Lesson Plans 3

Then Diana Noonan was visiting one day and I asked her what a lesson plan for a reading class based on comprehension methods would look like. Like Paul, she tossed what is below off the top of her head for another formal observation I had scheduled for that week. I am very grateful to Paul and Diana for these really fine lesson plan designs, Paul’s for a story class and Diana’s (below) for a reading class:

Slavic Lesson Plan – January 27, 2011
French 2, 4th period

Learning Objective: Students will comprehend what they read in French, aligning with Colorado Model Content Standard for Foreign Language:
Standard 1: Communication in Languages Other Than English for Novice-Mid or Novice-High –
2. Comprehend short learned exchanges (written or oral) on learned topics that use learned vocabulary and grammatical structures (interpretive mode) (page 34) Novice-Mid or
2. Comprehend exchanges (written or oral) on a variety of familiar topics using both high-frequency vocabulary, new vocabulary, and learned grammatical structures (interpretive mode). Novice-High (page 31)
Evidence Outcomes:
a.    Identify main ideas from oral, visual, or written sources
b.    Identify the meaning of unfamiliar words using decoding skills…. (as per chart in classroom)
c.    Interpret meaning using oral, visual, and contextual clues
Assessment: Students demonstrate understanding of the vocabulary via:
1. hand comprehension checks – scale of 1-10, 10 is understood at 100%
2. an aural quiz given at the end of the class period.
3. a major grade translation test on 25% of the text, given in the following class period. (So that students can study the text at home before the test, the entire reading text is posted at our class website – www.classjump.com.)
[Note: besides the exit quiz and the hand comprehension checks, the evidence that students understand will be a combination of choral and individual response. I want to encourage responses from all students with leveled questions relative to their own degree of mastery. Pls. refer to seating chart notes re: which students are fast and slow processors – this will help me see to what degree I am reaching all the students in the room and will help in your observation of these students as the class rolls along.]
Method of Instruction: Comprehensible Input methods



2 thoughts on “Lesson Plans 3”

  1. Please accept a heartfelt thank you for posting these lesson plans. I spend way too much time during the school thinking about wording my plans. I will adjust these for Pennsylvania Standards and have them at hand.
    To be honest, I had done little reading of PA state standards or the National standards prior to December of this year, when my high school went to a new lesson plan template. Well, I am just three years out of grad school, so it wasn’t *that* long. But lord, what a difference a methodology makes! And a methodology based in personalization to boot! These standards and outcomes were no longer one-person sleeper cells to be activated in some cabalist order known only to the Master Teacher who is thought to abide on the Matterhorn…. But seriously, they weren’t making a lick of sense as a guide[line] for me pre-TPRS.
    So again: thank you! I can spend even less time worrying about lesson-plan-wording, and give that much more energy to truly being in the class and listening to my students.
    I feel more confidence as a professional knowing that TPRS/CI addresses the Standards naturally, i.e., as a teacher you don’t have to go fishing/phishing to find the standard and outcome that for the atomlike, grammar-point what-have-you that you were doing from the “curriculum”/”textbook”.
    Reminds me a bit of my supervisor’s reaction to a description of TPRS. [I had just returned from the 2010 NECTFL and a day workshop with Carol Gaab. My enthusiasm and offhand remarks about current language teaching practices [non CI-based] seemed to be freaking her out a bit.] She read this fairly basic summary of pre-teach, personalize, use, read and said: well, yeah, that’s just good teaching.

  2. Andrew I would add that it was a good feeling last year with these plans to be able to make a claim in the pre-observation conference and then back it up in the classroom. Then, in the post conference the evaluators had nothing to claim that I did or didn’t do – I did exactly what I said I would do. That’s what the standards can do for us, now that we actually align with them in the real world. Your description of how there is no need to
    …go fishing/phishing to find the standard and outcome that for the atomlike, grammar-point what-have-you that you were doing from the “curriculum”/”textbook”….
    is a very accurate description of what most teachers currently do – they have to go fishing for things that look real but are not real because they in fact do not align with standards. They never have.

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