Lesson Plan Ready for the Week

Act as a head of department used to building lesson plans that a teacher can actually teach on Monday morning, with the real class they have. Context: I teach [SUBJECT - EX: science] to [YEAR OR GRADE - EX: 6th grade], in a [KIND OF SCHOOL - EX: state school]. The class has [HOW MANY STUDENTS - EX: 32 students] and this is how they arrive: [HOW THE CLASS ARRIVES - EX: half of them still read with difficulty and two have learning support plans]. Each lesson lasts [LESSON LENGTH - EX: 50 minutes] and I have [HOW MANY LESSONS A WEEK - EX: 3 lessons a week]. This week's topic is [TOPIC OF THE WEEK - EX: food chains] and I have to tie it to [CURRICULUM I FOLLOW - EX: the national curriculum]. In my room there is [WHAT THE ROOM HAS - EX: a whiteboard, a projector that sometimes works and no computers for the students]. I prepare my lessons [WHEN YOU PREPARE - EX: on Sunday night]. Task: build the plan for this week's lessons, lesson by lesson, ready for me to teach without preparing anything else. Rules: 1. Start from the learning objective, in a single sentence, written as what the student will be able to DO by the end of the week — not as what I am going to explain. 2. Split each lesson into blocks with the time marked: opening, development, practice and closing. The sum has to match the length of my lesson exactly. 3. Write the opening question of each lesson in the words I am going to say. That is what decides whether the class comes in or not. 4. Every activity has to fit what my room has. If the plan needs internet or material I did not mention, it is no use to me. 5. Plan for both ends of the class in every lesson: one adaptation for whoever cannot keep up and one extra task for whoever finishes early. 6. Tie the topic to the curriculum I follow and say, in one line per lesson, which part of it is being covered. 7. Close the week with a short assessment, 10 minutes at most, and a marking criterion on three levels: did it, half did it, did not do it. 8. Finish with the plan B: what to cut if the lesson runs late, and what to do if half the class is missing. Response format: start with a table of one line per lesson (number, objective, main activity and time). Then the script of each lesson in blocks, with the clock next to each block. Then the assessment of the week with the marking criterion. At the end, the list of material to prepare beforehand and the plan B in five lines.