LESSON PLAN
Name/Surname: Mücahide
Gülsüm ÖREN , Özlem ÖNAL
Institution/ Context of
language teaching: Atatürk Anatolian High School, 9th
graders
Material Used: Flashcards, a picture of the school, colored papers
Lesson Focus: English Literature-Shape Poems
Learners’ previous
knowledge: Present
Simple / Present Continuous / Past Simple / Past Continuous/ Basic Vocabulary
Knowledge, Speaking Skills for Pre-Intermediate Level
Learner profile: A2-B1
Anticipated problems &
Remedies during Teaching:
Problem 1: It might not be possible to
divide the class into six groups if there are some absent students.
Remedy 1:
Teacher can substitute the positions of the missing students in the groups
needed; or if there are too many students missing, only five groups can be
formed instead of six.
Problem 2: Some students might not be able to relate the
flashcards to the shapes they’re assigned to.
Remedy 2: Teacher will give some clues about the topic
and direct students to be productive.
Goal of the lesson:
1-
To make students use their
creativity to practice a specific literary genre combined with new vocabulary
items.
2-
To make the students’ practice
their writing, listening, and speaking skills in a creative way.
Objectives:
By the end of the lesson, students will be able to
- create their own poems by taking the
prerequisites into consideration.
- recycle at least 5 vocabulary items
in their poems.
- guess the shapes of the poems
belonging to the other groups.
Lesson Plan (The Procedure)
|
Stage
|
Allocated
Time
|
Procedure
|
Aids
|
Interaction Pattern
|
Stage
Justification
|
|
Warm-up
Presentation
|
1’
9’
|
·
The T comes to the class and greets the
students. T wants Ss to close their books and put them away before getting
started.
·
T asks Ss from which neighborhood
they’re coming to the class.
·
T talks about her weekly route while
coming to Atatürk Anatolian High School and attaches a picture of it (Appendix 1) to the board in the
meanwhile. She writes some keywords to the board while talking about her feelings about the moment when she eventually
sees the image of the school every week (METU,
Sıhhiye, Atatürk Anatolian High School, Emine Hoca, affection, cool,
creativity). T tells them she will write a meaningful text by using those
keywords. In order to make them guess the topic, T doesn’t say what genre she
is using while writing the text (Appendix
2). After finishing the poem T wants them to talk what they see on the
board. By eliciting some answers, T directs Ss to the correct answer. In this
way, T introduces the topic of “Shape Poems” to the class.
·
As the Ss’ attention shifted to the
topic, T provides the Ss with some basic knowledge of the historical
background of shape poems, and informs them on the current concept of the
term.
|
A Picture of
the School
|
T-Ss
|
ü
To make Ss feel
comfortable and safe in the class
ü
To raise curiosity
about what would happen in the lesson
ü
In order to make students familiar with
the topic of the day
ü
To demonstrate how to create a shape
poem
ü
To make a transition to the practice part
|
|
Practice
Production
|
20’
10’
|
·
T informs the Ss that it’s their turn to
produce some shape poems and divides them into six groups. Each group gets a
set of flashcards including twenty five vocabulary items (See Appendix 3). Also, they are assigned to create their poems
within the form of some specific shapes which are only known by T and the
group members (See Appendix 4).
This confidentiality is of utmost importance for the expected flow of the
lesson, as in the following activity, the other groups will be assigned to
work on those poems. T also adds that each group has to use at least 5
vocabulary items provided on the flashcards while creating their poems. T
lets Ss start working on their poems after emphasizing that they have 20
minutes to complete the activity.
·
After the activity is completed, T wants
one person from each group to read their poems aloud in front of the whole
class. Upon finishing each poem, the other groups try to guess what shape
they might have used or about what the poem might be. If the answers are
correct, S who has read the poem out loud shows the shape of it to the class.
·
Upon finishing the activity, T applauses
everybody for their contribution and creativity. Then, T dismisses the class
after hanging the poems to the wall.
|
Flash-cards
|
Ss-Ss
T-Ss
|
ü
To enhance student cooperation
ü
To create a suspense in the lesson
ü
To make the Ss internalize the 25
vocabulary items unconsciously while trying to integrate at least 5 of them
into their poems
ü
To foster the Ss’ listening and speaking
skills
ü
To create a game-like environment
ü
To motivate the Ss for further in-class
participation
|
Contingency
Plan: If the lesson finishes earlier than expected, T makes the Ss
work on the activities in the course book. However, if there is no time to
finish all the activities in class, T collects the poems to give feedback on
them for the following lesson.
