A SAMPLE LESSON PLAN 📌

 

When starting a lesson, the hook is usually ignored. Students are greeted and introduced. However, nowadays, this system is not suitable for starting the lesson. A hook should be used to attract the attention of students at the beginning of the lesson. During the lesson, students should not remain passive, activities should be designed to maintain an active presence in the course. Students should first be provided with controlled, then semi-controlled, and finally free activities. I hope that the sample lesson plan I have prepared will inspire you:

         The teacher enters the classroom and greets the class with a warm smile. She tells the students that a burglar broke into his home, but fortunately, he was found with security camera footage. What if something like this happened 200 years ago? The teacher allows students to brainstorm and activate their previously learned vocabulary.   

    The teacher teaches the students the words that will help with physical description. Then, in the first activity, the story of 1889 is told. It's said that the sheriff came to town and that anyone who correctly described the thief would be given $1,000. Students write in detail about the physical characteristics of the thief to describe the thief. However, the sheriff finds the description insufficient. To describe the thief in detail, students are asked to match the specific synonyms of the descriptions: “having potbelly, someone who is well-built, etc.”.

          In the next activity, students are first taught facial shapes and eyes. Each of the students is handed out papers with pictures of people with the potential to be thieves. Students are expected to write their face shapes in the space below each face. Students are then expected to practice eye shapes with their desk-mate. A student picks a person out of paper and doesn't tell his friend. He tries to describe the person he chooses by telling his friend. His desk-mate tries to find him according to his friend's description. In this activity, it is aimed to repeat the eye shapes of the students. Afterward, students are taught different hairstyles with visuals and a “find someone who owns the picture of someone who” activity is made. Since each student has various pictures of potential thieves on their papers, they walk around the classroom and try to complete the task by asking each other if there are people with different hairstyles on their paper.

Finally, an activity is made to enable students to produce. The teacher says the sheriff has a suspect in his hand and that the student who drew the sketch correctly based on these characteristics will win the prize. Accordingly, students draw sketches. The teacher explains the winners and shows the real picture of the thief. Finally, she tells students to look at the thief's picture when they go home and write down his physical appearance in detail because they will use this definition in next week's class.