Classroom Procedure
Assigned Teacher: I Stevens
Class:
ESL
Level: Civics High
Site & Room#: Building Learning Center 2129
1. Special Instructions
(Opening/Closing classroom, keys, lights/heat etc.)
Have to call to get room unlocked.
2. Location of Emergency Lessons Folder
3. Location of materials and supplies to support the Lesson Plan
(Chalk, pens, paper, books, flash cards, etc.)
4. Information about Daily Routines
(Bio breaks, team organization/responsibilities etc.)
Usually give a 5 minute break about 8:00. And we usually finish about 5 of 9.
5. Attendance Procedures
(Indicate how you expect the substitute instructor to record attendance and transmit this information to you.)/
Lesson Plan Format
Lesson Plan for: Civics high
Date: 6/3+6/5
Performance Objective: Students will be able to use the perfect forms of the verb correctly. Explain their decision making style. Learn to prepare for an
informational job interview.
Task Analysis: List the sub skills or concepts you must teach or review, so students will be able to perform the objective above. Simple verb tenses.
Segment
What and How? Describe Activities 6/3/14
What and How? Describe Activities 6/5
1. Warm up and/or review
Put the correct punctuation on these sentences.
Fill in the blank with the correct form of the verb.
Review simple verb tenses. Explain that there are
three more.
Have you ever gone on a job interview? What
types of questions did the people ask you? Were
you prepared? Why or why not?
Teach the perfect tenses. Past, present and future.
Introduce informational interviews. Talk about
why we do them.
Practice answering questions in Writing book. Then
practice writing their own sentences.
Have students identify a career they are interested
in, and then write questions that they would have
to ask someone in that career.
Read about different decision making styles. What is
your style? Discuss
With partners read over each other’s questions?
Do you think they are good? What else could be
added.
How do you need to work with your decision making
style, or against?
Tell students that we will conduct informational
interviews next week. Have students discuss how
they can be prepared? What should they wear?
What decisions have you made in life, that you wish
you had used a different decision making style?
What makes you nervous about this? Why?
Review previously learned content to begin a new
lesson. Create an environment for learning.
2. Introduction
Create motivation for a new topic. What’s in it for
them? Don’t start teaching your lesson yet, just
create interest in it.
3. Presentation
Teach us a new information or skill using a variety
of strategies; check for student comprehension.
4. Practice
Let the students practice the new skill Model the
activity. Make it safe for them to make mistakes.
Remember that the best lessons have more practice
then presentation.
5. Evaluation
Evaluate the students to see if they can perform the
skill just practiced. Use a checklist, quiz, a reportback session or other means of assessment.
6. Application
Create an activity in the classroom where students
apply the new information or skill to their own lives.
Simulate real world application of the skill as much
as possible.
7. Reflection
Create an activity that asks students to reflect on
what they have learned and how and when they will
use it, whether they enjoyed learning about it and
found it easy or difficult.