How to Develop a Lesson Plan
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To begin, ask
yourself three basic questions: |
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Where
are your students going? |
Then begin to think about each of the
following categories which form the organization of the plan. While planning,
use the questions below to guide you during each stage.
Goals
Goals determine purpose, aim, and rationale
for what you and your students will engage in during class time. Use this
section to express the intermediate lesson goals that draw upon previous plans
and activities and set the stage by preparing students for future activities
and further knowledge acquisition. The goals are typically written as
broad educational or unit goals adhering to State or National curriculum
standards.
What are the broader objectives, aims, or
goals of the unit plan/curriculum?
What are your goals for this unit?
What do you expect students to be able to do by the end of this unit?
Objectives
This section focuses on what your students
will do to acquire further knowledge and skills. The objectives for the daily
lesson plan are drawn from the broader aims of the unit plan but are achieved
over a well defined time period.
What will students be able to do during this
lesson?
Under what conditions will students' performance be accomplished?
What is the degree or criterion on the basis of which satisfactory attainment
of the objectives will be judged?
How will students demonstrate that they have learned and understood the
objectives of the lesson?
Prerequisites
Prerequisites can be useful when considering
the readiness state of your students. Prerequisites allow you, and other
teachers replicating your lesson plan, to factor in necessary prep activities
to make sure that students can meet the lesson objectives.
What must students already be able to do
before this lesson?
What concepts have to be mastered in advance to accomplish the lesson
objectives?
Materials
This section has two functions: it helps
other teachers quickly determine a) how much preparation time, resources, and
management will be involved in carrying out this plan and b) what materials,
books, equipment, and resources they will need to have ready. A complete
list of materials, including full citations of textbooks or story books used,
worksheets, and any other special considerations are most useful.
What materials will be needed?
What textbooks or story books are needed? (please include full bibliographic
citations)
What needs to be prepared in advance? (typical for science classes and cooking
or baking activities)
Lesson Description
This section provides an opportunity for the
author of the lesson to share some thoughts, experience, and advice with other
teachers. It also provides a general overview of the lesson in terms of topic
focus, activities, and purpose.
What is unique about this lesson?
How did your students like it?
What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy:
knowledge, comprehension, application, analysis, synthesis, or evaluation.)
Lesson Procedure
This section provides a detailed,
step-by-step description of how to replicate the lesson and achieve lesson plan
objectives. This is usually intended for the teacher and provides
suggestions on how to proceed with implementation of the lesson plan. It
also focuses on what the teacher should have students do during the
lesson. This section is basically divided into several components: an
introduction, a main activity, and closure. There are several
elaborations on this. We have linked to some sample
lesson plans to guide you through this stage of planning.
·
Introduction
How will you introduce the ideas and
objectives of this lesson?
How will you get students' attention and motivate them in order to hold their
attention?
How can you tie lesson objectives with student interests and past classroom
activities?
What will be expected of students?
·
Main Activity
How would you describe the flow of the lesson to another teacher who will replicate it?
What does the teacher do to facilitate learning and manage the various activities?
What are some good and bad examples to illustrate what you are presenting to students?
How can this material be presented to ensure each student will benefit from the learning experience?
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