Developing a lesson plan




While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:





Title of the lesson





Time required to complete the lesson

List of required materials





List of objectives, which may be behavioral objectives (what the student can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)





The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons





An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas





Independent practice that allows students to extend skills or knowledge on their own





A summary, where the teacher wraps up the discussion and answers questions





An evaluation component, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow





Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving





A continuity component reviews and reflects on content from the previous lesson





A well-developed lesson plan reflects int...

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Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas

Dr. Bob Kizlik

Updated August 14, 2011

Lesson planning...who needs it, or needs to know how to do it? Well, maybe, just maybe, you do! Having the skill to plan lessons really does help you to "own" the subjects you are teaching or will be teaching.

Lesson planning is a special skill that is learned in much the same way as other skills. It is one thing to surf the Net to retrieve lesson plans from other sites and adapt them to your needs. It is quite another thing to have the skill to develop your own lesson plans. When you are able to create your own lesson plans, it means you have taken a giant step toward "owning" the content you teach and the methods you use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define you as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that you should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that you should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill. Trust me on this.

This is among the most popular pages on the ADPRIMA web site, and for good reason. Good lesson plans do not ensure students will learn what is intended, but they certainly contribute to it. Think of a lesson plan as a way of communicating, and without doubt, effective communication skills are fundamental to all teaching. Lesson plans also help new or inexperienced teachers organize content, materials, and methods. When you are learning the craft of teaching, organizing your subject-matter content via lesson plans is fundamental. Like most skills, you'll get better at it the more you do it and think of ways of improving your planning and teaching based on feedback from your students, their parents, and other teachers. Developing your own lesson plans also helps you "own" the subject matter content you are teaching, and that is central to everything good teachers do.

It's simple; effective lesson plans communicate, ineffective ones don't. Teachers create lesson plans to communicate their instructional activities regarding specific subject-matter. Almost all lesson plans developed by teachers contain student learning objectives, instructional procedures, the required materials, and some written description of how the students will be evaluated. Many experienced teachers often reduce lesson plans to a mental map or short outline. New teachers, however, usually find detailed lesson plans to be indispensable. Learn to write good lesson plans - it is a skill that will serve you well as a teacher. If you're really serious, become proficient in writing effective learning objectives. All lesson plans begin, or should begin with an objective. Toward that end, I have developed a self-instructional, interactive program that teaches this important skill within the context of lesson planning. Go to this link to find out more:http://www.adprima.com/wlo5.htm It is inexpensive and effective!

For those of you visiting the ADPRIMA web site in search of lesson plans, you will find some links here that point to some of the best anywhere on the Internet.

ADPRIMA Help on Learning to Write Lesson Plans



Mistakes in writing lesson plans and how to avoid them Do it! Nip your problems in the bud!
Lesson Plans the Easy Way! A different take on writing lesson plans.
How to Write Behavioral Objectives This is about how to express instructional intent in behavioral form.
Rationale for Behavioral Objectives. A little background on behavioral objectives can deepen your understanding.
Measurement, Assessment, Evaluation A brief explanation of these three terms that might be helpful.
Verbs for Behavioral Objectives Using the correct verb makes a big difference.
Lesson Planning: Teaching Questions A set of questions that will help you provide a more effective and meaningful learning experience for your students.
How to Write an Assessment Based on an Objective Some thoughts about this often difficult, confusing, yet integral part of lesson planning.
Examples of Behavioral Verbs See how the verbs are us