http://linguistics.byu.edu/faculty/henrichsenl/lessonplanning/lp_09.

html

TOPIC & OBJECTIVES

The topic is what the lesson is about. Possible ESL lesson topics include
greetings, colors, handwriting, etc. That's pretty easy to understand.

Objectives, however, are something else. Good objectives specify the new
skills that the students will gain as a result of the lesson. They focus on student
(not teacher) behaviors.

Here are a few good examples of objectives for ESL teaching.

OBJECTIVE:
Students will use socially appropriate greeting expressions in role play situations.
(for example, "Hi!" for friends in a casual setting, and "How do you do?" for first-time
acquaintances in a formal setting).

OBJECTIVE:
Students will distinguish between English /s/ and /z/ sounds when they are used in
sentences spoken naturally. They will choose the right picture card from a pair (e.g., ice
and eyes) when they hear the spoken sentence "I like blue ice." or "I like blue eyes."

OBJECTIVE:
Students will understand the difference between simple present tense (e.g., "We eat.")
and present progressive tense (e.g., "We are eating.") and use these tenses appropriately
when they complete the worksheet accompanying this lesson.

Now, see if you can distinguish between well written objectives and those that are in
some way defective.

Here is an objective written by an ESL teacher. Study it and decide if it is well written
or poorly written.

OBJECTIVE:
In this lesson I will teach the students to pronounce /s/ and /z/ correctly.

What do you think? Is this a well written objective, or does it have problems?

You're right. This objective has at least one serious problem. The major problem with
this objective is that it specifies what the teacher will do. Objectives are more effective
when they specify what the students will do.
OBJECTIVE:
In this lesson the students will learn to pronounce /s/ and /z/ correctly.

What do you think? Isn't this version much better?

Here is another objective written by an ESL teacher. Decide if it is well written or

poorly written.

OBJECTIVE:
Through this lesson, the students will improve their understanding of American culture.

This objective also has at least one serious problem. The major problem with this
objective is that it is too general. (American culture is a BIG topic.) Objectives are more
effective when they specify what the students will do. How would you rewrite this
objective so that it was more effective?

There are many possibilities, but here's how we rewrote it:

OBJECTIVE:
"Students will learn the culturally acceptable way to greet a new acquaintance in a
formal situation in the United States, and they will demonstrate what they have learned
in a role play during the second part of class."
http://www.teaching-esl-to-adults.com/best-esl-lesson-plans.html

Creating the Best ESL Lesson Plans

How to Write an Effective Lesson Plan
The best ESL lesson plans, whether you're
writing them yourself or using someone else's, should have the following five elements:

(1) A main topic

(2) Objectives

(3) "Study"

(4) Student activities

(5) Evaluation

These 5 elements apply to ESL lessons plans for adults and for children. They can and should
be used for any topic of ESL or EFL classes.

Main Topic

A main topic for each lesson is essential. Whether the lesson lasts for one hour or three
hours, there should be one main ESL topic. For example, the main topic could be prepositions
of place, modal verbs, the Simple Past, pronunciation, etc.

Virtually anything that English language learners need to learn to communicate effectively
could be the main topic of the lesson.

If you have a long period of time and you want to cover two or more main topics, then you
will need two or more parts to your plan, or two or more separate plans. Each part or plan
must have all five elements.

Objectives

Objectives help to limit the scope of the lesson and help to provide focus. The number of
objectives will vary depending on the length of the lesson and the main topic, but will
probably range between two and five objectives.

Even the best ESL lesson plans cannot and should not cover every aspect of an ESL or EFL
topic.
Three Guidelines for Lesson Plan Objectives

(1) Objectives should all relate to the main topic of the lesson.

(2) Each of the objectives should be measurable.

(3) Each objective should be student-centered.

Here are some examples of objectives for lesson plans covering the main topic of the Past
Perfect verb tense.

1. By the end of the lesson, students will be able to distinguish Past Perfect sentences
from Simple Past sentences.

2. By the end of the lesson, students will be able to demonstrate knowledge of the proper
form of the Past Perfect by writing five sentences in the Past Perfect.

3. By the end of the lesson, students will be able to demonstrate correct usage of the
Past Perfect by speaking (or writing) three sentences correctly using this tense.

You'll notice that these are all related to the topic of the Past Perfect tense. They are all
measurable. The teacher should not have to guess whether the ESL (or EFL) students have
met the learning objectives.

An objective that states, "By the end of the lesson, students will understand the Past Perfect,"
cannot be measured. (How do I know if the students understand it if they don't somehow
demonstrate what they have learned?)

Lastly, all the objectives are student-centered. Objectives in the best ESL lesson plans do not
look like this: "Teacher will teach the Past Perfect." The focus of learning objectives needs to
be on the student.

"Study"

The "study" part of the lesson plan can be the steps the teacher carries out to teach the
lesson. It could be, for example, a short presentation by the ESL teacher or it could be study
from a grammar book, etc.

The best ESL lesson plans will have a limited amount of time devoted to this element.
Sometimes ESL and EFL teachers tend to spend too much time on the "study" section. It
really should be a relatively small part of the class.

ESL Student Activities

The best ESL lesson plans will have the most time devoted to this section. This is where
students practice the main topic of the lesson and use what they have learned from the
"study" part of the lesson.

Activities could include cloze exercises (fill in the blanks), ESL games, writing, speaking, etc.
Evaluation

The purpose of an evaluation is to check to see if the students have met the lesson plan
objectives. The types of evaluations used in the best ESL lesson plans will depend on the
format of the class, the length of the class, the topic of the class, and other factors.
Evaluations can range from informal to formal.

If you are tutoring students one-on-one, the evaluation could be as simple as listening to the
student use the topic of the lesson during a conversation.

If you are in a classroom, there could be a written quiz at the end of the class. Or it could be
as informal as the evaluation used for one-on-one tutoring.

Additional Resources

The above steps can be used to write all of the best ESL lesson plans, including those for
reading, writing, speaking, listening and grammar.

Here's more information on teaching reading to ESL students.

Check out this site for help with speaking lesson plans. This site is particularly helpful if you're
teaching ESL to adults.

A successful lesson is all about setting realistic aims that meet the students' needs and achieving
them!
Here's a list of aims and sub-aims, by no means exhaustive:

1. Introducing and practising new vocabulary.

2. Revising previously taught vocabulary.
3. Introducing a new grammatical point.
4. Introducing new functional language.
5. Revising or reviewing one or more grammatical points.
6. Revising or reviewing functional exponents.
7. Giving controlled/less-controlled/freer practice of a language point.
8. Contrasting two (or more) grammatical points.
9. Contrasting two (or more) functional exponents.
10. "Warmers/icebreakers" - getting to know your students.
11. Raising awareness/ear training and/or practising aspects of phonology:
a) pronunciation of phonemes/individual sounds
b) word stress
c) sentence stress
d) intonation
e) features of connected speech
11. Error correction work (usually revising previously taught language)
12. Self-access work.
13. Learner training.
14. Developing reading skills - prediction/skimming/scanning/inferring, etc.
15. Developing listening skills - prediction/gist/for specific information/inference, etc.
16. Developing speaking skills - fluency/accuracy practice/ consolidating recently taught language.
17. Freer speaking (e.g. role play) for revision of previously taught language.
18. Developing writing sub-skills - paragraph-writing/focus on linking devices, etc.
19. Developing study skills - note-taking/summarizing.
20. Developing dictionary skills.
21. Promoting interest in the culture.
22. Using video to build awareness of non-verbal communication.
23. Integrating the four skills.
24. Simulations for revision of previously taught language / for fluency practice.
25. To create a relaxed, non-threatening atmosphere in the classroom.

This is a suggested list of headings and rationale for an acceptable DELTA lesson plan.
You can choose other formats as long as you cover the same ground.

Cover Sheet:
Date
Location of Lesson
Time and Length of Lesson
Level of Class - Elementary, Intermediate, Advanced.
You can also define the level by the number of hours of instruction, or by coursebook.
Number of Students
Class Composition - What sort of group they are, nationalities, sexes, strengths and weaknesses,
know each other, etc.
Aim(s) - What you expect your students to achieve in the lesson, or to have achieved by the end of
the lesson!
This needs careful thought and wording as your lesson will be assessed on your achievement of
your aim(s).
Make sure your aims are achievable. They must meet your students' needs.
CLICK HERE for examples to help you.
Sub-aim(s) - Use this section to include aims that you consider are of secondary importance.
Timetable Fit - classwork (past and future)
- what was covered in previous lesson(s), and what will be covered in follow-up lesson(s).
Does the lesson review language from previous lesson(s) or preview language for future lessons?
Assumptions - Language - what students have already covered in previous lessons or courses and
so should be familiar with.
Also assumptions you can make about the students, e.g. likes/preferences, familiarity with type of
activity, etc.
Anticipated Difficulties - This is a useful section where you can put any difficulties you may
encounter in the lesson.
These may be
· Conceptual - problems with the meaning of a structure or vocab items
· Structural - problems with the formation of a structure
· Phonological - problems with getting their tongues round a structure or vocab item
· Cultural - this can include the content causing problems or the activities you plan e.g. working in
pairs
· Other - time of class, class dynamics, use of Arabic, etc.
Solutions - use this section to present your solutions to the above difficulties.
Some people prefer to put their solutions with the anticipated difficulties.
Materials - include everything you will use in the lesson : whiteboard, board pens, cassette,
pictures, realia, handouts, etc…..

Lesson Plan Procedure

Timing Stage/Procedure Interaction Aim/Rationale

What you are
How long you going to do. Why you are doing
think this activity Include each this particular
will take. activity the Whole class / stage/activity.
You don't have to students do as well groups / This section is
be precise. You as what you are pairs / important because
can use 5-7 mins. doing. individual / it shows your
for example. If you are T - S(SS)S - T thinking behind
Make sure the total monitoring, say the activity.
is at least 45 mins. what you are If you don't know
monitoring for. 'why?' - change it!

Pre-session task
List the ten activities you most enjoy using with your students to teach the speaking skill.
Divide them into fluency and accuracy based activities.
Try and get as wide a variety as possible into the list.
e.g. everything from free conversation to phoneme drills.

ACCURACY-BASED ACTIVITIES FLUENCY-BASED ACTIVITIES

Aim: Aim:

Activity: Activity:
Aim: Aim:

Activity: Activity:
Aim: Aim:

Activity: Activity:
 Aim: Aim:

Activity: Activity:
Aim: Aim:

Activity: Activity:

The session
Please use this link if you miss the session.

Post-session task
Try out a freer speaking activity in class - preferably one you haven't done before.
Send a reflection on how the activity went to your mentor as part of your next journal entry.
Describe the activity.
Write the aim clearly.
Evaluate the activity by using the criteria on the checklist from the session.
How did you deal with correction?
How successful was the activity?
Why was it successful? (Or, why was it not successful?)
Include students' feedback on the activity and explain how you got that feedback from the students.

Pre-session task

Please think about / make notes on the following:

1. Observation of teachers:
What did you gain from the classes you've observed so far?

2. Presenting language:
a) What different ways are there to present language?
b) Which factors affect your choice of approach?
c) What are PPP, ARC and TTT (referring to presentation of language, i.e. not 'Teacher Talking
Time'!!))
d) Do you have a favourite approach? If so, what and why do you like it?

3. Practising language:
a) controlled practice - think of 3 activities you like and the aim of each.
b) freer practice - think of 3 activities you like and the aim of each.

If any of these activities are taken from a coursebook, please bring a copy of them along to the
session.

During the session

4. Features of a good lesson

What do you think are the features of a good lesson?
Try and list twenty of them.
Do yours match the twenty listed by a mixture of students and teachers in a recent survey?
5. A metaphor for teaching language
Traffic lights as a powerful tool for planning balanced lessons.

Post-session reading & task

Read pages 128-140 from Scrivener's Learning Teaching.
Do observation task 4 based on the features of a good lesson.

Complete the plan below for the lesson you observe and write the main aims of the lesson at the
end.
After the lesson show the aims to the teacher and ask if he/she agrees!

Lesson Plan Procedure

Timing Stage/Procedure Interaction Aim/Rationale

Include each Whole class /

activity the groups /
students do as well pairs /
as what the teacher individual /
is doing. T - S(SS)S - T

Include each Whole class /

activity the groups /
students do as well pairs /
as what the teacher individual /
is doing. T - S(SS)S - T

Include each Whole class /

activity the groups /
students do as well pairs /
as what the teacher individual /
is doing. T - S(SS)S - T

Include each Whole class /

activity the groups /
students do as well pairs /
as what the teacher individual /
is doing. T - S(SS)S - T

Include each Whole class /

activity the groups /
students do as well pairs /
as what the teacher individual /
is doing. T - S(SS)S - T
Main Aims:
1.

2.

3.

When you have completed this first observation task, move onto Observation Task 2.

What is there about the classroom, the activities, the teacher and the students that helps to create
conditions for effective learning?
What things do you observe that seem to play a part in hindering learning?

The classroom
Make notes on:
Seating -
Sight-lines -
Space -
Air -
Warmth -
Light -
Whiteboard -
Equipment -
Other -

The activities
Make notes on:
The kind of activities used -
The nature of student involvement -
Interaction patterns -
Balance of students doing things and teacher doing things -
Other -

The teacher
What personal qualities does the teacher have (i.e. not teaching techniques)?
What kind of rapport does this teacher have?
What is the personal psychological atmosphere generated by this teacher?
What is it like to be a student in this classroom?

The learners
How motivated are the learners?
Why?
To what extent are they taking an active part in their own learning?
To what extent are they expecting the teacher to do the work for them?
In what ways do they show independence?

Adapted from Jim Scrivener 1994 'Learning Teaching'

When you have completed this second observation task, move onto Observation Task 3.
Based on the features of a good lesson from the session, observe a class and complete the table
below.
Reflect on how this focused observation changes your perception of those features, and then
include this reflection into your e-journal entry.

Yes /
Feature Comments
No / ?
Aims achieved
Awareness of student's level
& needs
Clear instructions & setting
up of activities
Close monitoring
Cultural sensitivity
Enjoyment
Feedback
Good classroom
management
Good rapport
Interaction
Interesting material
New ideas
Preparation
Relaxed atmosphere
Student involvement
Student motivation
TTT vs STT
Variety of activities
Visual aids
Well-staged lesson

When you have completed this third observation task, move onto Observation Task 4.

Choose one student to focus on for this lesson, put yourself in their shoes.
See the lesson through their eyes.
Listen through their ears and answer the following questions.

1. What did you do in your English class today?

2. Did you enjoy the class? Why? Why not?

3. What did you enjoy most about the class?

4. What did you enjoy least?

5. Was it clear at all times what you were supposed to be doing?

6. When did you feel most comfortable today- working individually, in pairs or groups?
7. Was there any time in the lesson when you didn't feel comfortable or relaxed? If so,
what caused this?

8. Did you find the material used in the class interesting, relevant and useful?

9. Was it the correct level for you or too easy/difficult?

10. Did the teacher check your work and help you when necessary?

11. Did you contribute as much as you could have in the lesson?

12. Did you speak any L1 - if so, when and why?

13. What did you learn today in class?

When you have completed this fourth observation task, move onto Observation Task 5.

Complete the table below noting all the materials used during the lesson:

INTERESTI
AUTHENT
APPROPRI NG? EFFECTI
AIM / APPROPRI IC?
MATERI ATE FOR RELEVANT VE? DID
STA ATE TO Material?
AL LEVEL? TO IT
GE AIM? Y/N Language?
Y/N STUDENT WORK?
Task?
LIVES?

When you have completed this fifth observation task, move onto Observation Task 6.

This task focuses on learner errors in oral production and on ways that the teacher or learners deal
with them.

Note down some student errors.

Categorize each error (e.g. wrong tense, meaning unclear, grammar, wrong phoneme).
Describe in detail what happened next.
For example:

Error: I am agree
Type of error: grammar - unnecessary word
Correction: The teacher held up 3 fingers (to represent the 3 words
of sentence) and 'picked out' and 'threw away' the middle finger.
Student looked a bit puzzled, then repeated the sentence without the
middle word. Teacher smiled, said 'good'.
Error:

Type of error:

Correction:
Error:
 Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:
Error:

Type of error:

Correction:

Some considerations:
Did anyone notice that there was an error?
Who?
Did the teacher do anything?
Did the student do anything?
Did the other students do anything?
Did anyone indicate there was an error?
Who?
Did anyone correct the error?
Who?
How was it corrected?
(adapted from Jim Scrivener, 1994)

When you have completed this sixth observation task, move onto Observation Task 7.

Before the lesson

- read through Stevick's criteria again

During the lesson

- observe the lesson from the perspective of Stevick's criteria
- make notes about the materials used during the lesson under the headings in the chart below:

Criteria Your observations of the materials

The language of the
materials
'Reality' as reflected by
the materials
Appeal to the learner's
'affect'
Scope for
choice/disagreement
Quality of students'
interaction
Safety of the learning
environment

After the lesson

- evaluate the lesson in terms of the six criteria that Stevick puts forward.
Specifically, to what extent:
a) was the material expressed in 'real' language?
b) was external reality fairly reflected?
c) was the affective side of the learner catered for?
d) was there a choice-generated basis for disagreement?
e) was student interaction non-perfunctory?
f) did the material contribute to a 'safe environment'?

When you have completed this seventh observation task, move onto Observation Task 8.

Features of a good lesson

Twenty features given by students and teachers:

1. aims achieved
2. awareness of students' level & needs
3. clear instructions & setting up of activities
4. close monitoring
5. cultural sensitivity
6. enjoyment
7. feedback
8. good classroom management
9. good rapport
10. interaction
11. interesting material
12. new ideas
13. preparation
14. relaxed atmosphere
15. student involvement
16. student motivation
17. TTT vs STT
18. variety of activities
19. visual aids
20. well-staged lesson

Now look at observation task 3 and do this for your post session task.

Think about / discuss the following questions:

· What's the purpose of traffic lights?

· What would happen if there were no traffic lights?
· What's the order of change of traffic lights? Why?
· What would happen if the lights went from green to red? And red to green?
· What could happen if you sped through amber?
· What's your attitude to a red light?
- annoying?
- a chance to dream?
- a chance to plan your evening, do your shopping list, etc.?
· How are traffic lights like a language classroom?

What classroom activity or 'stage' of the lesson could each colour represent?

 _____________________________________

 _____________________________________

 _____________________________________

Now think about the order of these stages in a lesson.

Describe what may be happening in the following lesson:
a) red - yellow - green
b) green - red - yellow
c) yellow - red - yellow
d) green - red - green

Can you identify any problems in the following lessons:

a) The teacher explains at length, and at random, a number of different grammar points until the
bell rings.
b) The teacher hasn't planned the lesson beforehand, so opens the book and says: "Do exercise 1, 2,
3 etc.
c) The teacher wants to make the lesson fun, so does a whole series of lively, communicative
activities, one after the other, then sets an essay.

Put a coloured dot beside the stages on your lesson plans to help detect any potential problems!

Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas

Dr. Bob Kizlik

January 11, 2012

Lesson planning...who needs it, or needs to know how to do it? Just a hunch, but since you are, well, here,
maybe, just maybe, you do! Having the skill to plan lessons really does help you to "own" the subjects you
are teaching or will be teaching. Make no mistake though, the first thing you have to realize is that the
fundamental skill is planning. If you have reached adulthood, you have surely planned events, trips, parties,
and so on. Well, lesson planning uses those same skills, except the objective is the learning of your
students in a very specific way and under very specific conditions. So, with that said, let's get started.

Lesson planning is a special skill that is learned in much the same way as other skills. It is one thing to surf
the Net to retrieve lesson plans from other sites and adapt them to your needs. It is quite another thing to
have the skill to develop your own lesson plans. When you are able to create your own lesson plans, it
means you have taken a giant step toward "owning" the content you teach and the methods you use, and
that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed
by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that
will help to define you as a teacher. Knowing "how to" is far more important than knowing "about" when it
comes to lesson plans, and is one of the important markers along the way to becoming a professional
teacher. It is also in keeping with a central theme of this site that you should learn to plan lessons in more
than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the
form or template, there are fundamental components of all lesson plans that you should learn to write,
revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at
the core of learning this skill. Trust me on this.

This is among the most popular pages on the ADPRIMA web site, and for good reason. Good lesson plans
do not ensure students will learn what is intended, but they certainly contribute to it. Think of a lesson plan
as a way of communicating, and without doubt, effective communication skills are fundamental to all
teaching. Lesson plans also help new or inexperienced teachers organize content, materials, and methods.
When you are learning the craft of teaching, organizing your subject-matter content via lesson plans is
fundamental. Like most skills, you'll get better at it the more you do it and think of ways of improving your
planning and teaching based on feedback from your students, their parents, and other teachers. Developing
your own lesson plans also helps you "own" the subject matter content you are teaching, and that is central
to everything good teachers do.

It's simple; effective lesson plans communicate, ineffective ones don't. Teachers create lesson plans to
communicate their instructional activities regarding specific subject-matter. Almost all lesson plans
developed by teachers contain student learning objectives, instructional procedures, the required materials,
and some written description of how the students will be evaluated. Many experienced teachers often
reduce lesson plans to a mental map or short outline. New teachers, however, usually find detailed lesson
plans to be indispensable. Learn to write good lesson plans - it is a skill that will serve you well as a teacher.
If you're really serious, become proficient in writing effective learning objectives. All lesson plans begin, or
should begin with an objective. Toward that end, I have developed a self-instructional, interactive program
that teaches this important skill within the context of lesson planning. Go to this link to find out more:
http://www.adprima.com/wlo5.htm It is inexpensive and effective!

For those of you visiting the ADPRIMA web site in search of lesson plans, you will find some links here that
point to some of the best anywhere on the Internet.

ADPRIMA Help on Learning to Write Lesson Plans

Mistakes in writing lesson plans and how to avoid them Do it! Nip your problems in the bud!
Lesson Planning: Teaching Questions A set of questions that will help you provide a more effective and
meaningful learning experience for your students.
Lesson Plans the Easy Way! A different take on writing lesson plans.
How to Write Behavioral Learning Objectives This is about how to express instructional intent in behavioral
form.
Rationale for Behavioral Learning Objectives. A little background on behavioral objectives can deepen your
understanding.
Measurement, Assessment, Evaluation A brief explanation of these three terms that might be helpful.
Verbs for Behavioral Objectives Using the correct verb makes a big difference.
How to Write an Assessment Based on an Objective Some thoughts about this often difficult, confusing, yet
integral part of lesson planning.
Examples of Behavioral Verbs See how the verbs are used in Language Arts, Mathematics, Science, and
Social Studies.
Student Lesson Plans A nascent collection of student-written lesson plans submitted to the ADPRIMA site.
Social Studies, Science, Mathematics.

Helpful Stuff from ADPRIMA on Teaching and Learning

Why I Chose Education as a Career Statement This dreaded statement is presented. Use it, change it.
Quickies on What Works in Teaching A page of really good, practical information.
Thinking Skills Outline A useful outline of terminology that pertains to thinking skills.
Tips on Becoming a Teacher A useful little checklist that gives you some clues about becoming a teacher.
Classroom Management and Management of Student Conduct Some practical ideas for new teacher on
this problem area.
Ability and Instructional Grouping Information You might find this to be interesting, because like it or not,
when you become a teacher, you will group students in some way.
Direct Teaching A page of useful information and links.
Teaching Position Links Some good sources of teacher position openings.
Constructivist Learning Design I like what I found here. A great mix of the theoretical and practical. It is a
different point of view that will broaden and deepen your understanding of teaching and learning.

Lesson Plans and Information on the Internet

The Internet has many thousands of lesson plans available to anyone. Probably hundreds, if not thousands,
are added daily. In an effort to narrow things down a bit, we have searched the Internet for sites that have
good lesson plans. Most of the sites listed also point to other sites that have lesson plans. So, if you are a
teacher-in training, or an old pro, or somewhere in between, you will find something here that will either give
you some new ideas, or perhaps reinforce your old ones. I still maintain that you should also develop your
own lesson planning skills, which will serve you well in becoming a professional teacher.

Madeline Hunter - links to lesson planning. Her classic model has stood the test of time. Check out these
links to add to your store of information.
http://faculty.leeu.edu/~bestes/resources/whitepaper.htm
http://www.humboldt.edu/~tha1/hunter-eei.html
http://jonathan.mueller.faculty.noctrl.edu/205/madelinehunter.htm
http://www.adultedlessons.org/login.cfm?fuseaction=aboutlp
Lesson Planning Tips. A great collection of practical tips as well as links to helpful sites.
Teachervision.com Lesson Plans. A nice collection and well-organized.
Teachers Net Lesson Plan Bank. This one is a must see for lesson plans in most subject areas. You can
even submit your own here.
edHelper.com. This is a great source for lesson plans and education information.
Mrs. Young's Supercharged Educational Voyage. This is a must visit site. Wonderfully organized with many
links to lesson plans and other useful information for teachers and those learning to be teachers.
Teachers Helping Teachers A good collection of teacher resources, including lesson plans.
Columbia Education Center A great page of lesson plans and links to other sites.
AskEric Lesson Plans A very comprehensive site with many links, lessons, and activities.
Lesson Plans Page.com. Now this one is really different. An eclectic collection of lesson plans and lesson
planning ideas that is really worth a visit.

A scary thriller novel I wrote for the Kindle: The Bucci Strain: Imprint

"Anything not understood in more than one way is not understood at all"

http://
www.philseflsupport.co
m/lessonplanaims.htm
What I've Done lyrics What I've Done lyrics
Songwriters: Bennington, Chester; Farrell, Dave; Songwriters: Bennington, Chester; Farrell, Dave;
Shinoda, Mike; Delson, Brad; Hahn, Joseph; Shinoda, Mike; Delson, Brad; Hahn, Joseph;
Bourdon, Robert; Bourdon, Robert;

In this farewell In this farewell

There’s no blood There’s no blood
There’s no alibi There’s no alibi
´Cause I’ve drawn regret ´Cause I’ve drawn regret
From the truth From the truth
Of a thousand lies Of a thousand lies

So let mercy come So let mercy come

And wash away And wash away

What I’ve done What I’ve done

I’ll face myself I’ll face myself
To cross out what I’ve become To cross out what I’ve become
Erase myself Erase myself
And let go of what I’ve done And let go of what I’ve done

Put to rest Put to rest

What you thought of me What you thought of me
While I clean this slate While I clean this slate
With the hands With the hands
Of uncertainty Of uncertainty

So let mercy come So let mercy come

And wash away And wash away

What I’ve done What I’ve done

I’ll face myself I’ll face myself

To cross out what I’ve become To cross out what I’ve become
Erase myself Erase myself
And let go of what I’ve done And let go of what I’ve done

For what I’ve done For what I’ve done

I start again I start again
And whatever pain may come And whatever pain may come
Today this ends Today this ends
I’m forgiving what I’ve done I’m forgiving what I’ve done

I’ll face myself I’ll face myself

To cross out what I've become To cross out what I've become
 Erase myself Erase myself
And let go of what I've done And let go of what I've done

(Na-na na na) (Na-na na na)

(Na-na na na) (Na-na na na)
(Na-na na na) (Na-na na na)
What I´ve done What I´ve done
(Na-na na na) (Na-na na na)

(Na-na na na) (Na-na na na)

(Na-na na na) (Na-na na na)
(Na-na na na) (Na-na na na)
Forgiving what I´ve done Forgiving what I´ve done
(Na-na na na) (Na-na na na)

http://ef-teachers.com/video/writing-a-lesson-aim

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