The IIE Lesson Plan Template 2025
The IIE Lesson Plan Template 2025
STUDENT INFORMATION
STUDENT NAME Riana
STUDENT NUMBER ST10272901
QUALIFICATION B.Ed Intermediate Phase
YEAR OF STUDY BEI3
LESSON INFORMATION
A. Lesson Details
DATE OF LESSON 08 May 2025
TERM 2
GRADE Grade 6
SUBJECT (CAPS) LANGUAGE STRUCTURES &
CONVENTIONS.
TOPIC Language
NUMBER OF LEARNERS 18
DURATION OF LESSON 1 Hour
B. CAPS-Specific Focus
Spelling Spells familiar words correctly, Department of Basic Education, 2011, p.
using a personal dictionary Words ending in 78. Curriculum Assessment Policy
-l : double the l when you add a suffix, e.g. Statements. [Online] Available at:
travel, travelling Working with words and Curriculum Assessment Policy Statements
sentences Uses regular and irregular forms (education.gov.za) [Accessed on 06 May
of the verb, e.g. walk, walked; run, ran Uses 2025].
forms of the verb ‘to be’, e.g. be/ been/
being; am/ is/ are; was/ were Present
perfect tense (e.g. ‘I have finished.’) Uses
adverbs of frequency (e.g. ‘She hardly ever
visits me.’). Begins to use connecting words
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to show contrast (but), reason (because)
and purpose (so that). Vocabulary in context
Words taken from shared or individually
read texts Antonyms (words that are
opposite in meaning, e.g. loud/soft) Phrasal
verbs, e.g. divide up, move in.
C. Summary of the content to cover
Briefly describe ‘what’ content you need to cover.
The content that I will be covering in my teaching as it’s aligned to the CAPS-Specific focus
is: Spelling Spells familiar words correctly, using a personal dictionary Words ending in -l :
double the l when you add a suffix, e.g. travel, travelling Working with words and
sentences Uses regular and irregular forms of the verb, e.g. walk, walked; run, ran Uses
forms of the verb ‘to be’, e.g. be/ been/ being; am/ is/ are; was/ were Present perfect
tense (e.g. ‘I have finished.’) Uses adverbs of frequency (e.g. ‘She hardly ever visits me.’).
Begins to use connecting words to show contrast (but), reason (because) and purpose (so
that). Vocabulary in context Words taken from shared or individually read texts Antonyms
(words that are opposite in meaning, e.g. loud/soft) Phrasal verbs, e.g. divide up, move in.
Continues tense will be explained in my lesson such: Present, Past and Future tense.
D. Lesson Objectives
List the objectives for this specific lesson below. Use the verbs from Bloom's Taxonomy to
frame your objectives. Your objectives must be SMART.
1. By the end of this lesson, learners will be able to identify Continues Tenses by doing a
Padlet.
2. By the end of this lesson, learners will be able to understand Continues Tenses by
doing an activity.
3. By the end of this lesson, learners will be able to explain Continues Tenses by doing a
quiz.
4. By the end of this lesson, learners will be able to…
E. Curriculum Integration (if relevant)
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Briefly describe how this lesson integrates content, skills or knowledge from other areas
of the curriculum (if relevant).
Science/Social Studies: Students can describe ongoing experiments, historical events
happening at a specific time, or natural processes using the present continuous tense.
Math: They can talk about actions currently being performed in a math problem or
describe a pattern that is continuing.
Art/Music: Students can describe what an artist is currently doing, what instruments are
being played, or what is happening in a painting.
Physical Education: They can describe ongoing actions in a game or exercise routine.
Writing: The lesson directly builds on writing skills by focusing on using the continuous
tense accurately in sentences and paragraphs.
Speaking and Listening: Students practice using the continuous tense in conversations,
presentations, and discussions. In essence, understanding and using the continuous tense
is a fundamental language skill that enables students to communicate effectively about
ongoing actions in any subject area.
F. Rationale for Lesson Design
Consider the following questions and write a paragraph that responds to these questions in the
space provided below:
1. How does the knowledge of this topic inform choices for learning design?
• What ways of thinking and doing are important for learning this topic?
• How does this inform the design of learning tasks and sequencing of lesson steps?
Let's break down how understanding past and future tense for Grade 6 informs learning design.
Understanding the Topic: Past and Future Tense (Grade 6):
At this level, students are expected to move beyond simple identification of tense and start using
them with more accuracy and variety. This includes:
Past Tense:
Regular verbs: Adding "-ed" (walked, talked, played).
Irregular verbs: Recognizing and using common irregular past tense forms (went, saw, ate, drank,
etc.). This is a significant hurdle and requires memorization and practice. Using past tense to
describe completed actions or events in the past.
Using past tense in simple narratives.
Future Tense:
Using "will" + base verb: (will go, will see, will eat).
Using "be going to" + base verb: (is going to go, are going to see, am going to eat). Understanding
the subtle differences in usage (predictions vs. plans) is often introduced or reinforced at this
stage. Using future tense to describe actions or events that will happen. Using future tense in
simple plans or predictions. Distinguishing between past and future tense: Students should be
able to identify the tense of a verb within a sentence and understand the time frame being
referenced.
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Ways of Thinking and Doing Important for Learning This Topic:
Observational Thinking: Students need to observe how verbs change to indicate time. This
involves looking at examples and noticing patterns (for regular verbs) and exceptions (for irregular
verbs). Pattern Recognition: Identifying the "-ed" pattern for regular past tense verbs is crucial.
Memorization: Irregular past tense verbs require significant memorization. This isn't just rote
memorization; it involves associating the base form with its past tense form.
Application: Students need to apply their knowledge of tense to create their own sentences and
short texts. This moves beyond just identification to active use.
Contextual Understanding: Understanding that the tense of a verb is determined by the time
frame of the action or event is key. Students need to think about the meaning of a sentence to
choose the correct tense.
Self-Correction: As they practice, students should be encouraged to identify and correct their own
tense errors.
How This Informs the Design of Learning Tasks and Sequencing of Lesson Steps:
The knowledge of the topic and the important ways of thinking and doing directly inform how we
design learning experiences. Here's how:
1. Sequencing of Lesson Steps:
Start with Review/Activation: Begin by reviewing the concept of time and how verbs tell us when
something happens. This activates prior knowledge and sets the stage.
Introduce Past Tense (Regular Verbs First): Start with the simplest form – regular verbs. This
allows students to grasp the core concept of adding "-ed" before tackling the complexity of
irregular verbs.
Introduce Irregular Past Tense Verbs Gradually: Don't present a massive list at once. Introduce
common irregular verbs in small, manageable chunks. Focus on high-frequency verbs first (go,
see, eat, drink, etc.).
Integrate Practice with Both Regular and Irregular Past Tense: Once both are introduced, mix
them in practice activities to help students differentiate.
Introduce Future Tense ("will"): Start with the simpler "will" form. Introduce Future Tense ("be
going to"): Introduce "be going to" and discuss the subtle differences in usage (plans vs.
predictions) with clear examples. Integrate Practice with Both Future Tense Forms: Mix "will" and
"be going to" in practice activities. Contrast Past and Future Tense: Dedicated lessons or activities
focusing on the differences between past and future tense are essential. This helps students
solidify their understanding and avoid confusion. Move from Identification to Production: Start
with tasks where students identify the tense, then move to tasks where they fill in the correct
tense, and finally to tasks where they use the correct tense in their own writing and speaking.
Build Up to More Complex Tasks: Start with simple sentences and gradually introduce tasks
involving short paragraphs or narratives that require consistent use of the target tenses.
2. Design of Learning Tasks:
Visual Aids: Use timelines, pictures, and real-world examples to help students visualize the
concept of time and how verbs relate to it.
Sorting Activities: Tasks where students sort verbs into "past" and "not past" or "future" and "not
future" can be effective for identification.
Matching Activities: Matching base verbs with their past tense forms (especially for irregular
verbs) or with their future tense forms.
Sentence Completion: Provide sentences with blanks and ask students to fill in the correct past or
future tense of a given verb.
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Verb Transformation: Give students a sentence in the present tense and ask them to rewrite it in
the past or future tense.
Picture Prompts: Provide pictures and ask students to write sentences describing what happened
in the past or what will happen in the future.
Short Narrative Writing: Have students write short stories or descriptions of events using past
tense. Have them write about their plans or predictions using future tense.
Interactive Games and Activities: Use online games, board games, or classroom activities that
involve using and identifying past and future tense. This makes learning more engaging.
Focus on Irregular Verb Practice: Dedicated activities for practicing irregular verbs are crucial. This
could involve flashcards, matching games, or fill-in-the-blank exercises.
Contextualized Practice: Present verbs within sentences or short paragraphs rather than in
isolation. This helps students understand how tense is used in real language.
Speaking Activities: Encourage students to use past and future tense in conversations, role-plays,
and presentations. This helps them internalize the language.
Error Analysis: Provide sentences with tense errors and ask students to identify and correct them.
This encourages critical thinking and self-correction.
Differentiation: Offer tasks with varying levels of difficulty to support students at different
learning levels. Some students might need more practice with basic identification, while others
can move on to more complex writing tasks. The knowledge of Grade 6 past and future tense, and
the understanding of the cognitive processes involved, inform a learning design that is:
Sequential and Gradual: Building from simple to complex.
Explicit: Clearly explaining the rules and patterns.
Repetitive (especially for irregular verbs): Providing ample practice opportunities.
Contextualized: Using verbs in meaningful sentences and texts.
Engaging: Incorporating varied activities to maintain student interest.
Focused on Application: Moving beyond identification to active use in speaking and writing.
Supportive of Self-Correction: Encouraging students to monitor and improve their own language
use. By considering these points, educators can design effective learning experiences that help
Grade 6 students master past and future tense and confidently use them in their communication.
2. How do learners and their diversities inform choices for lesson design?
• How have you considered the learning support needs in this class?
• How have you ensured that all learners may participate and learn?
Designing lessons for Grade 6 English FAL (First Additional Language) for past, present, and future
tense requires careful consideration of learner diversity and support needs. Here's how that
informs lesson design:
Understanding the Learners and Their Diversity (Grade 6 English FAL):
Grade 6 FAL learners come with a range of linguistic backgrounds, prior English exposure, learning
styles, and potential learning support needs. Key aspects to consider include:
Varying Levels of English Proficiency: Some students might have a stronger foundation in English
than others.
Different First Languages (L1s): The structure of their L1 can influence their understanding and
use of English grammar, including tense. Some L1s may not have the same explicit tense marking
as English.
Learning Styles: Students learn best through different modalities: visual, auditory, kinaesthetic,
reading/writing.
Prior Knowledge of Tense: Some students might have some understanding of tense from previous
grades, while others may have very limited exposure.
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Learning Support Needs: This can include students with learning disabilities (e.g., dyslexia
affecting spelling of irregular verbs), attention difficulties, processing speed differences, or
emotional/behavioural needs that impact focus and participation.
Cultural Backgrounds: Examples and contexts used in lessons should be relatable and culturally
sensitive.
Motivation and Confidence: Some learners might be hesitant to participate due to lack of
confidence or fear of making mistakes.
How Diversity and Support Needs Inform Choices for Lesson Design:
This understanding leads to a lesson design that is flexible, multi-modal, and supportive. Here's
how:
1. Considering Learning Support Needs:
Explicit and Repeated Instruction: Break down the concepts of past, present, and future tense into
small, manageable steps. Repeat explanations using different wording and examples.
Visual Aids: Use timelines, color-coding (e.g., different colours for past, present, and future verbs),
pictures, and gestures to make the abstract concept of time more concrete. This is particularly
helpful for visual learners and those with processing difficulties.
Multi-Sensory Activities: Incorporate activities that engage multiple senses. For example,
physically acting out past, present, and future actions.
Chunking and Scaffolding: Break down tasks into smaller parts. Provide sentence starters, word
banks, or graphic organizers to support students in completing activities.
Reduced Cognitive Load: Avoid overwhelming students with too much information or too many
rules at once. Focus on one tense or aspect of tense at a time before integrating them.
Differentiated Activities and Worksheets: Provide tasks that vary in difficulty. Some students
might focus on identifying tense, while others are ready to produce sentences using the tenses.
Offer simplified versions of worksheets or provide additional support materials.
Use of Manipulatives: For some learners, using physical objects or word cards to build sentences
can be beneficial. Clear and Concise Language: Use simple English when explaining concepts and
giving instructions. Avoid jargon or complex grammatical terms unless they are explicitly taught
and practiced. Provide Examples and Non-Examples: Clearly show what is correct and incorrect
usage of the tenses. Explain why something is incorrect.
Allow for Different Response Formats: Some students might prefer to write their answers, while
others might be more comfortable speaking them or pointing to pictures.
Extended Time: For students who need it, provide extra time to complete tasks.
Check for Understanding Frequently: Don't wait until the end of the lesson to see if students
understand. Ask questions, observe their work, and provide immediate feedback.
Positive Reinforcement and Encouragement: Celebrate effort and progress, not just perfect
accuracy. Build confidence by highlighting what students are doing well.
Collaboration and Peer Support: Pair students with different levels of proficiency to work
together. More proficient students can model language and provide support.
Use of L1 Strategically: While the goal is to learn English, allowing students to briefly use their L1
to clarify understanding with a peer or the teacher can be helpful and reduce frustration.
2. Ensuring All Learners May Participate and Learn:
Varied Activity Types: Include a mix of individual work, pair work, group work, whole-class
activities, speaking tasks, writing tasks, listening activities, and movement-based activities. This
caters to different learning styles and keeps students engaged.
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Low-Stakes Participation Opportunities: Create opportunities for students to participate without
the pressure of being "right" in front of the whole class. Think-pair-share, small group discussions,
or writing on mini-whiteboards are good examples.
Visual Cues for Instructions: Use gestures, pictures, or written instructions on the board to
support auditory instructions.
Clear Expectations and Routines: Establish clear routines for activities and transitions. This
reduces anxiety and helps students with attention difficulties.
Opportunities for Success: Design tasks that are challenging but achievable. Ensure that every
student has opportunities to experience success, no matter how small.
Choice and Agency: Where possible, give students some choice in how they demonstrate their
learning (e.g., write a story, draw a picture and label it, tell a story to a partner).
Culturally Relevant Content: Use examples and contexts that are familiar and interesting to the
students. This helps them connect with the language and makes learning more meaningful.
Flexible Grouping: Group students in different ways depending on the activity. Sometimes group
by ability for targeted support and sometimes mix abilities for peer learning.
Regular Feedback: Provide specific and constructive feedback on their use of tense. Focus on one
or two areas for improvement at a time to avoid overwhelming them. Create a Safe and
Supportive Environment: Foster a classroom culture where students feel comfortable taking risks
and making mistakes. Emphasize that making mistakes is a natural part of learning a language.
Celebrate Progress, Not Just Perfection: Acknowledge and celebrate the progress students make
in using the tenses, even if they still make errors.
Lessons for Grade 6 English FAL on past, present, and future tense with diversity and support
needs in mind means creating a learning environment that is:
Accessible: Removing barriers to participation and understanding.
Inclusive: Ensuring all students feel valued and have opportunities to learn.
Differentiated: Providing appropriate levels of challenge and support.
Engaging: Using a variety of methods and activities to keep students motivated.
Supportive: Providing explicit instruction, scaffolding, and positive reinforcement.
By proactively considering the diverse needs of the learners, educators can create lessons that are
not only effective in teaching grammatical concepts but also foster confidence and a positive
attitude towards learning English.
3. How do opportunities in this context inform choices for lesson design?
• What resources, tools, or spaces specific to this teaching context will support the lesson?.
Grade 6 English FAL (First Additional Language) context for teaching past, present, and future
tense can inform lesson design, focusing on specific resources, tools, and spaces.
Understanding the Context: Grade 6 English FAL
Learner Profile: These learners are developing their English proficiency. They likely have a
foundational understanding of basic vocabulary and sentence structures. They may still make
errors with verb conjugations and irregular verbs. Their primary language (L1) will influence their
understanding and potential challenges.
Language Focus: The goal is to move beyond simple identification of tenses to using them more
accurately and fluently in spoken and written communication.
Curriculum Expectations: The curriculum likely requires learners to identify and use present, past
(simple past), and future (using 'will' or 'going to') tenses in various contexts.
Potential Challenges: L1 Interference:Verb structures in their home language might differ
significantly.
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Irregular Verbs: These are a common hurdle.
Understanding Nuances: Distinguishing between simple past and other past forms (though likely
not explicitly taught at this level) or the difference between 'will' and 'going to' for future can be
tricky.
Limited Exposure: Opportunities to use English outside the classroom might be limited.
Opportunities in this Context and How They Inform Lesson Design. The opportunities stem from
the learners' needs, the resources available, and the potential for engaging activities.
Opportunity: Learners have existing knowledge of basic verbs and actions.
Lesson Design Implication: Build on this foundation. Don't start from scratch. Begin with familiar
verbs and actions when introducing the tenses.
Resource/Tool/Space:
Visual Aids: Pictures of actions (e.g., a child running, a dog sleeping) to elicit verbs.
Classroom Objects: Use everyday objects to demonstrate actions (e.g., "I write on the board,"
"Yesterday, I wrote on the board").
Learner Actions: Have learners perform simple actions and describe them in different tenses.
Opportunity: Learners are at an age where interactive and game-based learning is engaging.
Lesson Design Implication: Incorporate activities that make learning fun and less intimidating.
This helps with practice and retention.
Resource/Tool/Space:
Flashcards: For matching present/past/future forms of verbs.
Whiteboard/Blackboard: For verb conjugation games, sentence building races.
Online Resources (if available): Interactive verb conjugation quizzes, games like Kahoot or Quizlet.
Physical Space: Arrange desks for group work and movement-based activities.
Opportunity: The classroom is a safe space for learners to practice speaking and making mistakes.
Lesson Design Implication: Create opportunities for oral practice in pairs and small groups before
expecting individual written work. Encourage risk-taking with language.
Resource/Tool/Space:
Pair Work Activities: Asking and answering questions about past/present/future events.
Small Group Discussions: Talking about weekend activities (past), daily routines (present), or
plans.
"Think-Pair-Share" Structure:** Learners think individually, discuss with a partner, and then share
with the class.
4. **Opportunity: Real-life contexts provide authentic examples of tense usage.**
* **Lesson Design Implication:** Connect the tenses to learners' own experiences and familiar
situations.
* **Resource/Tool/Space:**
* **Class Calendar:** Talking about events that happened (past), are happening (present),
and will happen (future).
* **Classroom Library/Reading Corner:** Using simple stories or texts to identify tense
usage.
* **Pictures/Photos:** Discussing what happened in a picture (past), what is happening
(present), and what might happen next (future).
* **Learners' Own Lives:** Asking about what they did yesterday, what they are doing now,
and what they will do tomorrow.
5. **Opportunity: Visual and kinesthetic learners benefit from multi-sensory approaches.**
* **Lesson Design Implication:** Use a variety of methods to present and practice the tenses.
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* **Resource/Tool/Space:**
* **Verb Charts:** Clearly displaying present, past, and future forms, especially for irregular
verbs.
* **Actions and Gestures:** Using physical movements to represent different tenses (e.g.,
pointing backward for past, pointing to themselves for present, pointing forward for future).
* **Drawing/Creating:** Having learners draw pictures to represent sentences in different
tenses.
6. **Opportunity: Learners can learn from each other.**
* **Lesson Design Implication:** Incorporate peer teaching and collaborative activities.
* **Resource/Tool/Space:**
* **Peer Correction:** Learners help each other identify and correct tense errors in their
writing or speaking.
* **Group Projects:** Creating short dialogues or stories that require the use of different
tenses.
**Specific Resources, Tools, and Spaces to Support the Lesson**
Based on the opportunities, here's a breakdown of resources, tools, and spaces specific to a
Grade 6 English FAL context for teaching tenses:
**Resources:**
* **Verb Flashcards:** Essential for drilling and games. Include both regular and common
irregular verbs.
* **Verb Charts:** Large, clear charts showing the conjugation of key verbs in present, past
(simple), and future ('will'/'going to'). Highlight irregular forms.
* **Simple Stories/Texts:** Age-appropriate materials with clear examples of the target tenses.
* **Pictures/Photos:** Visual prompts for describing actions and events in different tenses.
* **Worksheets:** Practice exercises focusing on identifying tenses, filling in blanks with correct
verb forms, and writing sentences in different tenses.
* **Real-Life Objects:** Everyday items to demonstrate actions and create sentences.
**Tools:**
* **Whiteboard/Blackboard:** For writing examples, doing exercises together, and playing
games.
* **Markers/Chalk:** For writing.
* **Projector/Interactive Whiteboard (if available):** For displaying resources, online exercises,
and videos.
* **Computers/Tablets (if available):** For accessing online resources, creating digital stories, or
using language learning apps.
* **Timers:** For timing activities and games.
**Spaces:**
* **Classroom:** The primary learning space.
* **Desks/Tables:** Arranged to facilitate individual, pair, and group work.
* **Open Space:** For movement-based activities and games.
* **Reading Corner:** A designated area with books for independent reading and identifying
tense usage.
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* **Wall Space:** For displaying charts, student work, and visual aids.
**Example Lesson Ideas Informed by Opportunities:**
* **Lesson 1: Introducing Present Tense (Building on Opportunity 1 & 5):** Start with familiar
actions learners perform daily. Use pictures and gestures. Have learners act out actions and say
what they are doing. Use a simple chart to show the structure.
* **Lesson 2: Introducing Simple Past Tense (Building on Opportunity 2 & 4):** Use flashcards to
show verbs and their past tense forms. Play a matching game. Talk about what they did yesterday
using real-life examples. Introduce irregular verbs gradually through fun activities.
* **Lesson 3: Introducing Future Tense (Building on Opportunity 3 & 6):** Use 'will' and 'going to'
in simple contexts (e.g., plans for the weekend). Have learners talk in pairs about what they will
do tomorrow. Use peer correction to support accuracy.
* **Lesson 4: Consolidating Tenses (Building on Opportunities 2, 4 & 5):** Play a game where
learners have to change sentences from one tense to another. Use pictures to create short stories
in different tenses. Have learners write about a past event, their daily routine, and their future
plans.
By considering the specific opportunities and challenges of a Grade 6 English FAL context,
teachers can design engaging and effective lessons that cater to the learners' needs and facilitate
their understanding and use of past, present, and future tenses. The key is to leverage available
resources, create a supportive learning environment, and connect the language learning to the
learners' lives.
G. Teaching and learning strategies
Select the teaching strategies you will Justify your choice/s of teaching strategy/s below
employ that are suitable for each phase of by explaining the strategy (with references) and
your lesson, for your content and context. how this strategy will be used in this specific
Note: You can select more than one strategy for lesson plan.
each phase. Delete if more than one strategy is
not required in each phase.
Introduction:
Direct Instruction
Teaching and Learning Phase:
Direct Instruction
Conclusion
Direct Instruction
H. Lesson Phases
Lesson Write, in detail, every element/step of your lesson for each Resources
phase.Include time on task for each phase.
Phases Required
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INTRODUCTORY
PHASE Create a ‘hook’ and establish prior knowledge. Consider
carefully your plan to excite learners and draw them into the
topic.
Use your lesson rationale to guide how you plan to meet the
objectives by designing differentiated teaching and learning
activities.
TEACHING &
LEARNING
PHASE
Describe your plan to draw the lesson to a consolidated
close. Reinforce lesson objectives and summarise key
takeaways.
CLOSURE
PHASE
ASSESSMENT Describe the formative assessment strategies included in this lesson plan that
will provide feedback on instruction and assess whether the lesson objectives
have been met. Include any relevant assessment memos and rubrics.
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I discussed my lesson plan prior to teaching with:
The IIE Supervisor’s Date:
Signature OR
Mentor Teacher’s Date: 08 May
Signature 2025
Student’s Signature Date: 08 May
2025
LESSON REFLECTION
Student Teachers are required to complete the Lesson Reflection section of The IIE Lesson
Plan Template after each lesson taught. Student teachers are encouraged to provide specific
examples and evidence from their lessons to support their reflections. This will help them to
critically analyze their teaching practices and identify areas for improvement.
Re-examine your lesson objectives. Were the objectives met by all learners in this class? Explain.
What evidence do you have that the learners met the lesson objectives? How did you assess
learning?
What teaching and learning strategies did you find most effective in this lesson? Why?
How engaged were the learners during the lesson? What indicators did you use to measure
engagement?
How effective were your classroom management strategies? Explain.
How did you address the diverse needs of students in your classroom?
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What aspects of the lesson went well?
What aspects of the lesson didn’t go as planned? What might you change in the future?
Any additional reflections?
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