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When I lesson plan, I first consider my students. What do they know or have learned? What are the different ways I can teach or create an activity that students can interact with? How would it be useful in their lives? By figuring out the end goal, I can determine what activities are best for it. In general, I want an activity that helps with the introduction of the topic. Some vocabulary in a presentation or video to start with. Then activities that works on remembering what they learned. Then the type of activity that shows that the students understand what they learned. And then an activity for them to see how students would use it in the real world. One step further is probably a review in the following class. And I always appreciated when lessons build on each other. I want the next class to be related to this topic.

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It is very important to consider the reflective questions or possibilities for clarifying questions for understanding.  In other words, how will students respond to the process? What are the barriers/gaps for students understanding the lesson?  or will they find any part of the lesson frustrating?
The lesson planning stages include:  1. Clarifying an idea/topic from previous lesson.
2.  Communicating positive features toward the new lesson.
3.  Reading articles that relate to the new lesson
4.  Clarifying questions for understanding (usually done first)
5.  Scaffolding the writing process to help them design their essays
6. Making connections between the readings and the scaffolding.
7. Discussing the criteria for successful completion of the essay.
8. Assigning the Essay

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When lesson planning I like to start by listing the parts of the lesson, after the sections are listed I like to develop the specific activity from the end to the beginning.
9. Objective
8. Materials
7.  Previous class Review
6. New Vocabulary (5-6 Words Max)
5. Writing Exercise
4. Listening Exercices
3. Role Play
2. Summary
1. Homework Assignment

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When I am preparing a lesson plan I always think of the objective, what do I want my students to learn. Then what group of students will I be teaching, such as beginners, low beg. or intermediate. What will I need to teach them this, such as materials and references. What are different scenarios I can created to do repetition in different ways, so I can show the material in different ways using the 3 most common ways visual, auditory and kinesthetic.

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When I'm planning a lesson I consider what are my objectives? What are high impact indicators and learning standards that need addressing? Am I introducing a new topic or is this going to be an extension lesson. How can I scaffold the lesson and have differentiation of instruction to address the different ability levels of the students? How much time do I spend on this topic? Is this a mini lesson, an hour long lesson or a two part lesson? How will this be taught? Will it be a remote lesson or a hybrid lesson? How will I assess the students' understanding?

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Even though it seems recurring with my classmates, I need to be taken into consideration for lesson planning; recognize that who my students are. knowability degrees, backgrounds, rate of interest degrees, interest periods, ability to collaborate in groups, prior knowledge and learning experiences, special requirements or accommodations, and also finding out preferences.

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Even though it seems recurring with my classmates, I need to be taken into consideration for lesson planning; recognize that who my students are. knowability degrees, backgrounds, rate of interest degrees, interest periods, ability to collaborate in groups, prior knowledge and learning experiences, special requirements or accommodations, and also finding out preferences.

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Considerations on lesson planning in 3 Backward Design stages:  Keeping in mind
1) the overall learning objectives of the lesson plan and course curriculum, I do an in-class review of prior day's classes to (2) assess where the S are at, relative to our desired results and on the ECRIF scale (C/R); take note of which S may need closer attention or reinforcement to ensure clarity and support memory of the target lesson(s) and 3) selecting appropriate materials/text/ to address target lesson issues, those activities that are more likely to consult S' interest and understanding (E). These considerations are obviously subjective judgments made daily in the moment, with an open, flexible view toward generating higher levels of knowledge, skills and values in my S'.

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I unfortunately haven't had a lot of opportunities to plan my own lessons. I've often implemented other people's lessons or as a tutor responded to problems within a student's skillset.

To this end my approach tends to be very skills-based as opposed to content heavy. Content is often just a vehicle for imparting skills - hopefully the content is relevant enough for it to matter to the students, but the focus is on their aptitudes.

As such I'm interested in identifying what "level" my students are at. While I believe that creativity and imagination plays an important role in all learning, it is also my obligation as an educator to offer normative standards by which students can progress. These are not merely benchmarks to measure progress, but are the things that I want my students to walk away from in life.

It's thus important to identify gaps or areas for growth for the students I'm working with and focus on the nuts and bolts tools I can use to get them there.

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In lesson planning, the teacher must know his or her students, such as: their ability levels; backgrounds; interest levels; attention spans; ability to work together in groups; prior knowledge and learning experiences; special needs or accommodations; and learning preferences. In lesson planning, the teacher must also know his or her content or subject matter. It is important for him or her to research the subject matter that he/she will be teaching. He/She should also utilize curriculum guides published by the state in which he/she teaches.  He /she should know the materials that are available. For example: technology, software, audio/visuals, teacher mentors, community resources, equipment, manipulatives, library resources, etc. The stages include:1.	Planning For Instruction2.	Content or Topic3.	Materials4.	Objectives- Identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. Objectives are behavioral in nature and are specific to performance. 5.	Motivation/Presentation6.	Assessment/Evaluation7.	Generalization

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In lesson planning, the teacher must know his or her students, such as: their ability levels; backgrounds; interest levels; attention spans; ability to work together in groups; prior knowledge and learning experiences; special needs or accommodations; and learning preferences. In lesson planning, the teacher must also know his or her content or subject matter. It is important for him or her to research the subject matter that he/she will be teaching. He/She should also utilize curriculum guides published by the state in which he/she teaches.  He /she should know the materials that are available. For example: technology, software, audio/visuals, teacher mentors, community resources, equipment, manipulatives, library resources, etc. The stages include:1.	Planning For Instruction2.	Content or Topic3.	Materials4.	Objectives- Identify the objectives that you hope your students will achieve in the tasks that will engage them in the learning process. Objectives are behavioral in nature and are specific to performance. 5.	Motivation/Presentation6.	Assessment/Evaluation7.	Generalization

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When planning a lesson:1. I begin at the end: what students should be able to know/do/show when they have completed the lesson, grounded in key standards that are tested on the TASC. Is this a new topic, or one that builds on previous work that should be reviewed and reinforced?2. I then think of the learning cycle, using the 5E's Instructional Model, so my students can progress through the Engage, Explore, Explain, Elaborate, Evaluate stages. Depending on the nature of the lesson, it may be possible to travel through all five stages in one lesson, or it may take a few classes to complete the cycle. Although the final stage is Evaluate, will I also build in formative assessments long the way, some low-stakes and some high-stakes, so I can determine if students are "getting it."?3. I then think of the Engage: what's the "hook" to draw students in and get them interested in learning?4. The Explore:  What will they explore and how will they do so: will students work individually, in small groups, or as a whole class?5. The Explain: What aspects of this  topic will I need to deliver as direct instruction? What aspects can students deliver, possibly as a jigsaw activity?6. The Elaborate: Is there a natural way for students to apply this knowledge to a different situation to help cement the learning and have them being able to transfer this new learning to other situations?7. The Evaluate: how will I assess student learning? Is there a real activity that they can devise and carry out? Will I also include TASC-like assessment questions to help student prepare for the test?

# data[].attributes.subject
When planning a lesson:1. I begin at the end: what students should be able to know/do/show when they have completed the lesson, grounded in key standards that are tested on the TASC. Is this a new topic, or one that builds on previous work that should be reviewed and reinforced?2. I then think of the learning cycle, using the 5E's Instructional Model, so my students can progress through the Engage, Explore, Explain, Elaborate, Evaluate stages. Depending on the nature of the lesson, it may be possible to travel through all five stages in one lesson, or it may take a few classes to complete the cycle. Although the final stage is Evaluate, will I also build in formative assessments long the way, some low-stakes and some high-stakes, so I can determine if students are "getting it."?3. I then think of the Engage: what's the "hook" to draw students in and get them interested in learning?4. The Explore:  What will they explore and how will they do so: will students work individually, in small groups, or as a whole class?5. The Explain: What aspects of this  topic will I need to deliver as direct instruction? What aspects can students deliver, possibly as a jigsaw activity?6. The Elaborate: Is there a natural way for students to apply this knowledge to a different situation to help cement the learning and have them being able to transfer this new learning to other situations?7. The Evaluate: how will I assess student learning? Is there a real activity that they can devise and carry out? Will I also include TASC-like assessment questions to help student prepare for the test?

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# data[].attributes.subject
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