Though I finally finished my credential work over a year ago (I was in the system for a long time.. emergency, intern, preliminary, and now BTSA), reading stuff like this:
Masters program update:
[√ ] lack of content organization
[√ ] belaboring of small points
[√ ] disjointed course work
[ ] elevation of jargon over skill
[√ ] permanent residence in the Baltic Avenue of Bloom's Hierarchy
[ ] general awkwardness
makes me think back fondly on those days (I was at the same institution as TMAO).
On our refrigerator, we have a sample lesson plan handed out to us by the instructor in the "Teaching Second Language Learners" class. Note: this was held out as an example of how to write a lesson plan for language learners, not an example of how not to write a plan. Also keep in mind that some people had trouble passing this class. Ok, without further ado, I give you, dear readers, the unedited "Difference Between Good and Evil" lesson plan.
Title: The Difference Between Good and Evil
Subject:English (All Levels)
Name: ****** ******
The students will examine some of the ways we determine the difference between good and evil. This information will be used to evaluate literary characters throughout the year. In addition, the students will learn how to write a one page, one paragraph paper.
The assignment will take two days and the students will be able to:
- state one difference between good and evil.
- compose a paragraph explaining that difference.
The only material needed is a white board and a marker.
The students will be asked for their opinions on this topic and vocabulary will be introduced as necessary.
In round robin fashion, each student will be asked about the difference between good and evil. Responses will be placed in clusters on the board.
The process will be repeated several times and each idea will be clarified and examples will be given. If necessary, important vocabulary will be translated into English by other students in the class.
(This next bit is my favorite part:) The next part is the writing of one paragraph on one of the ideas. As the students write, the teacher will circulate around the room and help by asking clarifying questions that are slightly above the student's zone of proximal development. (ROTFLMAO) Students then read their papers to the class. The final assignment is rewritten after the teacher grades it.
The paragraph determines if the student understands the assignment. Students that have problems will receive individual help. The final papers will be hung on the wall.
I'm going to end this post the same way so many of my students end their presentations:
so, and, yeah.