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Lesson plan

A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan.

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
  • Timerequired to complete the lesson
  • List of required materials
  • List of objectives, which may bebehavioral objectives (what thestudent 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
  • Independentpracticethat allows students to extend skills or knowledge on their own
  • A summary, where the teacher wraps up the discussion and answers questions
  • An evaluationcomponent, 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

A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students.

Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and learning styles.

Setting an objective

The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established idea or question. This includes individual and group activities. Having established these activities, the teacher identifies what language arts skills the lesson plan must cover. After the teacher completes these activities, they must ensure the lesson plan adheres to the best practices used in language arts. This includes conducting research on what teaching methods result in a high success rate for students. The teacher must ensure the lesson plan goals are compatible with the developmental level of the students. The teacher must also ensure their student achievement expectations are reasonable.

Selecting lesson plan material

A lesson plan must correlate with the text book the class uses. The school usually selects the text books or provides teachers with a limited text book choice for a particular unit. The teacher must take great care and select the most appropriate book for the students.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:

  • Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.
  • Small groups—students work on assignments in groups of three or four.
  • Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.
  • Independent work—students complete assignments individually.
  • Peer learning—students work together, face to face, so they can learn from one another.
  • Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.

These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructor’s choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

  • What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
  • What is the amount of time the instructor wants the students to use to complete the assignment?
  • How much time and effort does the instructor have to provide student grading and feedback?
  • What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice

From Yahoo Answers

Question:I am a full time nanny for 3 boys, a 5 y/o and 2 y/o twins. I need some formal lesson plans for the twins to work with while the oldest is at school. These can include activities, projects, outings...really anything. I was thinking of doing weekly themes based on the alphabet. (Week 1 A is for Apple...learn 10 new words that start with A, eat foods that start with A, end the week with a trip to an apple orchard) OR I would be up for seasonal or monthly themes as well. The family and I are all practicing Baptists, so religious themes are welcome as well. Weekly lessons will contain a language element, science, math, etc. Any ideas or resources that I might refer to are much appreciated. Thanks in advance! x-posted in "preschool"

Answers:I'm not sure 2 year olds require formal lesson plans. At that age play is much more important than formal teaching. Play is how children learn, and you can provide so much for them just by interacting with them. Sing songs, read books, knock over blocks, bang on pots and pans, find bugs outside, splash in the tub, finger-paint, recite nursery rhymes, play with cars and trucks . . . then do it all again the next day!

Question:Urgent! Maths Lesson Plan for 2-3 years old? Plan a practical 10 minute maths lesson for a small group of 2/3 year olds. Our theme is BUGS. Tell us the activity. Your aim for the activity and how you will present it, evaluate it

Answers:Red Bugs Yellow Bugs ratio 3:5 some have two black spots some have three black spots. Sort according to colour and number of spots. From there you can make the sorting tasks more complex, But PLEEZE make it a fun game!

Question:Plan a practical 10 minute maths lesson for a small group of 2/3 year olds. Our theme is BUGS. Tell us the activity. Your aim for the activity and how you will present it, evaluate it

Answers:this website has great lesson plans, under the classroom ideas, outcome based link will cover state content areas. use this for all your *homework emergencies*

Question:Plan a practical 10 minute maths lesson for a small group of 2/3 year olds. Our theme is BUGS. Tell us the activity. Your aim for the activity and how you will present it, evaluate it

Answers:Macaroni cards of bugs