LESSON PLAN

Lesson Plan



Lesson Plan

Introduction

Lesson Planning is one of the most important moments in the work of a teacher that is where they generate and mint the various classroom activities based on multiple indicators of achievement that teachers aspire to build on their students, where they put their creativity to work.

Planning is imperative for a teacher; it allows joining theory with practice. That is, to make use of the content (theory) this is more or less standard and common to the most possible convenient way. Thus, proper planning means that the teacher can use different tools and methodologies for curriculum content to better reach students.

At this point, teachers refer specifically to the planning of each school day activities. Planning in its essence is nothing that the establishment of possible strategies, resources used and the time will give each of them (Winston and Tandy, 2001, pp. 19-38). A well-designed lesson plan is a valuable guide for teachers and students. Knowing where you are going is a first step in the construction of autonomy in terms of Learning, and the lesson planning of Shakespeare's drama Romeo and Juliet, presented later in the paper as the example.

Methodological strategies

The methodological strategies are integrated sequences of procedures chosen with a specific purpose. Learning activities constructed with methodological strategies can be of two types:

Rote activities: specifically given for work based on content, are a first time for the completion of a learning activity, but as we say at first, the start, from there, the activity should be structured with more complex processes learning that will ensure:

Memorize a definition, a fact, a poem, a text

Identify elements of a set

Remember (no requirement to understand)

Mechanically applying rules and formulas to solve typical problems.

Comprehensive Activities: These are suitable for higher-level processes, with them we structure activities of mental work(Winston, 2000, pp. 17-42), since they allow to construct and reconstruct meanings:

Summarize, interpret, generalize prior information required to understand and reconstruct it.

Browse, compare, organize, sort data, required to place the information with which it works within the scope of general knowledge and perform a global reconstruction of the initial information.

Plan, think, argue, apply to new situations, build, and create demands constructing new meanings, build new information.

The methodological strategies designed for teaching and learning processes produce changes in thought patterns and cognitive structures of learners, which specified as:

Verbal information, concepts.

Cognitive strategies.

Procedures.

Motor skills.

Attitudes.

Values.

Standards.

Any, classroom activity must be organized and structured according to the methodological strategies, and properly put into practice will allow a work based on thought processes.

In every classroom activity must be structured methodological strategies to enable the participation of teachers, the group of students and student as an individual, they may demonstrate the behaviors that demonstrate the occurrence of some type of learning and should be supported by a process of constructive activity. Also, determine the application of a series of processes and cognitive operations, ending the production of certain types of representations:

Three Types of General Strategies

Presentation: in which the protagonist is the faculty, ...