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what skills are you planning to provide practice for: scanning, skimming, reading for detailed comprehension, reading for pleasure, responding to a read text, predictingwhat text you will settle on to make sure it’s engaging enough for your learnerswhat tasks are you planning to design around the text to make the experience authentic?
how/why you settled on your lesson planhow you feel about it, any hopes, fears, uncertainty... anything that’s not visibly in your lesson plan - mess is very welcome!what you would like Noa to comment on specifically.
Respond to Noa about how you found its feedback. If you feel that it’s pointing you in a direction you don’t think you need, try to adjust its focus by explaining what Noa should focus more on. Successful learning is associated with what is called ‘reasoned opposition’, i.e. if you don’t quite agree with Noa’s pointing, explain what its perspective is missing and what you need to explore more of. Try to establish shared attention with Noa - the more aligned you are in what is being pointed at, the more useful the experience. Finally, the experience can only be successful if you’re open to being affected by the ‘world’ (in a Biestian sense) - it’s a necessary prerequisite for any learning!Attach/enclose an individually revised lesson plan, if you chose to make changes.
Lesson planning task #2
Task and context
Imagine you were asked by your school-based mentor to stand in for them to do a . You are free to stick to (or not to stick to!) the course book page, so long as you provide practice for the target language skills. Plan individually.
The students are teenagers at an intermediate level (B1), attending grade 9 in a state primary school. Before you proceed, think of one such (or similar) group of learners that you have been part of or have taught, so you have a clear idea of who you will be preparing to teach. Include in your description one or two learners who need special consideration.
Below are the general aims of the grade 9 syllabus, taken from the Macedonian - the items in yellow are the syllabus objectives you’re tasked with meeting in this lesson planning:
Ученикот/ ученичката:
- да владее со граматички и реченични структури соодветни за возраста и темелното ниво А2 за владеење на јазикот, како и неколку елементи од преодното рамниште Б1;
- да препознава слухово зборови и нејфреквентни фрази, изрази и колокации поврзани со неговата/нејзината посредна и непосредна околина за да задоволи конкретни потреби;
- да разбира текстови, пишани описи и упатства / брошури / менија / возни редови / соопштенија / ознаки од непосредената околина, како и лични писма и куси новинарски текстови на теми од личен интерес;
- да извлече клучни зборови / изрази / фрази, како и главна идеја и важни детали во текстови и да препознава цел и намена во различни форми на текстови;
- да разбира соговорник доколку говорот е јасно артикулиран со повремени барања за повторување, објаснување и преформулирање на недоволно разбран дел;
- да разбира и користи најфреквентни изрази и фрази поврзани со неговата/нејзината посредна и непосредна, конкретна околина и да разликува употреба на неформален од основен формален стил;
- да може да води разговор на познати и помалку познати теми, како и теми од непосреден интерес;
- да може да изрази чувство, мислење и/или став поткрепен со аргументи, како и да споредува различни мислења/ ставови на познати и помалку познати теми, како и теми од непосреден интерес;
- да може да напише порака / писмо / белешка / разгледница, како и приказна и/или да опише место/настан и да пополни формулари со основни лични податоци;
Things to consider
When it comes to teaching reading, some things to consider:
Don’t forget to plan for differentiation, e.g. offer different content and/or different ways of working and/or different outputs and/or different locations to do the tasks?
Chat to a colleague about your lesson plan
Once you’re done planning, you will get together with a colleague who Elena will assign you to - this will be someone you are not in the same school with so they bring a different context to the chat, thus making it richer. You record a little conversation (5ish minutes) between the two of you, in which you provide some behind-the-scenes thinking about your lesson plan, e.g.:
Your colleague asks questions or makes comments about any aspect of your lesson planning, trying to point you in potentially new directions (we can’t take everything into consideration at once, teaching is a very complex encounter!!)
You then swap roles. By the end of this task, you should both have a lesson plan discussion recording each.
Seek feedback on your lesson plan from Noa
Once you’re done planning and discussing, email your first lesson plan draft to , including in your email the recording of your lesson plan discussion.
Please also include a specific subject line in your email, e.g. Subject: Manga lesson plan.
Respond to Noa’s feedback
Once you get Noa’s feedback on your lesson plan, reply to the email you receive from to include the following:
Share your experiences
Once everyone’s done, we’ll be sharing how it all went with the group - it would be good to compare perspectives!
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