LESSON PLANNING

STAGES OF A WRITING LESSON & PEDAGOGICAL

PRINCIPLES

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WEEK 11
 What is a lesson?
• A learning event in which all the activities are
orchestrated to serve one central pedagogic
aim.
• A teacher’s detailed description of the course
of instruction for the class.
• A daily lesson plan is developed by a teacher
to guide class instruction.

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 Purpose of a Lesson Plan
To…
• structure the lesson
• organize its contents/materials
• determine method of delivery
• assess students’ learning
• evaluate its application/effectiveness

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 Writing Lesson Plans
Writing of lesson plans has important
functions:
• identifies what you expect the students to
be able to do by the end of the lesson
• defines what you intend to do to make
that possible
• keeps you focused on target
• acts as a record of what the class has
done

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Principles for Good Lesson Planning
• Aim: realistic goals for the lesson
• Variety: various activities and wide selection of materials to
ensure high motivation and interest
• Flexibility: more teaching methods and techniques. Learning
experience should be permanently stimulating and interesting.
• Learnability: the planned contents and tasks should be within
the learning capability of the students. Going beyond or below
the students’ ability will diminish their motivation
• Linking: the teaching steps should be linked with each other.
That is, there should be coherence

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General Components of Lesson
Planning

Aims

Language
Materials
Contents

Stages & Language

Procedures Skills

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 Writing Objectives
• Lesson objectives must be written in terms
performance: behavioural objectives.
• Stated in the point of view of the learners.
• Must be learner-centred and not teacher-
centred.

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 Writing Objectives

Test
based on
Teach the
based on objectives
the
Write the objectives
Objectives

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 Purposes of Objectives
• Helps unit planners integrate across a
day/week/unit of learning
• Serves to connect content and assessment
around learning
• Guides selection of teaching/learning activities
that will best achieve objectives
• Gives learners a clear picture of what to expect
and what is expected of them
• Forms the basis for evaluating teacher, learner,
effectiveness of lesson and curriculum
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 Language Input
• As an English teacher, your primary
function is to teach the language.
• Telling students about the language is not
enough to help them learn.
• Teachers need to find effective ways of
giving language input and get students
practise them in a meaningful context.

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Important Features of Lesson Plan
• Beginning: settle the students, get their interest,
find out what the students know, activate
schemata

• Middle: provide input and practice the skills /

language(develop the skill and/or language item)

• Closing: (tie up the lesson) review, set

homework, task

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Stages of a Writing Lesson

• Pre-writing
• Writing
• Post-writing

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Pre-writing

• The teacher/the class collectively selects a topic.

• Learners generate ideas through discussion (whole
class initiated by teacher/pair/small group),
brainstorming, listing, quickwriting and mind-
mapping
• Learners organise ideas generated to be placed at
the beginning, the middle or the end of their writing.

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Writing
• Learners write the first draft, and make changes as they progress into the
writing stage .
• Feedback is where pupils receive most guidance on how to improve their
writing skills, through questions posed by teachers and peers
– What is the essay about?
– Why are you writing about it?
– Who is your audience?
– What is your favourite part?
• Feedback also includes comments raised by teachers or peers, in which
the learners discover, clarify and refine what they have written.

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Post-writing

• Learners rewrite/revise their compositions incorporating

insights from the feedback session. This rewriting allows the
pupils to :
- make meaning clearer through more precise words and apt
relationship of ideas, substitute a poor example for a better
example resulting in a more interesting piece of writing.
- add ideas, facts, details or explanations and remove
anything unrelated or irrelevant.
- improve their introduction and conclusion where necessary
- reorder the sequence of ideas or the sentences/words in a
paragraph.

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 SAMPLE LESSON (WRITING)
Subject : English
Class : 2D
Time : 11.30a.m. – 12.30p.m.
Date : 28 August 2014
Topic : Unit 15 Save the Sea Creatures
Title : Writing Activity
Enrollment : 40 pupils
Proficiency Level : Advanced
Theme : World of Knowledge
Focused Skill : Writing
Integrated Skills : Reading

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 SAMPLE LESSON (WRITING)
Content Standard
3.1 Able to form letters and
words in neat legible print
including legible writing.
3.2 Able to write using
appropriate language, form
and style for a range of
purposes.
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Learning Standard
3.1.1 Able to write in neat
legible print:
(c) simple sentences
3.2.2 Able to write simple
sentences with guidance.
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 SAMPLE LESSON (OBJECTIVES)
Lesson Objectives:
By the end of the lesson, pupils should be able to:
i. recall the previous lesson by mentioning at least 2 out of 3 sea animals
shown.
ii. recognise the body parts of clown fish, crab and sea turtle by placing at
least 6 out of 12 word cards correctly.
iii. label at least 2 out of 4 body parts of sea animals and write at least 2 out
of 4 simple sentences correctly based on the stimulus given.
iv. copy the simple sentences into their exercise books with neat and legible
handwriting.

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 Educational Emphases
Multiple  Linguistic (write simple sentences based on the stimulus
intelligences
given.)
 Visual (using sea animals pictures in introducing sea
animal body parts)
Moral value  Preservation (We must love all the sea creatures by keeping the
sea clean)
Thinking Skills  Discuss and construct four simple sentences based on the
stimulus given.
 Discuss moral value of the lesson by giving ideas on how to
protect sea animals.

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 Language Content
Noun mouth, eye, tail, fin, shell, leg,
tail, claw, flipper
Adjectives short, small, two
Simple Future Tense Clownfish has a tail.

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 SAMPLE LESSON PLAN
Previous knowledge:
Pupils have knowledge of the topic from previous lessons.

Anticipated problem:
Pupils may not understand the vocabulary such as bone and
arms.

Proposed solution:
Teacher explains the vocabulary by showing pictures.

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 Sample Lesson Plan: Resources
• Picture of clownfish, crab and sea turtle
• Word cards
• Displayed sheet with sentences
• Displayed sheets with sea animal pictures
• Displayed sheet with lyrics

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 SAMPLE LESSON PLAN
Stage/Time Content Teaching-Learning Rationale Remarks
Activity
Set induction Questions: 1. T pastes parts of i. To draw pupils’ Picture of clownfish,
(5 minutes) i. Do you still puzzle around the interest. crab and sea turtle
remember what are classroom and ii. To recap the
these sea animals? carries out a puzzle previous lesson
- clownfish game in the class. with pupils.
- crab 2. Pupils rearrange iii. To ensure pupils
- sea turtle the puzzles into an getting the sense of
animal. expectation by
2. T shows other sea telling them what
animals. they are supposed
2. T recaps the to produce at the
previous lesson by end of the lesson.
asking some
questions.
3. T tells pupils that
they are going to do
some writing
activities about sea
animals’ body parts.

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 SAMPLE LESSON PLAN
Stage/Time Content Teaching-Learning Rationale Remarks
Activity
Pre-writing Vocabulary: 1. T introduces i. To develop pupils’ Word Cards
(10 minutes) - mouth reading skills Picture of clownfish,
some (Integrated skill.) crab and sea turtle
- eye
vocabulary on ii. To enhance
- tail
pupils’
- fin animals’ part of understanding of
- shell the new vocabulary.
body.
- leg iii. To prepare pupils
- tail 2. T leads pupils for the next activity.
- claw to label parts of
- flipper clownfish, crab
and sea turtle
together.
3. T selects pupils
at random to
paste the word
cards on the
parts of
clownfish.
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 SAMPLE LESSON PLAN
Stage/Time Content Teaching-Learning Rationale Remarks
Activity
Writing Simple sentences: 1. T shows a simple i. To develop pupils’ Displayed sheet with
( 25 minutes) i) Clownfish has two sentence based on thinking skills by sentences
eyes. the body part of expanding the idea Displayed sheets
ii) Clownfish has a clownfish. of sea animals’ body with sea animals’
small mouth. 2. T leads pupils to parts. picture
iii) Clownfish has a form simple ii. To develop pupils’
short tail. sentences. writing skills which
iv) Clownfish has 3. T drills pupils on is on constructing
many fins. those sentences. simple sentences.
Adjectives: 4. T divides pupils iii. To practice the
-short into a group of four. target sentence
-small 5. Pupils label the structure.
- two sea animal and write iv. To promote
four simple collaborative
sentences. learning
environment.
To achieve: 3.2.2
Able to write simple
sentences with
guidance.

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 SAMPLE LESSON PLAN
Stage/Time Content Teaching-Learning Rationale Remarks
Activity
Post writing 1. T selects some i. To guide pupils in Exercise Books
(15 minutes) groups’ written work writing, from words
and pastes on into sentences.
board. ii. . To practice
2. T checks pupils’ learning in the
written work. independent way
3. Pupils copy down To achieve: 3.1.1
the sentences into Able to write in neat
their exercise legible print:
books. (c) sentences

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 SAMPLE LESSON PLAN
Stage/Time Content Teaching-Learning Rationale Remarks
Activity
Closure Moral Value: 1. T recaps the i. To consolidate the Displayed Sheet
(5 minutes) lesson and lesson. with lyrics
We must love all the highlights the moral ii. To instil moral
sea creatures by value of the lesson. value.
2. Pupils sing iii. To incorporate
keeping the “Under The Sea” the element of fun at
sea clean. song. (optional) the end of the
lesson.

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 TUTORIAL
• In groups, plan an outline of a writing
lesson for average learners.
• Share the outline with peers and get
feedback from them.

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