Lesson Planning and CI?

Some TPRS and CI teachers cringe at the idea of preparing a lesson plan for admin.  The main reason being is that administrators maybe asking for too many elements in a lesson.  What this does for the teacher is restrict the spontaneity of a lesson which can impede engagement.

How then can a CI teacher meet requirements and still keep it spontaneous?

To me the best practices in teaching point towards adaptability.  This means staying in bounds (using new words and ANY old words in order keep the CI Compelling)

https://drive.google.com/file/d/0ByA-HcwlUqsreVNXNDVQdEpZTU0/view?usp=sharing

This link is my lesson plan based on a UBD (understanding by design) template.

In it I address Common Core Standards of Reading (text) Writing (students write their own adaptation of the story) and Speaking (students say "yes" or "no" to comprehension checks).

I also add California World Language Standards of Holidays, since the story deals with a Canadian boy wanting to dress up for Halloween.  Halloween is not celebrated much in France so I adapted the story.

In theory, I would disagree with having Level 1 students write their own stories.  However, many administrators and schools want products so after: 1) Establishing meaning to key vocabulary 2) acting an adaptation and 3) reading and acting the story again,  I had students write an adaptation of their own.  The lesson took about 3-4 days.  This addresses the need for teachers to go narrow and deep with the language. Acquisition is about understanding the message which is fundamental.

Too many departments and teachers are strongly encouraged to "cover" many units of themes with over 20 vocabulary words per unit.

In my "mini" unit above, I covered about 6 different expressions like:

Comes from
I want to be
I want you to be (subjuntive)
Gets angry (reflexive)
You cannot be
Sings

Of importance is also that these expressions were not isolated in "grammar" type of units.  Language acquisition does not work in "grammar" units.  In fact, learning 3 weeks of subjunctive is confusing and frustrating.  The same goes for 2 weeks of reflexive verbs.  When in a communicative context, these expressions mean something to students, are compelling and encourage students to use language that they have acquired (or are beginning to experiment with).