.
”“If kids come to us from strong,
healthy functioning families, it makes
our job easier. If they do not come to
us from strong, healthy, functioning
families, it makes our job more
important.”
-Barbara Colorose
4 A’s in Lesson
planning
s of 4A’s Lesson Planning
What is a Lesson Plan?
• A lesson plan is a teacher’s tool. It is itenirary, which
contains all specific activities that will direct and lead
learners to reaching their ultimate destination-achieving
competency in all the three domains of learning.
To begin, a teacher must ask these three basic questons;
Where are my students going?
How are they going to get there?
How will I know when they’ve arrive?
ACTIVITY
-Activate Prior Knowledge
-Access prior knowledge/activate students’ schemas
Methods:
Gallery walk
Brainstorming
Concept mapping
Games
Q&A
ANALYSIS/ABSTRACTION
Acquire new knowledge
Promote higher order thinking – enable students
to make connections and
interconnections between the course material and
real life experiences
Foster inquiry throughout lessons and among
students
Methods:
Leaning logs
Guest speakers
Mini lessons
Active reading
Viewing + listening
Note making
Group discussions
□ Journals
Visual representations
□ Role play
□ Think/pair/share
Application
Consolidate what has been learned and make
it relevant
Methods:
Learning logs
Exit Slips
Sharing of products
Debriefing on process
Performances
Publications
Real world activities
Scenario
Simulation
Demonstration
Case study
Assessment
• Assesswhat has been learned and what
needs to be further developed
METHODS:
□ Gallery walk
□ Brainstorming
□ Concept mapping
□ Leaning logs
□ Guest speakers
□ Mini lessons
□ Active reading
□ Learning logs
□ Exit Slips
□ Sharing of products
□ Debriefing on process
□ Quizzes
□ Open and closed book tests
□ Think/pair/share
□ Small conferences
INTEGRATION
OF 5 E’S
The 5 E lesson basically supports
inquire based instruction. It
allows children to make
discoveries and to process new
skills in an engaging way.
Teachers can also adequately plan
power objectives more effectively
by using the 5E process.
Children are not just learning
with this method they are more
knowledgeable about their own
metacognition, as they are
coached along and not dictated by
teachers merely lecturing.
. The role of the teacher is to
facilitate and support students as they
use prior knowledge to build new
knowledge. The 5 Es are: Engage,
Explore, Explain, Elaborate and
Evaluate. When planning a lesson
each of these areas should be
completed. Often times these lessons
may take a few days to complete
PHASES OF 5 E’S:
Engage
Make connections between past and
present learning experiences
Anticipate activities and focus students'
thinking on the learning outcomes of
current activities. Students should
become mentally engaged in the
concept, process, or skill to be learned.
These lessons mentally engage the students with
an event or question. Engagement activities help
students to make connections with what they know
and can do.
What the Teacher Does
Creates interest
Generates curiosity
Raises questions
Elicits responses that uncover what the students
know or think about the concept/topic
What the Student Does
Asks questions, such as Why did this
happen? What do I already know
about this? What can I find out about
this?
Shows interest in the topic
Explore
This phase of the 5 E's
provides students with a common
base of experiences. They identify
and develop concepts, processes, and
skills. During this phase, students
actively explore their environment or
manipulate materials.
What the Teacher Does
Encourages the students to work together
without direct instruction from the teacher
Observes and listens to the students as they
interact
Asks probing questions to redirect the students’
investigation when necessary
Provides time for students to puzzle through
problems
Acts as a consultant for students
What the Student Does
Thinks freely, but within the limits of the activity
Tests predictions and hypothesis
Forms new predictions and hypotheses
Tries alternatives and discusses them with others
Records observations and ideas
Suspends judgment
Explain
This phase of the 5 E's helps students explain
the concepts they have been exploring. They
have opportunities to verbalize their conceptual
understanding or to demonstrate new skills or
behaviors. This phase also provides
opportunities for teachers to introduce formal
terms, definitions, and explanations for
concepts, processes, skills, or behaviors.
What the Teacher Does
Encourages the students to explain concepts and
definitions in their own words
Asks for justification (evidence) and clarification
from students
Formally provides definitions, explanations, and
new labels
Uses students’ previous experiences as the basis
for explaining concepts
What the Student Does
Explains possible solutions or answers to
others
Listens critically to one another’s explanations
Questions one another’s explanations
Listens to and tries to comprehend
explanations the teacher offers
Refers to previous activities
Uses recorded observation in explanations
Elaborate:
This phase of the 5 E's extends students'
conceptual understanding and allows them
to practice skills and behaviors. Through
new experiences, the learners develop
deeper and broader understanding of
major concepts, obtain more information
about areas of interest, and refine their
skills.
What the Teacher Does
Expects the students to use formal labels, definitions,
and explanations provided previously
Encourages the students to apply or extend the
concepts and skills in new situations
Reminds the students of alternative explanations
Refers the students to existing data and evidence and
asks: What do you already know? Why do you
think…? (Strategies from Explore apply here also.)
What the Student Does
Applies new labels, definitions, explanations,
and skills in new, but similar situations
Uses previous information to ask questions,
propose solutions, make decisions, design
experiments
Draws reasonable conclusions from evidence
Records observations and explanations
Checks for understanding among peers
EVALUATE
This phase of the 5 E's encourages learners
to assess their understanding and abilities and
lets teachers evaluate students' understanding
of key concepts and skill development.
What the Teacher Does
Observes the students as they apply new concepts
and skills
Accesses students’ knowledge and/or skills
Looks for evidence that the students have changed
their thinking or behaviors
Allows students to access their own learning and
group-process skills
Asks open-minded questions, such as Why do you
think…? What evidence do you have? What do
you know about it? How would you explain it?
What the Student Does
Answers open-ended questions by using
observations, evidence, and previously
accepted explanations
Demonstrates an understanding or
knowledge of the concept or skill
Evaluates his or her own progress and
knowledge
Asks related questions that would encourage
future investigations
Speaking Activities
EXAMPLE:
Studentscan become involved in agree/disagree
discussions. In this type of discussions,
Teacher forms groups of students, preferably 4 or 5
in each group, and providecontroversial sentences
like “people learn best when they read vs.people
learn bestwhen they travel”.
Then each group works on their topic for a given
time period, and presents theiropinions to the
class. (It is essential that the speaking should be
equally divided among group members).
At the end, the class decides on the winning group
who defended the idea in the best way.
TIPS for Efficient Group Discussions
Itis always better not to form large groups,because quiet
students may avoidcontributing in large groups.
The group members can be either assignedby the teacher
or the students maydetermine it by themselves
Groups should be rearranged in everydiscussion activity
so that students can workwith various people and learn to
be open todifferent ideas.
Students should always be encouraged to ask questions,
paraphrase ideas, expresssupport, check for clarification,
and so on.
Role-Playing
One other way of getting students to speak is role-
playing. Students pretend they are invarious social
contexts and have a variety of social roles. In role-play
activities, the teachergives information to the learners
such as who they are and what they think or feel
Simulation
Simulations are very similar to role-plays but what
makes simulations different than role plays is that they
are more elaborate. In simulations, students can bring
items to the class to create a realistic environment. For
instance, if a student is acting as a singer, she brings a
microphone to sing and so on. Role plays and
simulations have many advantages.
First, since they are entertaining, they motivate the
students.
Second, it increases self-confidence of hesitant
students, because in role play and simulation activities,
they will have a different role and do not have to speak
for themselves, which means they do not have to take
the same responsibility.
Information Gap
In this activity, students are supposed to be working in pairs.
One student will have the information that other partner does
not have and the partners will share their information.
Information gap activities serve many purposes such as
solving a problem or collecting information.
Also, each partner plays an important role because the task
cannot be completed if the partners do not provide the
information the others need. These activities are effective
because everybody has the opportunity to talk extensively in
the target language.
Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group
brainstorming is effective and learners generate ideas quickly
and freely. The good characteristics of brainstorming is that
the students are not criticized for their ideas so students will
be open to sharing new ideas.
Storytelling
Students can briefly summarise a tale or story they
heard from somebody beforehand, or they may create
their own stories to tell their classmates. Story telling
fosters creative thinking.
Interviews
Conducting interviews with people gives students
a chance to practice their speaking ability not only
in class but also outside and helps them becoming
socialized. After interviews, each student can
present his or her study to the class. Moreover,
students can interview each other and "introduce"
his or her partner to the class.
Story Completion
Forthis activity, a teacher starts to tell a story, but after a
few sentences he or she stops narrating. Then, each
student starts to narrate from the point where the previous
one stopped. Each student is supposed to add from four to
ten sentences. Students can add new characters, events,
descriptions and so on.
Reporting
Before coming to class, students are asked to read a
newspaper or magazine and, in class,they report to their
friends what they find as the most interesting news.
Students can also talkabout whether they have experienced
anything worth telling their friends in their daily
livesbefore class.
Suggestions for Teaching Speaking
Provide maximum opportunity to students to speak the
target language by providing a rich environment that
contains collaborative work, authentic materials and tasks,
andshared knowledge.
Try to involve each student in every speaking activity; for
this aim, practice differentways of student participation.
Reduce teacher speaking time in class while increasing
student speaking time. Stepback and observe students
Ask eliciting questions such as "What do you mean? How
did you reach thatconclusion?" in order to prompt
students to speak more.
Provide written feedback like "Your presentation was
really great. It was a good job. Ireally appreciated your
efforts in preparing the materials and efficient use of
yourvoice…“
Do not correct students' pronunciation mistakes very
often while they are speaking.Correction should not
distract student from his or her speech.
Involve speaking activities not only in class but also out of
class; contact parents and other people who can help.
Circulate around classroom to ensure that students are on
the right track and seewhether they need your help while
they work in groups or pairs.
Provide the vocabulary beforehand that students need in
speaking activities.
Diagnose problems faced by students who have difficulty
in expressing themselves in
the target language and provide more opportunities to practice
the spoken language.
