TWO SAMPLE LESSON PLANS THAT WERE PARTICULARLY DIFFICULT AND WHY
At first time, I have a little confused on how to start a debate because I have not done any class on this way. I was told to develop these lesson Plans according to Henry's program that's why I had to adapt these lesson plans to carry on the encounters proposed. But anyway I did not have any difficulty a the long run. As a teacher I must to be open minded to get use for new challenge.
In conclusion, I enjoyed a lot at the end of these online classes.
LESSON PLAN TEMPLATE
Topic:
Introduction to Debates
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Date:
March 6th-12th
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Language
Objective: To identify main
concepts and vocabulary to participate accurately in a debate.
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ACTIVITY
DESCRIPTION
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MAIN
RESOURCES
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PACE
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Materials
Sent to Students
a Week in Advance
(By Course director)
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Warm-Up:
Tutor introduces himself using at least 10 statements -
full name/origin/ age/
formation-favorite
book-movie-hobbie-band-artist/expectation.
After his/her introduction he asks student to introduce
themselves.
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10 min
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Topic: Introduction to
Critical
Thinking & Debates
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Previous Knowledge:
Tutor explains the encounters’ dynamic
(schedule, methodology, grading). In addition, he/she asks questions about
concepts, main topic of the quiz and how it is related to debates.
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10 min
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Explicit
Instruction: (Introduction to New Skill/ Concept -Today’s Lesson)
Tutor presents the main
topic (debate and critical skills) by talking about it. (The video is
posted in the main resource box for tutor’s use only)
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What is Debate (watch previously)
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5 min
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Guided Practice: (Tutor
and students make a short practice related to the encounter’s main topic)
Tutor asks questions about the video sent by the course’s director
and asks students to comment about the main components of a debate, and the
quiz’s topic.
Tutor and students pronounce the list of vocabulary for
debates which is linked in the main resources box.
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VOCABULARY
FOR DEBATES
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15 min
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Independent
Practice: (Students
prepare individually a practice on the day's topic)
Student create and call out a phrase, sentence or question
using the vocabulary for debates.
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10 min
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Lesson Closing: (Students comment the lesson-
Tutor gives a short feedback to each one of the students)
One or two students summarize the concept of debate and
call out some main expressions - Tutor
gives a short feedback to each student’s participation.
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10 min
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Home work
Tutor divides his/her students in two groups and assigns a
topic to debate.
“Are debates significant for English learning?”
Each student prepares the cons or pros about the topic given by the tutor.
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5 min
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Quiz
Tutor shares the link with students via skype. Students
are to complete the quiz in five minutes. (5 questions)
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5 min
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Note for Tutors:
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Topic: DEBATE: Are debates significant for English learning? Why yes /
Why not?
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Date:
March 13th-19th
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Language
Objective: To recognize the
importance of prepare meaningful arguments and ideas when participating in a
debate/
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ACTIVITY
DESCRIPTION
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MAIN
RESOURCES
|
PACE
|
Materials
Sent to Students
a Week in Advance
(By Course director)
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Warm-Up:
Tutor greets students and share
the link for the quiz
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10 min
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Topic: Are debates significant for English learning? Why
yes / Why not?
Distinguishing Facts from Opinions
Three Hidden Pieces of Arguments
Sources
and Biases
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Previous Knowledge:
Tutor explains the encounters’ dynamic
(objective and activities) and asks
students some
comments and questions on the three videos sent for the second encounter.
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Distinguishing Facts from Opinions
Three Hidden Pieces of Arguments
Sources
and Biases
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10 min
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Explicit
Instruction: (Introduction to New Skill/ Concept -Today’s Lesson)
Tutor goes over the main steps to have into account when
participating in a debate.
After presenting those points, he/she reminds students
about their homework and the way they were divided to participate in today’s
encounters.
“Are debates significant for English learning?”
Each group is supposed to
have prepared the cons or pros about the topic given by the tutor.
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5 min
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Guided Practice: (Tutor
and students make a short practice related to the encounter’s main topic)
Tutor presents himself/ herself as the moderator of the
debate and present the procedures based on the first encounter videos
Students participate actively in the debate.
(It is suggested to ask students to turn video on when
participating)
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35 min
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Independent Practice: (Students prepare individually a
practice on the day's topic)
N/A
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0 min
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Lesson Closing: (Students comment the lesson-
Tutor gives a short feedback to each one of the students)
Tutor gives a short feedback to each student’s
participation and summarizes the encounter’s main idea ( The importance of
prepare meaningful arguments and ideas when participating in a debate)
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10 min
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Homework
Tutor suggest students to be attentive to check the
material sent by the course director, Henry.
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1 min
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Note for Tutors:
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