Lesson Plan Structure

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


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