Lesson Plan and Planning Journal

| May 18, 2015

Section 1 asks you to develop a lesson plan consistent with topic learning.

It is important that you think of this lesson as one of a sequence you might teach in a course or unit of work with a specific group of English language learners (as developed in the activities detailed in the Study guide). You can choose the format of the lesson plan but it must be expressed clearly and succinctly. A matrix showing time-frames, resources, process and content must be provided, with additional information in paragraph format. You should aim to produce a clear ‘stand alone’ plan which would allow another teacher to run the lesson from your outline, and achieve the desired learning outcomes.

You must include the following information:

  1. the nature and length of the course in which this lesson appears
  2. where in the sequence of this course the lesson belongs
  • who the students are (proficiency, socio-cultural background, needs and interests)
  1. the context(including constraints,stakeholders other than the students)
  2. what you are teaching in the lesson and why (i.e. content and the rationale behind it, what it contributes to student learning and broader unit or course goals.
  3. activities you will use,including clear phases of the lesson(seeStudyguide,Unit 10)
  • how you will run each activity (for example, time allocated for each activity, mode of classroom organization, how you will explain the activity to students, the sequence of activities, teacher manner, teacher and student roles, etc.)

viii.materials and resources you will use in the lesson ix. potential problems and contingency plans
x. feedback, evaluation and assessment notes


You will gain experience planning lessons designed to help learners reach the goals and objectives of a language course. This assignment will help you achieve the following learning outcomes:

  • demonstrate awareness of task dependency and appropriate sequencing
  • implement a lesson plan in order to achieve the learning outcomes of broader

course goals

  • understand the day to day strategies that facilitate positive classroom experience

You will plan well organised lessons that contain language learning activities likely to encourage SLA.

What you should do

First, complete all the work up to the end of Unit 10, including all textbook readings, additional readings and activities. It is advisable to revisit all the course design work you have done so far in this topic as well as your earlier assignments so that your course is fresh in your mind and you know what you want to achieve in your lesson.


Finally, use your answers for Activity 10.4 Planning your own lesson as the basis for writing your lesson plan.


You will receive a mark out of twenty-five (25) for this section of the assignment. Your lecturer will provide you with a criteria sheet explaining how this will be graded. (Refer to the criteria sheets at the end of this booklet.)

Section 2- Planning journal (No more than 2000 words)

In this section of the assignment, you will reflect critically on your lesson and the planning process. You should examine and evaluate:

  • the planning process, including influential beliefs
  • lesson context, content and procedures
  • effectiveness of your lesson
  • implications for future teaching and learning.

You should use topic readings, personal experience, wider reading and research to inform and substantiate your reflections.

Your critical evaluation of the lesson might include reflections on:

  1. beliefs and theories underlying the lesson
  2. teacher decisions and choices (e.g. of content, process, materials, roles, activities, sequences) and implications of these decisions for teaching and learning.
  3. teacher and learner roles/behaviour
  4. levels of negotiation
  5. how well the lesson reflects knowledge of the context/how specific the lesson is to the context
  6. whether/how the needs of the learners are taken into account
  7. materials used
  8. assessment and evaluation component
  9. how the goals and objectives are/would be fulfilled (may be speculative). What you hoped to achieve and what learners will get out of their participation in the lesson.
  10. how the activities encourage SLA, what other learning takes place
  11. any assumptions you may have uncovered
  12. whether prior learning was engaged/acknowledged
  13. whether different levels of proficiency/understanding were catered for
  14. need for contingency plans, limitations of the lesson


You will gain experience in reflecting on all aspects of planning designed to help learners reach the goals and objectives of a language course. This section of the assignment will help you achieve the following learning outcomes:

  • develop a critical awareness of approaches that inform classroom methodology
  • demonstrate an awareness of the relationship between learner motivation and

successful learning outcomes

  • observe principles of dependency and progression in tasks and activities
  • critically reflect on aspects of your practice


  • plan in a reflective and reflexive way
  • understand the day to day strategies that facilitate positive classroom experience
  • plan classroom learning experiences likely to encourage SLA
  • ensure that lesson plans contribute to the achievement of broader course goals


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