This is a bit on the intriguing side. On one hand, I have to question what would be considered a “bad” lesson plan. I mean, I have seen lessons plans that were deemed as excellent, but were actually awful for students and teacher alike. I have composed lesson plans that were designated as “strong,” but in reality turned out to be flops. By the same token, I have created lesson plans that were judged to be lacking, and they turned out to be great experiences in teaching and learning. We should make the assumption that any lesson plan posted on the web is done so with good intentions, posted with the idea that the lesson can work. I think that you would have to offer some type of clarification as to how you are defining “bad” or how “bad lesson planning” is defined. Another issue might be the one of philosophy. Any lesson plan carved out in any philosophy will be deemed as insufficient in the eyes of another philosophy’s. A lesson plan constructed to be driven by student collaboration might be seen as inferior to a lesson plan that places the emphasis of instruction on the teacher’s shoulders. I think that you have to specify from what philosophical point of view you are approaching this assignment in order to clearly qualify as “bad lesson plans.”
Well, probably not on eNotes!
Joking aside - I assume this "bad" assignment will be looked at to determine what qualities make it bad - things it is missing, etc.?
Generally speaking, in my opinion, bad lesson plans are available for free all over the internet. The fact is, most teachers who use internet lesson plans most likely end up adding things to them, tweaking them, and personalizing them to make them effective in the classroom.
If I were you - I'd pick a novel that you are familiar with and do a basic Google search of "[title of book] lesson plans." (Scroll past anything that will bring you back to eNotes.)
Then, pick something that when you read it you are wondering how in the world it could possibly work in a real classroom. In college you learn how to write really lengthy lesson plans, which typically include a title, grade level, subject, objectives, state goals that are met, procedures, modifications, assessment and sources. Honestly, once you've been teaching for a while, you will never include every single one of those components in your day-to-day lesson plans (unless required by your principal). The things an effective teacher does write into effective lessons however are: objectives, procedure, assesssment.
Mainly - a good lesson is a circle - it begins and ends with its main goal in mind and the middle maintains a direct line to the end goal.
Bad lessons will seem incomplete, sound impossible to re-create (perhaps because of poor explanation), or simply lack basic common sense. Or - they will not have a specific enough focus. Remember, even high school students cannot handle more than one or two new skills at a time - so any lesson that introduces a myriad of skills and ideas all at once would realistically not work out in the classroom. You might also keep your eyes out for anything that looks like basic memorizing, skill-and-drill, or highly teacher centered - students don't do much. In a literature classroom today - most effective lessons are very much student oriented. The teacher plays more of a facilitator role - and less of a "lecturer" role. "Bad" lessons will lack a hands-on element. Anything that you read and think "this sounds boring" probably is.
Most of us search for hours and even days to find GOOD lessons - I truly doubt you will have to search long for a bad one. :)
Not sure what you mean by 'bad'- as in poorly written? Poorly executed? Poorly received by the students? Ask any vetern teacher in your building- on any subject- to describe a lesson they did that did not go as planned or got unexpected results. We have ALL had bad lesson plans for all of the above reasons. Impossible to teach 180 days of the year and NOT encounter it form time to time. :-)