Teacher: Ghady Samir Date October 29th, 2012
Level: MA students Length: 60 min
Objectives
By the end of this lesson, students will be able to :
a. Identify the two aspects of instructional objectives and their respective elements in a reading text.
b. Construct an objective to an already made lesson plan while applying these two aspects.
By the end of this lesson, students will be able to :
a. Identify the two aspects of instructional objectives and their respective elements in a reading text.
b. Construct an objective to an already made lesson plan while applying these two aspects.
Evidence
Personal Aims
I will work on my instruction skills: give instructions clearly and make sure students have understood each task
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Materials
Reading text: Type of Teacher Planning/ Burden, P. and Byrd, D. (1999) pages 66-74
cue cards
lesson plan designed by me
Assumptions:
Students are already familiar with lesson plan construction or have at least seen sample lesson plans.
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Anticipated Problems:
Possible Problems
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Proposed Solutions
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Language Issues: The reading task is only to be skimmed but SS might end up reading it word by word and consuming more than the allotted time for the task.
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Remind students that they only have certain time limits to finish the reading task and the best way is through skimming through the text.
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Stages
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Time
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Int. Mode
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Procedures
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Aims
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Lead in
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5 min
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OC
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· What is the most important part of a lesson plan?
· SS discussion
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To generate students’ interest and prior knowledge
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Set reading task
Activity 1
skimming
Activity 2
vocab
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10 min
15 min
15 min
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OC
S
PW
GW
OC
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· Introduce the term objective and go over definition p.66
· Introduce the two aspects of Instructional objectives : Stating the objective and the objective’s learning domains (Blooms Taxonomy)
· Students skim the text and summarize basic definitions and components of each aspect
· In pairs SS discuss information in the text
· Feedback: group discussion
· Divide SS into three groups
· Give each group cue cards (appendix A) with illustrative verbs and encourage them to categorize them according to cognitive, affective, or psychomotor domains.
· Open class feedback
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Familiarize SS with basic terminology in the text
Develop SS skimming skills
Students share information
Encourage SS to pay close attention to illustrative verbs in the text.
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Follow on
(Assessment)
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15 min
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S
OC
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· Handouts: lesson plans with the objective section missing (appendix B)
· Students construct an objective for the lesson
· Open class feedback
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SS apply the two aspects in creating instructional objectives
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Cognitive Domain Affective Domain Psychomotor Domain
Defines
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Gives
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Blinks
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Changes
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Holds
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Walks
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Breaks down
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Completes
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Coordinates
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Categorizes
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Arranges
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Moves
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Summarizes
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Acts
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Draws
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Objective: ??
Stages
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Time
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Int. Mode
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Procedures
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Aims
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Lead in
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5 min
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OC
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-Introduce Inspector Gadget’s picture and ask Ss about him
-Introduce video then refer to Sherlock Holmes
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-Activate Ss schemata
-Generate interest in the topic of inspectors
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Gist Reading
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2
1
2
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C
OC
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-Students skim the text silently
-Feedback: what is the main idea?
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-Students develop their skimming skills when reading a text
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Detailed Reading
Follow on:
Writing
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3
2
9
15
5
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PW
S
OS
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-Ss are divided into 3 pairs & each pair reads a part of the story (3 parts)
-each pair retells its part
-Students all sit in a big circle and each pair retells their part to the whole group
-students write a paragraph (8-10 sentences) in which they predict the suspect and justify their choice
Stick students paragraphs on the board, have Ss walk over and check each one paragraph
-Discuss the provided answers
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-check students comprehension of the story
-boost Ss confidence
-Wrap up writing Task
- check students’ abilities to write a topic sentence and supporting details in a form of a paragraph
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