Lesson Plan for Students

Lesson Plan Critique Critical Paper

Strength One – Prior knowledge and interest

Within this lesson plan, I have considered activating students’ prior knowledge of the previous lesson. This improving students’ prior knowledge and become more familiar with the overall concept of the previous lesson. To recall students’ prior knowledge can be showing how much students have assimilated and allows students to demonstrate their knowledge of understanding in the previous lesson. When the information or the topic students already know a little bit about something I am going to teach, they will become more confident to participate (Hall, Ariss, & Todorov, 2007) and more interested in learning more about it (Tobias, 1994). The frequency of recall students’ prior knowledge, allows students easier to remember the knowledge. This also allows students have a good connection and is easier to understand with teacher’s materials when teacher combining the key points with the knowledge students already know. To activate students’ prior knowledge is also such a good way to check what students’ have learnt and did they learned something incorrect (Tobias, 1994).

Strength Two – Vocabulary Instruction

This lesson plan has taught several effective vocabularies while combining with the vocabulary and the knowledge of the previous lesson to revisit the words and easier to remember the new words (Snow, 2002). The words have been taught in this lesson will be used to be a keyword on the entire course and also improve the chance of learning Japan’s culture. Therefore, the more words students have learnt and the more frequently of using effective vocabulary in class can strengthen students’ understanding of Japanese (Hart, & Risley, 2003) and improve students’ ability of language skills and in order to especially on the conversation and even outside of the

CHAK, YUEN KWAN (z5111424)

Ellie Zakeri (Thursday, 2pm)

EDST2003: Lesson Plan

classroom (Kelley, Lesaux, Kieffer, & Faller, 2010). In this lesson plan, I have

incorporated students’ prior knowledge into my relevant teaching instruction (role play activity). Furthermore, Gibbons (2009) has suggested combing the English literacy teaching with the new materials can be able to create a culturally responsive classroom. During the dialogue, students will be able to unitize the new vocabulary into the daily conversation. Moreover, I will provide a sentence with a detailed breakdown of the sentences structure to explain the different parts of the sentences. This will be had an explanation with English.

Strength Three – Low Difficulty

The materials have been taught in this lesson are easy to read and the difficulty of this lesson is very low. Firstly, as mentioned earlier, the new vocabulary will be incorporated with the old knowledge which is an adjustment the difficulty of students' level as well as the students who are lack of vocabulary knowledge (Gibbons, 2009). Secondly, in this lesson plan, the materials I provided are using different opportunities to present information in a variety way. For example, Japan anime, speech, and pictures. This allows students quickly focus on the vocabulary and knowledge and much easier to understand and absorb knowledge. Moreover, Snow (2002) suggested providing worksheet can be better in learning and clear concept on what knowledge they have learned in the class. In the handout (Appendix A and B) will have a clear purpose on what students have to do and summaries the key points of the class. The low difficulty and applying concepts to interests can engage students participant in the lesson. Furthermore, through the role play activity process can be implemented a real-world application (Gibbons, 2009). During on the conversation, the students are made their dialogue incorporating vocabulary to express their own opinion.

CHAK, YUEN KWAN (z5111424)

Ellie Zakeri (Thursday, 2pm)

EDST2003: Lesson Plan

Strength Four – High Expectations of Student and High Levels of Teacher

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The expectations of students are always being significant. The positive attitude and high expectation to students can promote improvement and success in learning (Zohar, Degani, & Vaaknin, 2001). “As Sarra bluntly states, 'I always say that there are only three things that teachers have to have: high expectation, high expectation and high expectation” (Griffiths, 2011). The high expectation of students and high