ASSIGNMENT No.

2
Assignment 2 is based on a research-oriented activity. You are
required to study the relevant area/conduct research and prepare a
brief report on your findings in the area given. You will then have to
submit one copy of the report to the tutor within the scheduled
period and at the same time present the report/project in one of the
tutorials (the schedule/plan of the tutorials for the presentations will
be intimated by the tutor concerned or the Regional Director). The
compulsory presentation carries 100 marks, 40 marks for the written
report and 60 for the presentations.

A few guidelines for the written report and the presentation:

a) The written report should have an introduction, body and conclusion. It

should be written in clear concise and correct English.

b) It should be 5–8 double spaced typed/handwritten pages.

c) The presentation will be assessed and evaluated mainly on the basis of:

i. Contents of the assignment/report

ii. Communication skills

iii. Language accuracy

iv. Language fluency
v. Presentation style

Design a lesson plan based on the teaching of coordinate and

subordinate clauses at intermediate level. Formulate specific,
measurable, attainable and testable learning outcomes. Design
creative activities to warm up and attract the attention of the
learners. Your lesson plan should exclusively focus on instructional
material, teaching method and time management for presentation,
practice and production stages to accomplish the learning outcomes.
By the end of your lesson, the students should be able to practice
these clauses independently in different contexts. Assess your
students’ performance through testing and measurement and provide
corrective feedback if required. Do not forget to critically reflect on
your own teaching practices through learners’ feedback.

Answer:

Earlier, we mentioned that good lesson plans, regardless of subject, grade level,
school, teacher or class, share some common components. In this section, we
dive deeper into what those components are, and what teachers should include in
each.

Lesson objectives

Each lesson plan should start by considering what students will learn or be able to
do by the end of class. The best objectives are action-oriented and focus on the
most important and essential learning needs of the class. They should be
measurable, so teachers can track student progress and ensure that new concepts
are understood before moving on, and achievable considering the time available.

Examples:

 Describe the weather outside using their target language

 Identify the parts of a fraction

 Explain the different states of matter using water

Materials

What supplies and resources are required to support the lesson? In this section,
list everything needed to deliver on the lesson objective. Identifying these items
upfront makes sure teachers can gather everything ahead of time so they’re not
caught short during the lesson.

Examples:

 Textbooks

 Computers or tablets
  Handouts or worksheets

Learning activities

This is the heart and soul of a lesson plan: the step-by-step walkthrough of the
lesson itself. In this section, teachers break down the lesson into individual
learning activities the mechanisms through which they deliver the lesson and
describe what will happen in the classroom during each one.

To help pick the right activities for each lesson (and there are a lot of possibilities
out there), consider:

 How they align with the learning objective, along with other standards or
requirements students need to meet

 Whether it’s a meaningful and engaging way for students to learn

 The amount of time the activity will take

Since activities make up the bulk of learning time, it’s important to incorporate a
variety of them within a single lesson plan. Giving students new ways to explore
and use their knowledge helps solidify their learning while providing valuable
experience that carries forward into other areas of their lives.

Examples:

 Read a poem as a class and lead a discussion about its symbolism using
critical thinking questions students answer aloud (and list some thought-
starter questions)

 Split into small groups to create posters that explain the water cycle
  Individually complete a worksheet to practice graphing linear equations.
Check-in with students to see if they need assistance or have questions.

Time requirements

It’s helpful to pair learning activity with a timeline to help keep the class on
schedule. It’s also a great way to figure out if the lesson is realistic given the class
time available.

Start by estimating how many minutes will be spent on each learning activity and
include that information alongside the description. Adding a bit of extra time to
this estimate will provide some flexibility in case students have questions or need
additional help along the way. Planning a bonus activity near the end of class
helps fill in any gaps should the lesson go by more quickly than expected?

At the end of each lesson, teachers can compare their estimates to actual class
time spent on each activity for more accurate preparation in the future.
Example:

10 minutes Learning activity 1

15 minutes Learning activity 2

5 minutes Learning activity 3

Related requirements

In addition to the lesson’s objectives, teachers can include broader objectives that
extend beyond a single lesson, but to which the lesson contributes, like writing or
comprehension skills. This helps tie learning into other requirements, such as
grade-level standards.

In some cases, administrators will require this to happen; in others, it may be

voluntary for the teacher to do so. In either case, make sure the lesson plan aligns
with expectations in the school.

Examples:

 Describe the overall structure of a story, including describing how the

beginning introduces the story and the ending concludes the action

 Follow precisely a multistep procedure when carrying out experiments,

taking measurements or performing technical tasks

 Know the formulas for the volumes of cones, cylinders and spheres, and
use them to solve real-world and mathematical problems.

Assessment

Did the lesson meet its objectives? Teachers can find out by including some form
of assessment or a check for student understanding into each lesson. If the
objective was about understanding a concept, the teacher might ask students to
complete an activity around explaining or using that concept. If the objective was
to learn a new skill (or even strengthen an existing one), the assessment might
require students to perform that skill to demonstrate their proficiency. This step
is made easier if the objective itself is a measurable one.

Examples:
  Quizzes

 In-class assignments

 Group presentations

Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both
their observations during class and their own thoughts about the lesson. This
component is all about continuous improvement, identifying gaps in learning and
building stronger lessons in the future.

Examples:

 What worked well, what didn’t and why?

 What did students need the most help with?

 Were the objectives met by the students?

Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and
ideally, this sequence is repeatable across the many lessons they teach). For that,
learning activities can be split into phases:

An introduction that explains the lesson’s purpose, objectives and the core
concepts students will learn. To make this engaging and exciting, teachers can try
an ice-breaker activity, share an anecdote, tell a story, play a video or present a
quick survey to kick things off.
A foundational review of what students has previously learned, reinforcing
details that will be needed for the current lesson. This will help frame new
concepts and content in something already familiar to the class.

Brain activation that primes students for the main concepts they’re going to learn
in this lesson. This is a great time to ask early questions, gauge students’ prior
knowledge and clarify misconceptions students may have before diving in.

New information explained in a variety of ways, from assigned reading and

teacher presentation to digital lessons. Teachers lead the way in this phase,
helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have

with the new information. This may follow an initial period of practice or sample
problems completed as a class.

A review of new learning that gives students a chance to explore the concepts
and information just taught in more depth, still guided by the teacher. The
students and teachers work together to sort out areas of confusion or correct
mistakes.

Practice that splits students into small groups or allows them to practice on their
own. In this phase, teachers make sure students are prepared to use the new
knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger
picture of their learning within the unit, the subject or even their lives. This is a
teacher’s chance to encourage retention before students walk out the classroom
door.
5 types of learning outcomes

1. Intellectual skills

With this type of learning outcome, the learner will understand concepts, rules or
procedures. Put simply, this understands how to do something.

2. Cognitive strategy

In this type of learning outcome, the learner uses personal strategies to think,
organize, learn and behave.

3. Verbal information

This type of learning outcome is when the learner is able to definitively state what
they have learned from an organized body of knowledge.

4. Motor skills
This category is concerned with the physical ability to perform actions, achieving
fluidity, smoothness or proper timing through practice.

5. Attitude

This is the internal state that reflects in the learner’s behavior. It is complex to
quantify but can be shown in the learner’s response to people or situations.

A good lesson plan

 Has a clear objective stated at the beginning to keep the learning activities
focused?
 Outlines learning activities in a thoughtful flow
  Is easy to scan and read for easy reference during class, using headings,
color, etc.
 Pairs each activity with a time allocation to keep the class on pace
 Uses a variety of activities to support the lesson objective and keep
students engaged.
 Anchors learning in relevant, real-life ways that students experience, like
current events or topics of particular interest
 Includes a plan for assessment to measure progress toward the lesson
objective
 Provides space for self-reflection so teachers can make continuous
improvements

A bad lesson plan…

 Is planned around a topic only, without student learning objectives in mind
 Is a laundry list of activities in no particular order
 Is a collection of paragraphs or bullet points, without visual organization
 Lists activities without indicating how long each will take
 Uses just one or two activities to deliver the lesson, or uses activities that
aren’t well suited to the material
 Doesn’t consider the broader context around learning and its connection to
students’ everyday experiences
 Lacks a method to check in on student learning in a measurable way
 Is a one-and-done plan, without reflection of what worked well and what
didn’t
Conclusion

Once the lesson is over, teachers can step back and take a few notes about both
their observations during class and their own thoughts about the lesson. This
component is all about continuous improvement, identifying gaps in learning and
building stronger lessons in the future.

Build learning strategies in students.

Teachers can step back and take a few notes about both their observations during
class and their own thoughts about the lesson.

At the end of each lesson, teachers can compare their estimates to actual class
time spent on each activity for more accurate preparation in the future.