In Foundations and Educational Psychology (EDU 2200), we were required to present a lesson plan that was at least fifteen minutes long. We formed a five member group and presented a lesson plan on 10th grade English Language Arts. Our objective was to teach the students the word “accentuate” by reading it in a sentence, reviewing parts of speech of that sentence and eventually recognizing the new word. Between the five members of our group, we divided the lesson plan into five different sections for each person to present. We started with welcoming our tenth grade class and directed them towards the Daily Oral Language (DOL) for the day, reviewed parts of speech on the sentence, introduced the students to the new word, and lastly addressed the question for the journal entry. This experience aligned with the Hope principle P1 – Practice intentional inquiry and planning for instruction. This standard means attend to the needs of the students and plan the curriculum based on those needs. As evidence, I have posted our lesson plan template and a sheet of in-class peer review. When reviewing the peer review, I learned that I could have made my part of the lesson plan more exciting for the students since the topic itself was so dull.
I believe that students learn best when the lesson is engaging. Based on the reviews we received from our peer, the lesson could have been a lot more engaging if we had more enthusiasm. I can speak louder when in front of student which will allow them to hear me clearer. As a future educator, public speaking is one of the few tasks we need to master. I believe it is important for a teacher to effectively deliver a lesson plan and reach the intended goal of the lesson.