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In Unit 9, I learned some of the important functions of writing a lesson plan. Firstly, I need to come up with a learning objective and ask myself what exactly I want the students to achieve by the end of our lesson. This way, it becomes easier for me to think logically through the stations in relation to available time. Secondly, I should be able to come up with a flexible, working document and use it as a guide to prevent myself from straying off track; it gives me something to refer to during class time. Last but not least, it is wise to keep a record of what my class has done and what materials have been used to help prepare for future lesson plans. Not only does this serve as potential material in the future, I can also look back and see what was effective with my students and what needed more work. It can even be used for substitute teachers whenever I can't make it to class. Although some theorists think lesson planning is not a good idea, it tends to be harder for inexperienced teachers to not have a fixed, teacher-centered lesson, at least in the beginning of their career. The only way to make up for that flaw is to carefully pay attention to the students' ability to learn, their feedback and overall classroom atmosphere and to respond to them appropriately and in no time, the lessons will naturally become student-centered.