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to get students to use the verbs ‘must’ and ‘have to’ in communicative contexts, in speaking and in writingto offer opportunities for collaborationto offer opportunities for personalized learningto invite students to create fantasy worlds of their own
How engaging are the activities likely to be for your learner group?Are the activities arranged in a logical sequence, e.g. from less to more cognitively demanding?How are the activities going to be organised, e.g. individual, pair or group format?What learning strategies are activated (cognitive, social, affective, meta)?How do you plan to differentiate for the various proficiency levels in the class? E.g. offer different content and/or different ways of working and/or different outputs and/or different locations to do the tasks?What can go wrong? What contingency plans do you have in place?
how you feel about what you’re sharing (e.g. confident/insecure, energised/deflated... add your own feeling) and whywhat you would like Noa to look at specifically.
Respond to Noa about how you found its feedback.Attach/enclose an individually revised lesson plan, if you chose to make changes. Reflect on how this session went for you. What did you learn? How do you want to develop from here?[Only for those of you who watched the theatre play Gidion’s Knot: How did Gidion’s teacher position herself in relation to him: as a subject or as an object in her own existence? How did she position Gidion? See for the distinction between subject and object. How would you have liked to see her position herself and Gideon? Why?]
Lesson planning task #1
Time to self-organise!
Task
In this session, you will plan a 45-minute lesson, working individually or with a partner of your choice.
For the purposes of this task, it is perfectly fine for you to type up your lesson planning ideas as a list (we won’t be using any lesson plan template this time) in your email client OR a plain text document OR a Word document saved as a pdf - up to you!
Then, you will seek feedback from Noa on your first draft to help you individually revise/improve it.
As always, you finish by reflecting on the session.
Time frame: With focused work, the above should take approx. 2 hours in total to complete. Later in the day, I will be reviewing your work and planning our next session on the basis of it.
Context
Imagine you were asked by your school-based mentor to stand in for them to ‘cover’ . The page focuses on the modals must and have to.
The students are a class of 20 teenagers at an intermediate, B1 level. Most of them engage when tasks invite creativity, however, a group of four students tend to be hyperactive and disruptive likely because of their much lower proficiency levels (A1-A2), which may prevent them from accessing B1-level tasks. Three other students are at a C1 proficiency level.
Lesson aims
You are supposed to work towards the following lesson aims:
Consider delaying the explicit focus on grammar explanations as much as possible. We talked in class about learners tending to switch off when a teacher starts a lesson with a decontextualised grammar presentation! See instead what you can elicit from the learners first.
You can supplement or deviate altogether from the way grammar is dealt with on this page of the course book, as long as you planning shows working towards the above aims.
Some things to consider
Seek feedback on your lesson plan from Noa
Once you’re done planning, email your first lesson plan draft to adding the following initial note:
I'm preparing a lesson to cover this , with the following aims: • to get students to use the verbs ‘must’ and ‘have to’ in communicative contexts, in speaking and in writing • to offer opportunities for collaboration • to offer opportunities for personalized learning • to invite students to create fantasy worlds of their own
Then, add any other relevant information, , i.e. as if you’re making a diary entry for your own reference, to refer back to in the future, e.g.:
If you worked together with a partner, please CC them into the email so they, too, get the reply from Noa. Make sure that both your sending email address and any that you CC are the ones you use to access Noticing.
Please also include a specific subject line in your email so it gets logged in a way that will make sense for you when you self-assess later in the module, e.g. Subject: Must and have to lesson plan.
Responding to Noa’s feedback and reflecting on session
This final task is an individual one, regardless of whether you worked individually or in a pair.
Once you get Noa’s feedback on your lesson plan, reply to the email you receive from (all correspondence will automatically be logged in your logbooks for future reference) to include the following:
Want to print your doc?
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