To begin, ask yourself three basic questions: 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 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?
This section focuses only 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 will 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?
This section is optional in terms of AskERIC
requirements, but useful in considering the readiness state
of your students for the lesson activities. It allows you
and other teachers, replicating your lesson plan, to factor
in necessary prep activities to make sure that students can
meet 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?
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. So a list of everything needed,
full citations of textbooks or story books used, and any
other special considerations are most useful. What materials will be needed? What textbooks or story books? (please include full
bibliographic citations) What needs to be prepared in advance (typical for science
classes and cooking or baking activities)
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, synthesis, or evaluation?
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.
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 them?
What is the focus of the lesson? 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?
Take into consideration what students are learning (a new
skill, a rule or formula, a concept/fact/idea, an attitude,
or a value). Choose one of the following techniques to plan the lesson
content based on what your objectives are:
What will you use to draw the ideas together for the
students at the end? How will you provide feedback to students to correct
their misunderstandings and reinforce their learning?
What activities might you suggest for enrichment and
remediation? What lessons might follow as a result of this lesson?
This section focuses on ensuring that your students have
arrived at their intended destination. You will need to
gather some evidence that they did. This usually is done by
gathering students' work and assessing this work using some
kind of grading rubric that is based on lesson objectives.
You could also replicate some of the activities practiced as
part of the lesson, but without providing the same level of
guidance as during the lesson. You could always quiz them
on various concepts and problems as well. How will you evaluate the objectives that were
identified? Have students practiced what you are asking them to do
for evaluation?
Be sure to provide students with the opportunity to
practice what you will be assessing them on. You should
never introduce new material during this activity. Also,
avoid asking of them higher level thinking if they have not
engaged in it during practice. So, for example, if you
expect them to apply knowledge and skills, they should first
be provided with the opportunity to practice
application.
Your plan should be detailed and complete enough so that
another teacher knowledgeable in your subject matter could
deliver the lesson without needing to contact you for
further clarifications. Please do not forget to edit and spell check your work
before submission to the AskERIC Collection.
http://www.education-world.com/best_of/1998/articles_lesson.shtml
Education World® - Lesson Planning http://www.education-world.com/a_lesson/
Teacher Education Module Series. Develop a Lesson Plan,
Module B-4 of Category B--Instructional Planning (1977).
Ohio State Univ., Columbus. National Center for Research in
Vocational Education. ED149062 - An ERIC Document
Goals
Objectives
Prerequisites
Materials
Lesson Description
Lesson Procedure
Introduction
Main Activity
Rule of Thumb # 1:
Closure/Conclusion
Follow up Lessons/Activities
Assessment/Evaluation
Rule of Thumb # 2:
General Rule of Thumb:
Education World® - Lesson Planning - Best of 1998
This guide was written by Manal El-Tigi, Ph.D., Department
of Instructional Design, Development, and Evaluation -
Syracuse University. She has been one of the principal
editors and reviewers of the AskERIC Lesson Plans Collection
since 1996.
References