Certainly!

Here's a basic lesson plan template suitable for middle school English language learning:

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**Lesson Plan Template: Middle School English Language Learning**

**Lesson Title:**
**Date:**
**Grade Level:**
**Time Duration:**

**Objective:**
- State the specific learning objective(s) for the lesson.

**Materials Needed:**
- List all materials required for the lesson (e.g., textbooks, handouts, technology).

**Warm-up:**
- Describe a brief activity to engage students and introduce the lesson topic.

**Introduction (5 minutes):**
- Briefly introduce the lesson topic and its relevance to students.

**Main Activities:**
- **Activity 1: [Title] (15 minutes)**
- Description of the activity.
- Instructions for students.
- Expected outcomes.

- **Activity 2: [Title] (15 minutes)**

- Description of the activity.
- Instructions for students.
- Expected outcomes.

**Closure (5 minutes):**
- Recap the main points of the lesson.
- Connect the lesson to future learning or real-life application.

**Assessment:**
- Describe how student understanding or performance will be assessed.
- Include any formative or summative assessment methods.

**Differentiation:**
- Describe how the lesson will be adapted for diverse learners (e.g., English language learners, students
with learning disabilities).

**Homework/Extension Activity:**
- Assign homework or suggest an extension activity related to the lesson topic.

**Reflection:**
- Reflect on the effectiveness of the lesson.
- Note any adjustments for future lessons.

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This template provides a structured outline for planning a middle school English language learning lesson,
ensuring that key components such as objectives, activities, assessment, and differentiation are clearly
defined. Adjust the template as needed based on specific teaching styles, curriculum requirements, and
student needs.
 DAILY LESSON PLAN ///////////
Subject Unit & Topic

Date Grade

Objective

Materials & Resources Learning Outcomes

Instructional Sequence

Assessment & Evaluation

///////////
Reading
LESSON PLANNER
CLASS DATE TIME

MAIN LEARNING OUTCOME

LANGUAGE FOCUS

PROCEDURES RESOURCES
BEFORE READING
WHILE READING
AFTER READING
 WEEKLY LESSON PLAN

UNIT TITLE: TEACHER:

SUBJECT: WEEK NUMBER:
GRADE:

UNIT SUMMARY

• STAGE 1 / DESIRED RESULTS

OBJECTIVES / STANDARDS ESSENTIAL QUESTIONS

FACTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE CONCEPTUAL KNOWLEDGE

• STAGE 2 / ASSESSMENT

PERFORMANCE TASKS PRE-ASSESSMENT

EXTENTIONS CONSIDERATIONS

• STAGE 3 / LEARNING PLAN

LEARNING ACTIVITIES
LESSON PLAN
Date: Grade: Subject:

Topic: Lesson:

Objectives: Materials:

Activities and Practice:

Assessment: Notes:
Lesson planning guide (Van der Walt & Evans, 2019)
page 77
 EXAMPLE FROM NYCDOE PUBLIC SCHOOL
Course: Unit Essential Question:

Instructor: Date:

NGLS Standard(s):

Learning Objective:

Materials: Text:

Academic Vocabulary:

Opening Activity (ie: Do Now/Launch): Time: Teacher notes:

8 min

Direct Instruction (ie: Mini-lesson) Time:

12-15
Mini Lesson:
min
Differentiation of Instruction: (How do you modify the content, process, and/or product?)

Student Work Session Time: Critical Thinking Questions:

15 min (used to facilitate student to student discussion)
1.

2.

3.

Closing/Assessment(s): (homework, exit slip, 3..2..1.., etc) Time: Anticipated Lesson Misconceptions:
6 min

(For your reference - do not submit with you lesson plan)

Glossary of Essential Elements of a Lesson Plan:

Unit Essential Question: Unit question/overarching question that connects all of the lessons

Learning Objective (LO) content objective: “I statement” - Skills that students are able to do and will be assessed at the end of the lesson - students
should write this in their notebook and it should appear either in the header/footer of powerpoint slides - skill based (ela, math, etc) (example: I can
use textual evidence to support…)

Language Objective: “I statement” - The language skills that are required to master the learning objective (new vocab, sentence prompts, transition
words, defining the type of writing) Example: I use transition words to develop cohesion in writing.

*Difference between Learning Objective and Language Objectives: Language Objectives are “how” the students will show what they are learning.
They are focused on the four domains of Speaking, Listening, Reading, and Writing. The ELP (English Language Proficiency) standards and the WIDA
standards are sources of language objectives.

Focus Question: Is the lesson specific question that connects the Learning Objective to the content (example: How does the author’s use of setting
create the mood in story The Most Dangerous Game?)

Connection to Prior Learning: this could be a powerpoint slide or a statement made by the instructor to bridge the previous and current lesson
(“Previously we...This connects to what we are doing today…”)

Warm-Up/Launch: (previously known as Do Now) activates prior knowledge, motivational frame, vocabulary, connection to previous lesson

Direct Instruction: explicit instruction is a way to teach skills or concepts to students using direct, structured instruction. It helps make lessons clear
by modeling for students how to start and succeed on a task and giving them ample time to practice.

Examples of Differentiation of Instruction (content, process, product):

[Link]
[Link]

Scaffolding: scaffolding refers to a variety of instructional techniques (tools) used to move students progressively toward stronger understanding
and, ultimately, greater independence in the learning process (examples: guided notes, highlighting, bolded text, word bank, sentence
starters/prompts, graphic organizers, outlines, chunked readings, etc.)

Formative and Summative Assessment: Formative assessment refers to a wide variety of methods that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. ... In other words, formative
assessments are for learning, while summative assessments are of learning. Difference Between Formative and Summative Assessment.
Assessment refers to the evaluation of something. ... The formative assessment (FA) is conducted during the learning process. On the contrary,
summative assessment (SA) is undertaken only at the end of the course or unit.
60 Examples of formative assessment
 FACULTY OF EDUCATION
WORK-INTEGRATED LEARNING (WIL)

WIL LESSON PLAN

Student Name and Surname: Student number:
u
Mark with an X Registered Programme

Lesson Plan
Number: [Link] Year of Study PGCE

X or ✓ Student Teacher Checklist in preparation for the lesson to be taught

I have familiarised myself with the CAPS/IEB/Cambridge relevant policy document/s.

I read the overview, termly Annual Teaching Plan (ATP), and textbook content before starting to prepare for the topic.
I have identified what resources, displays and task expectations should be prepared beforehand.
I have reviewed the Mentor Teacher’s current stage of the curriculum, which focuses on the theme and skills being taught.
I have reflected on how I may support learner diversity and respective learning needs.
After the lesson, I will reflect on what worked well or did not, what needs re-teaching, and which learner/s needs additional
support. This reflection will inform my planning for the next lesson.
I considered my TASC in problem-solving. Thinking Actively in a Social Context. Consider who, what, where, when, why &
how. The 8-step TASC model: Gather/Organize, Identify, Generate, Decide, Implement, Evaluate, Communicate, and
Learn from Experience.

DATE: GRADE: Indicate with an X on the appropriate box below

y y y y m m d d
RRR RR R 1 2 3 4 5 6 7 8 9 10 11 12

SUBJECT: ____________________________________
Grade/s / Keys / Number of Classes - the lesson
DURATION OF THE LESSON: ___________mins/hour/s A B C D E F
will be taught to:

TEACHING STRATEGIES
Differentiated instruction Peer teaching Experiential learning

Cooperative learning Project-based learning Discovery learning

Technology-based learning Visualization
Inquiry-based instruction
Game-based learning Guided Practice
Modelling and scaffolding
Other: Specify ____________
Personalized learning
Types of Multiple Intelligences
Everyone learns differently. There are
various ways in which learners learn and Verbal – Linguistic - Social Interpersonal
process information. This can impact how Intrapersonal
Logical – Analytical - Mathematical
my learners understand, retain, and apply
Musical - Rhythmic Naturalistic
New Knowledge.
What learning styles have I considered to Bodily - kinesthetics Kinaesthetic
inform or adapt the instructional material Visual - Spatial Existential
and my teaching strategies to improve the
quality of the learning process?

INTEGRATION WITH OTHER SUBJECTS: (Name the subject/s - How does this lesson integrate for cross-curricular teaching?)

WIL OFFICE 1
INTEGRATED SKILL(S): If your subject is a LANGUAGE, indicate which of the four SKILLS you will focus on.

Reading Listening If your subject is not a language = Not applicable N/A

Writing Speaking
PRESCRIBED LEARNING OUTCOMES from CAPS or IEB, or Cambridge:

Annual Teaching Plan (ATP): Add CAPS Page References relevant to your Specific Subject.
Term:
Week:
Topic:
Skills, Knowledge, Values & Attitudes: List applicable aims that you wish to achieve through this lesson from CAPS, approximately pp. 8–10:

Lesson Planning

Subject Theme/
Chapter
What theme will you
use to contextualise
your learning
experience? Link it to
the learners' real
world, & introduce
your topic.

Topic / Focus /
Textbook Page
numbers

Key Concepts/
Vocabulary &
Definitions.

Define the
concepts in full.

WIL OFFICE 2
Learning & Teaching
Support Materials
(LTSMs) include
Teaching Aids,
Resources, Visual
aids, worksheets,
PowerPoints, How will I integrate the use of Technology into the lesson:
Manipulative objects,
videos, textbooks,
word walls, integrated
resources, posters,
flashcards, and
games…

Lesson Progression Different stages of the lesson with timestamps specifying the duration of each sub-section.

Purpose of the
lesson

Identify real-life
connections.

By the end of the

lesson, learners
will be able to…

Hook - Attention TIME

STAMPS
Grabber

Capture attention,
stimulate interest,
create a learning
atmosphere,
encourage active
inquiry, teacher-
learner dialogue, &
awaken prior
knowledge.
Link to current
affairs/news/local
news to the lesson.
The teacher sets the …Mins
tone for the lesson.

Introduction
Teacher-centred

The teacher will

introduce the topic
and explain the
lesson's objectives.

Recap previous work.

Brainstorming /
Mind Mapping

WIL OFFICE 3
 …Mins

Body

Continue teacher-
learner dialogue.

Start with new

knowledge.

Learner-centred
activities.

Applicable content,
questions to guide Plan a SMART TASK: Specific, Measurable, Attainable, Relevant and Traceable.
learners towards Specify the assessment criteria, tool & method for the SMART Task. Provide a Memorandum / Rubric /Marks
critical thinking.

Plan the sequence of

teaching events with
scaffolded learner-
centred activities.

…Mins

Consolidation

Consider ways to
ascertain that
learners’ have
achieved the specific
learning outcomes of
the lesson.

Recap the main

teaching points and
assessment tasks.

Wrap up.

How does the learning

experience lead to
further learning for the
next lesson?

…Mins

Post Lesson
Reflection

What went well?

WIL OFFICE 4
What could be done
better in the planning
and executing of my
next lesson?

What did the learners

understand well or
not?

What do I need to re-

teach?

WIL OFFICE Duminy, P. A., McLarty, A. H, & Maasdorp, N. (2000). Teaching Practice. Longman Teaching Training Series.
REFERENCES
Gardner, H. (1987). The theory of multiple intelligences. Annals of dyslexia, 19-35.

Wallace, B. & Bentley, R. (2002). Teaching Thinking Skills Across the Middle Years: A practical approach for
children aged 9 - 14. A NACE/Fulton Publication.

REFERENCES
THAT I USED IN
THE PLANNING
OF MY LESSON

Websites /
Online Resources

Use APA referencing

style.

Add any specific

Requirements:

Subject
Specialisation

Requirements for
Planning of
Teaching and
Learning

Requirements for
the delivery of the
Lesson

Subject / Phase
Specialisation

WIL OFFICE 5
In learning, you will teach; in teaching, you will learn.
With Appreciation, Dr Nevensha Sing, Head of WIL

WIL OFFICE 6