LLT 809

Fall 2019
Guidelines for lesson plans: Academic reading lesson

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Academic reading lesson plan (20%) Draft due by November 14 at noon to classmates;
Final due in class on November 21 (one hard copy).

Procedure and format

 You may consult any materials that you would like. You must cite any materials used in
the text of your answer in APA format. Items from the syllabus do not need to be listed in
the reference list. Any other sources that you use must be given in the reference list,
including web sites that you get ideas from, but you are not expected to find outside
sources. You need not cite anything that I said in class or anything from the
PowerPoints.
 The lesson plan should be single spaced with all materials attached.
 The rationale should be double spaced.
 The lesson plan must include: population, objectives, materials, and procedure. Unlike
other lesson plan assignments that you might have done, this one must include a
summary of what led up to the lesson and what comes after (or just one of the two
if it starts or ends a unit). This is because I want a sense of how you would integrate
the lesson into a class.
 For grading guidelines, see the MA comprehensive exam grading guidelines in the MA
TESOL handbook.

Context
 Imagine that you are teaching an advanced EAP class during the summer for
international students accepted into the MA TESOL program. The focus of the class is
on reading and writing. The class meets for three two-hour sessions each week during
the summer. Write a two-hour lesson plan for the class that includes two pieces of
authentic readings. They can be materials from one of your classes or something
related to the topics covered in the classes (preferably 822, 895, 846, or 860). The
lesson can be two-hours long or you can create two one-hour lessons to be completed
on different days, possibly with relevant homework in between.
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Population
1) Is the lesson suitable for the population? (i.e., international students enrolling in the MSU MA
TESOL program)

Lesson objectives
2a) Are the objectives stated in the format: Students will be able to... ?
2b) Do the objectives extend beyond the lesson and into the real world?
2c) Are general words like "know" and "practice" avoided?
2d) Are the objectsives more than simply a description of the activity?

Background
3) Is there an explanation of what came before and/or after the lesson?
Materials
4a) Are all materials included? (or web sites listed, if the materials are available online)
4b) Are the materials appropriate to the population? Are there two authentic readings?
4c) Are sources cited?
4d) Are all the handouts clearly labeled and referred to by letter or number in the procedure
section?
4e) Are the handouts user friendly?

Procedure
5a) Is the procedure clear enough that most people can follow it?
5b) Will the students be engaged throughout the lesson?
5c) Are the activities structured enough?
5d) Are the students actually taught something or simply asked to use what they already know?
5f) Will students be pushed to comprehend or produce language beyond their current level?
5g) Are the authentic materials made comprehensible through classroom activities?
5h) Are the activities interesting and creative?
5i) If the lesson involves reading or listening, are there schema-activating or, preferably, schema-
building activities?
5j) Is there attention to language and not only a focus on content?
5k) Is the sequencing of activities appropriate? Do they build on one another?
5l) Is an appropriate approximate time frame given for each of the activities?
5m) Is there a focus on academic language/vocabulary or a focus on a specific genre (preferable
both)?

Homework/follow up
7a) If there is homework, does it fit with the lesson?
7b) Are the students adequately prepared for the assignment?
7c) Are the instructions for the assignment clear?