Lesson Plan Structure

James — Fri, 12 Jan 2007 05:06:03 +0000

A Lesson Plan….what is the point?

Most student teachers find this area of their practicum one of the most frustrating because their teachers will often make comments such as, “Why are you doing these?” ” We never have time for this in our daily teaching plan” “When you hit the ‘real’ world you will not do this!”.

But, like any learning process, the essential factor is to make sure that student teachers are aware of all the factors and elements governing a lesson.

Without lesson plans, many a student teacher would be left floundering. However, the main aim is to make a lesson plan that is balanced. It should not be so structured that the personality of the teacher is stifled, nor should it be so under-prepared that it cannot be followed.

This page deals briefly with some of the factors that determine how a lesson plan should be designed, but of course, individual styles and personal preferences dictate the outcome of all student teacher’s lesson plans.

Barry and King (Beginning Teaching Second Edition,1997:73-74) highlight some of the key points that are within any lesson plan, regardless of subject content and topic foci:

Format	Content	Example
Heading:	Curriculum Area, Subject, Topic, Grade, Date and Time, Duration	- Language Arts: - Creative Writing - Writing a Menu. - Grade Four. - Lesson Two. - Monday 30th - 45 minutes
Learning objectives:	Begin with the stem: ‘On completing this lesson each student will be able to:’ Each objective is a significant learning outcome. Each objective starts with a verb - preferably one that is clear and observable. Objectives are clearly linked with procedure and evaluation. There should be an appropriate number of objectives.	On completing this lesson each student will be able to: demonstrate written ability to create a three course menu demonstrate creative thinking skills in naming dishes and restaurant title display written understanding of key menu concepts
Students’ Prior Knowledge:,	Stated in terms of student-related knowledge, understanding and thinking skills; psychomotor skills; and attitudes and interests.	This class has previously designed a menu based on a teacher-presented menu and adapted some elements. This lesson aims to enhance the thinking skills of each student and to expound on this previous knowledge.
Preparation:	If appropriate: teaching and resources noted; organisation of space noted; organisation of students noted.	Written instruction sheets x (class number) Overhead projector for menu layout demonstration. Old menus for class distribution
Procedure:	Logical numbered steps. Time plan. Introduction. Recognised teaching strategy. If appropriate: key questions noted; explanations and demonstrations included; use of resources indicated; management techniques shown; student activities noted.	Demonstration Strategy Introduction: Questioning – who likes going out to dinner/lunch. Brainstorm. (3 mins) Handout menu instruction sheets; work through. Highlight individual creativity. Demonstrate menu structure with overhead layout. Explain that menus will be hung on walls when finished. Emphasise neatness. Allow 30 mins for draft work. Aim to finish draft copies by conclusion of this lesson. Keep mobile and help where necessary
Conclusion:	Work exercises. If appropriate: copies of work exercises and answers should be included.	Collect draft copies for assessment and next lesson direction. Check for spelling, grammatical errors and note overall class progress.
Evaluation:	Proposed formative and summative evaluation techniques noted. Space left for post-lesson evaluation of self.	This lesson went well overall, but I need to make sure I do not over-extend the introduction. The children did not have time to complete drafts. It may be necessary to allow 3 lessons for this topic to be completed. Overall task is acceptable, but time-frame needs adjustment.

It must be noted that this is only one layout for a lesson plan. Many different lecturers, authors, and teachers will recommend variations and additions to this basic perspecti
ve.

The essential element to remember, whatever format you use, is to make sure your are prepared for the lesson and that YOU know how it will be implemented.

No amount of planning, writing, or lesson plan preparation will be of much assistance if you do not KNOW what it is you are going to be teaching! Common sense rules!

Links to other Lesson Plan sites

LessonPlanz - Excellent

Multicultural Info (Great for SOSE)

Miscellaneous Lesson Plans

Teacher Education » Lesson Plan Structure

Lesson Plan Structure