson Plan Rubric
Class Goal
Lesson Objective
Teaching Resources (Pg 36)
Clip Art