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From Wikipedia

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:In my college recreation programming class, we're teaching in area schools about Earth Day and doing lesson plans with the kids. But the school just called and wants us to come today. We weren't suppose to be teaching, so we don't have the craft supplies yet for our next activity. There's about 20 kids kindergarten through 4th grade. They have a gym and playground equipment for the gym. Do you have any suggestions of an activity we could do for the day? It's only for an hour. We haven't done any sort of active game yet so I was thinking something like that. Get the kids running, burn off some energy. It's suppose to be related to Earth Day and our group theme, but when we find out this soon it'll have to do. One of the girls in my group is a summer camp counselor so I think we can wing it. None of us are education majors and familiar with writting lesson plans; the professor just doesn't seem to like to teach and has us do this instead, ugh. Thanks for your suggestions!

Answers:Divide kids up into teams of 3/4 and run a race, whoever collects the most trash from the playground, wins.

Question:i just started student teaching a 10th grade world history class and i need some help teaching this lesson. during this chapter i have 4 sections to go over and i was going to do one per day. i can't figure out the best way to teach it to the students without lecturing the whole time. each class is 50 minutes long. topic 1: the growth of european towns -the rights of townspeople -guilds -medieval towns -the black death (last week they watch a 45 minute video on the black death) topic 2: life and culture in the middle ages -language and literature -education -philosophy and science -architecture topic 3: wars and the growth of nations -england -france -spain -holy roman empire topic 4: challenges to church power -church power weakens -problems in the church the teacher that i am student teaches for ONLY lectures to the students and they do not respond well with it. is there any kind of activity or guided way to teach it to them?? this is one of the first times i am teaching the class so i can't really do any big projects. i just need a creative way to teach it to the class.

Answers:those are some tough, broad topics you have to address on a daily basis! and you're right--students hate lecturing, and who can blame them? here are some ideas: topic 1: have them perform a mock "town meeting," where all segments of society are represented. have a "guild" group, a couple of other groups (landowners, etc.), and have them discuss the topic of "the black death," and what should be done to help protect their town and its people. give each group an info sheet explaining who they are, what they believe, and where they are in the social structure of the town. give the students time to familiarize themselves with the material, then you, as moderator, conduct the "town meeting" about the black death. we did this in a history class once, and it was great! topic 2: when you discuss each of these topics, provide an example. e.g., language & lit--teach them how to say something in middle english, maybe from the canterbury tales. education--do a compare/contrast chart on the board b/t education then and now. architecture--if you can, bring in slides or a projector that has an internet connection to show them some buildings from this era. point out the specific features with a pointer. leave philosophy & science for last--discuss in general, then pick a major philosopher and a major scientist (often they were both, so if you could find one of those, even better!), and have them sit in a circle and have a philosophical debate about what that person taught, whether they agree/disagree, why/why not, etc. topic 3: go with the small groups again. assign each of them a country and they have to create a brief presentation (5 minutes) about the major points of their country. provide them with a guideline sheet (e.g., what information their presentations should include) and provide them with whatever resources they need to do this. when they're done, provide them with an "official" info sheet for future reference. topic 4: put all of the major talking points about these issues on individual sheets of paper or note cards. randomly distribute the sheets/cards to each student, have each student read their card and then have a brief discussion re: its contents. hope this helps, if even a little, and best of luck in your teaching career (from a fellow teacher)! :)

Question:I am a college student and for a class I have to write a five day lesson plan. I am not very familiar with lesson plans. It is for a geography class, and I have decided to make my lesson plan about the state in which I live, Minnesota. The lesson plan will be for elementary age students. I have decided to use the last two days of the lesson plan for a map/art project where they will make a topographic map of the state. What topics would be important to teach the kids in the first three days? How would you go about the setup of the lesson?

Answers:What grade(s) would the lesson focus on? You may want to look up the educational standards for Minnesota as a start. I've taught my 3rd grade class how to interpret maps, learn about communities, then eventually making their own map and building a model community out of that. (That's Quadrant D for those of you into the relationship/relevance stuff.) Start by asking "What is a community?" Lead the discussion that a community is a group of people working together for a common goal. Do this by asking "What do we need in a community?" Homes to live in, stores to shop at, banks, parks for recreation, gas stations, restaurants, etc. Let the students brainstorm the places their parents goes to for errands and business. What are places for the children? Schools, library, parks, perhaps video game store. Now you've got your community going. Students need to learn the map. It is abstract so you'd need plenty of examples. This book is a good start "Me on the Map" by Joan Sweeney. Teach the parts of a map (TODAL) T=Title O=Orientation (compass rose) D=Date (that the map was made/revised) A=Author (for point of view purposes) L=Legend (or Key) If you have internet, share Google Earth to compare and contrast a map with a real image. As a final assessment, allow the students to build their own community. They'd work in groups of 4-5 to make a map per group. Start with that list of places that were part of the community. Create a map of the fictious community on a large white construction paper. I used different size post-its to represent houses or businesses to keep scale. Those 1" x 1 1/2" post-its are homes. Slightly bigger may be restaurants or stores. Then those 6" ones might be Wal-Mart for example. Use meter sticks to trace out streets. The community doesn't need to have everything on the list, mainly places to work and live. The proportion of homes and businesses should roughly be equal. Don't forget TODAL on the maps! The fun begins. The class as a whole will now build a 3-D model of their community. Have them vote on the best map. Use that as the basis for the model. Don't stress to match it exactly to the map. Just allow the students to have fun building the model. Use those 1/2 pint milk cartons the students drink out of for lunch. Those would be the homes or small businesses. Bigger buildings might be 2-3 cartons put together. Using construction paper, and a bunch of students imagination, build your community! Remember the streets! Cut strips of black construction paper about 3" wide. Hot wheel cars are the perfect size for this community. Teach scale. People can't be as tall as houses and cars can't be THAT big. Assign one place per student. So in a class of 26, there would be roughly 13 homes and 13 businesses (which includes a school, library, police station, etc.) Get a large flattened card board to build everything on. Good luck!

Question:Here's what I had so far: TASK 2: LESSON PLAN Preparation Level: Elementary Lesson Length: 45 minutes Objective: To teach how to ask, give and understand directions. Target Language: Asking for directions: Can you tell me where + noun + is, please? Can you tell me where I can + verb Giving/understanding directions: Take a left at the end of this road. Take the second left on this road and its on the right hand side of the street. It's next to the post office on Oxford Street. Assumed Knowledge: Prepositions of place and common locations in a town. Anticipated Problems: Students may try to put the preposition 'to' when asking where they can do something. E.g Can you tell me where I can to post a letter? May also confuse prepositions of place, e.g third left in this road. Solutions: Before the presentation stage, revise prepositions of place. In the presentation stage, make it clear that 'to' is not used after modal verbs. Preparation and Aids: A sheet of paper for each student with a grid containing pictures of the following in each square: Next to, in front of, behind, opposite, turn right, turn left. Another grid with the pictures representing the following : go straight ahead, take the third right, on the left, on the right, take the second left, at the end of the road turn right. . Small pieces of paper or cardboard to use as tokens. A basic map of roads and buildings in a village for each student, each building labelled with what it is, e.g. post office, bakery etc. Pictures of buildings, shops and services you might find in a city centre. Handout for homework (pictures of directions and a text with blanks) Lesson Plan Please fill in the chart (stage, activity, interaction and timing) below. It s essential to be specific when describing your activity. In other words, do not simply write "warmer" or "pair work" but explain what your warmer and pair work activities entail. Stage 1. Warmer: Ask about weekend/week so far/holiday period. Play hangman with the word 'Directions' to introduce the subject of the lesson today and practice letters. Check homework and revise last lesson.. T-S. 15 mins Stage 2. Elicit places students might want to go to when in the town centre. If students struggle to think of places, hold up some pictures of places and elicit the names of these places. Pin the pictures to the board as the students guess them, leaving space to draw roads between them.. S-T. 5 mins Stage 3. Drill chorally and individually the question of asking directions, changing the subject each time to ensure students learn the phrase and get the right pronunciation.. T-S-T. 2 min Stage 4. Bingo. Hand out the first of the two grids. I will say the words that match the pictures on the grid and the students need to put tokens on the grid and the first to make a straight line gets a point. Repeat this to get a line down, and then play the game again with the second grid.. T-S. 10 minutes Stage 5. After drawing the roads around the buildings to map out a realistic layout of a village centre, stick a spot to the board and tell the students how to get to the post office from that spot. E.g. Go straight ahead and it's on the right. Move the pin and give directions on how to get to another place in the village.. T-S. 5 mins Stage 6. PW: Give each pair a map and ask students to take it in turns asking their partner for directions to somewhere. Monitor carefully and help any students who are struggling.. S-S. 10 mins Stage 7. Plenary. Ask a few students one at a time for directions from the pin on the board to some of the pictures.. S-T. 5 mins Stage 8. Set homework to fill the blanks in the text to reinforce third road on the left, second road on the right phrases and names of places, e.g. bank, supermarket.. T-S. 3 mins Then I got it back because it was lacking a few things. I'm at a loss, I'm trying to compare mine with the examples they give but the type of lesson is so different to the types in the examples, and much harder. I don't even need the certificate any more because I didn't get the visa, but I need to finish it because I paid a lot of money for it! Here's the feedback I got when it was returned: THIS IS A GOOD START, BUT YOU NEED TO GO BACK AND FOLLOW THE STEPS OF THE LESSON PLANS WE VE PROVIDED. YOU ARE MISSING SOME KEY ASPECTS OF THE PPP APPROACH REQUIRED BY THE LESSON PLAN. A TYPICAL LESSON WOULD FOLLOW THIS SEQUENCE: 1. WARM-UP / REVIEW OF ASSUMED KNOWLEDGE 2. SETTING CONTEXT / PRESENTING TARGET STRUCTURE (YOU NEED TO EXPLAIN HOW YOU WILL ACTUALLY TEACH -- NOT JUST ELICIT -- THE TARGET LANGUAGE) 3. DRILLING (CHORAL AND INDIVIDUAL) 4. CONTROLLED PRACTISE (ORAL) (WHOLE GROUP): WORKSHEETS, SIMPLE ACTIVITIES FOCUSING ON TARGET LANGUAGE 5. PAIRWORK PRACTISE (ORAL AND/OR WRITTEN USE OF THE LANGUAGE WITH ANOTHER STUDENT) Edit: Jack M, this is a set lesson plan I've been given. I'd be teaching English as a second language to students in a foreign country. "E.g Can you tell me where I can to post a letter? May also confuse prepositions of place, e.g third left in this road." - These are anticipated problems you might come across with non-native English speakers.

Answers:Ok, you have a problem. Go to daveseslcafe.com and look at his lesson plans on directions in a city. >>

From Youtube

Randy Pausch Last Lecture: Achieving Your Childhood Dreams :Carnegie Mellon Professor Randy Pausch (Oct. 23, 1960 - July 25, 2008) gave his last lecture at the university Sept. 18, 2007, before a packed McConomy Auditorium. In his moving presentation, "Really Achieving Your Childhood Dreams," Pausch talked about his lessons learned and gave advice to students on how to achieve their own career and personal goals. For more on Randy, visit: www.cmu.edu Learn how to support the Randy Pausch Memorial Bridge, visit: www.cmu.edu

Robin Turman: Mock Lesson Plan :Robin Turman teaches an eight-minute mock lesson for 2nd grade. This is a two-part lesson about The Elephant from Carnival of Animals by Camille Saint-Saens. Around the five minute mark is a good place to stop. The last three minutes show how to conduct a three-beat pattern.