Step 0 For Lesson Planning Anything: Objectives, Key Points, Assessment

So, you’re an auxiliar de conversación and you want to write a lesson plan? Let’s do it!


Don’t forget to find the key points inside of your learning objectives

Don’t forget to find the key points inside of your learning objectives

Here’s the first step. I’m calling it “Step 0” because this would be completed beforehand, in the unit planning phase.

Ideally, the main teacher would tell you “Hey (auxiliar), Wednesday we’re going to talk about “ing verbs.”

If possible, ask a quick follow-up: “What do you want students to be able to do with them? Use them in a sentence? Identify them? Create a project where they describe themselves using them? Introduce them to to the class?

This will help you determine the level of rigor. AKA the level on Bloom’s Taxonomy or the level of knowledge scale.

So now, before starting to lesson plan, you know what specific objectives need to be taught this day. In teacher lingo, we call these “SWBATs” (pronounced SWAH-bats) for “students will be able to.” You’ll probably notice right off the bat (pun intended) that we’re starting with the assessment, not the activity. This, as mentioned earlier, is called “backwards planning.”

Now, let’s move on to the specific steps:

  1. What is your objective?

  2. Key Points:

    What knowledge and skills are embedded in the objective?

  3. Lesson Assessment:

    Once students have had an opportunity to practice independently, how might they demonstrate mastery of the knowledge/skills required of the objective? Teacher should create an “A” level example of the assessment . Culture note: “A” level means “10” or “9” in Spain

If you haven’t already read “How to Teach Anything,” please do so now. We’re going to use my dad’s lesson described in that post using the “Step 0” terms above.

it would look something like this:

auxiliar de conversacion teaching lesson plan

Key Point

Make Contact & Follow Through

Example of Step 0:

  1. Objective:

    Students will be able to consistently hit a baseball off of a tee without hitting the tee.

  2. Key Points:

    Holding a bat correctly with two hands, being in the correct batting stance, putting a baseball on the tee, resting the bat on your shoulder, swinging and following through, keeping eyes on the ball until contact is made

  3. Lesson Assessment:

    In the presence of a coach, students will hit a baseball off of a tee without hitting the tee 10 times. A level example: Video of Buster Posey hitting a baseball off of a tee 10 times

That’s “Step 0” for you, auxiliares. You guys are going to hit it out of the park, I can already tell!

The Thrill’s first at bat, doing exactly what the auxiliares de conversación reading this article will do when they’re in the classroom.

If you’re an auxiliar de conversación with teaching experience, what are your thoughts? Anything I missed? Other recommendations you have for starting off your lesson planning on pedagogically firm ground? In your experience, is it reasonable to expect the teacher to give you the topic for a lesson as well as the level of knowledge they are looking for beforehand?