LESSON PLANNING
• A lesson plan is a teacher's daily guide for:
1. what students need to learn,
2. how it will be taught, and
3. how learning will be measured.
• Lesson plans help teachers be more effective in
the classroom by providing a detailed outline to
follow each class period.
• A lesson plan is a document that outlines the content
of your lesson step-by-step.
• It's a list of tasks that your students will undertake, to
help guide your teaching.
• A lesson plan is usually prepared in advance and
should cover an entire lesson in a day.
• New day, new lesson plan !
• A lesson plan is the instructor’s road map of what
students need to learn and how it will be done
effectively during the class time. Before you plan your
lesson, you will first need to identify the learning
objectives for the class meeting.
• Then, you can design appropriate learning activities
and develop strategies to obtain feedback on student
learning.
• A successful lesson plan addresses and integrates these
three key components:
Objectives for student learning
Teaching/learning activities
Strategies to check student understanding
There are five main components of any
successful lesson.
1. Objectives: ...
2. Warm-up: ...
3. Presentation: ...
4. Practice: ...
5. Assessment:
Changeround your lesson plan if you missed
one.
LESSON PLAN PREPARATIONS
[Link]/Competencies
a) What is the lesson intended to achieve?
b) SMART objectives
Format: By the end of the lesson learners
should be able to …
Syllabus reference: … ?
2. Prerequisite Concepts and Skills:
This section of your lesson plan is used to state the concepts
and skills needed to connect lessons together in a logical
sequence, building new knowledge onto what you know
students have previously learned. Remember that some
concepts and skills may need to be reviewed to ensure
continuous learning, and these can be included here.
How will you determine the foundational knowledge of your
class?
Do your students have the necessary prerequisite skills?
3. Materials and Resources:
List all materials and resources that you
and the students will need. What things do
you need to do before the lesson begins?
(e.g. draw shapes). What things do the
students need to do?
INTRODUCTION: Arouse awareness and interest;
connect to previous knowledge and contextualize;
state what the lesson is about AND determine
level of current knowledge of content to be
taught.
PRESENTATION/DEVELOPMENT: Exploration of
content. (Include: Time and language skills;
Content + vocabulary; Grouping; Teacher- and
Learners’ activities; Check homework as needed).
ASSESSMENT/REINFORCEMENT: Inquiry and
experimentation, learning support (enrich/remediate),
writing activity, game, assess if new learning has taken
place based on pre-presentation knowledge and give
meaningful homework as needed.
CONCLUSION&HW: Recap; utilization of knowledge;
learners’ reflect on what they have learned, what they
enjoyed about the lesson; feed forward and so forth.
Teacher REFLECTION on the lesson with actions to
improve.
LESSON PHASES
I. Introduction:
How will you get learners interested in the
topic? How will you find out what they
already know about the topic? Will you use
an anticipatory set (link to their experience) or
advance organizers?
How will you get the student hooked on this
lesson? Describe a brief activity, problem, or
set of questions which will catch the student’s
attention.
II. LESSON BODY
• List the specific steps or procedure you
will follow in teaching this lesson
• What are the key points you intend to
make?
• List things you need to remember
• Give specific details
• You are the facilitator
III. APPLICATION (Assessment/
Reinforcement?
Now the learners gets to practice under the
supervision of you the facilitator.
Describe what the students do in order to practice
or apply what they have learned.
Active participation by the students.
Collaborative learning activity??
Describe how you will assess whether your students
met the learning objectives of this lesson.
IV. CLOSURE, & Homework
• How will you close the lesson?
• The closing should be linked to attaining
your instructional objectives.
V. Reflections
• After you have taught, sit and reflect.
• How was the lesson? Was it a success?
• Where competencies achieved?
• Aspects you should work on?
• Any extra support needed ?
Lesson PLAN
Student-Teacher: School: Date:
……………………………………………………… ….. / ………………… /202…
Subject: Grade: Duration: Lesson stage:
…………………. min …….. …...
Theme Focus
Learning Objectives: Learners will …
Basic competencies: Learners should be able to: (Syllabus reference: …. )
Lesson Objectives: By the end of this lesson learners should be able to:
Teaching aids
Prior Knowledge:
ASSESSMENT CRITERIA:
LIFE SKILL COMPETENCIES as required in the Pilot Curriculum Guide. PARTICIPATION INTERPRETATION COMMUNICATION
INVESTIGATION EVALUATION APPLICATION
PRESENTATION OF THE CONTENT
Time Lesson content and vocabulary Teacher Activity Learner Activity
INTRODUCTION:
……
min
BODY/ LESSON PRESENTATION
… min
ASSESSMENT/REINFORCEMENT
Class activity
………
min
CONCLUSION, & HOMEWORK:
……
min
Evaluation/ Reflections:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
LESSON PLAN EXAMPLES
1. A good example of
a good lesson plan
Mathematics Lesson PLAN
Teacher:
Subject: Mathematics Grade: 5
Date: … -01-1900 Durati 40 minutes
on
Theme Measurement: Time Topic: Reading and recording time
Lesson stage: New Focus: Reading analogue clocks
Basic competencies: By the end of this lesson learners should be able
to:
(Syllabus reference:
…. )
Read the analogue clock correctly to one
minute e.g. “12 minutes past three”, “23
minutes to eight”.
PRESENTATION OF THE CONTENT
Time Lesson content and vocabulary Teacher Learner
Activity Activity
Introduction:
Ask learners Give the types
the types of of clocks they
Analogue clock: is a clock that
clock they know.
shows time by a rotating hands and know. Listen
it has numbers from 1-12 only. attentively and
5 Will list and take note.
min Digital clock: It is a clock that define digital
displays the time digitally (i.e. in and analogue
numerals) and it can either display clocks.
the time from 1-12 or from 01-00.
BODY/ LESSON PRESENTATION
Read the following clock correctly.
Display analogue clocks on
Listen attentively
1. 2. the overhead projector and
read the time on first clock to the example to
Answer:10 minutes to 2.00 Answer:
as an example.
3. 4. be given
25 min
Ask learners to read the
least. Read the time
Answer: Answer:
Give the correct answers
Take notes.
5.
Answer:
Class activity
1. Write down the time on the
following clocks using words Give the Do the class
a) b) class activity activity by
to the answering the
learners questions given.
Facilitate Give possible
Monitor answers to the
Control given activity.
10min Give Make collection
feedback
c) d)
CONCLUSION, REINFORCEMENT &
HOMEWORK: Make Listen to the
conclusion of conclusion
Analogue clock it is a type of clock the class in Answer by
that shows time by a rotating hands short by highlighting
5min
and it has numbers from 1-12 only. highlight key what has been
Homework points. learned.
??? Give Copy the
homework homework.
Evaluation/ Reflections :
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
____________
A good example of
a
BAD Lesson Plan
This should be avoided !
• Name:
• Prior knowledge - Learners know about terminologies
associated with length, mass and capacity.
• Basic competencies - Learners will understand expressions
for measures of length, mass and capacity.
• Teaching and learning media
• Sticks of varying length,
• Chalk board,
• Textbooks
• containers of water,
• worksheets and pictures of people
Time Lesson content and vocabulary Teacher activities Learner activities
INTRODUCTION
Introduce the lesson Learners
Ask learners what they know Ask them what they listen
about the vocabularies of length, know about the attentively
5 mass and capacity. topic Respond to
minutes the teacher.
DEVELOPMENT
Give examples Learners
10 listen
minutes Elaborate more about the lesson Ask them questions Learners
content respond
REINFORCEMENT
Give worksheets
Class activity Assist learners Write the
5 activity
minutes
CONCLUSION
Sum up the lesson Learners
5 Ask questions listen
minutes Recap Learners
respond
OBSERVATIONS (SBS)
Personal Preparation:
• Dress code,
• Appearance,
• Voice, Tone,
• Low energy – enthusiasm lacking
2. Humility:
• shouts,
• negative phrases,
• beating,
• anger management
• Learners insulting each other or
fighting
3. Pathetic apologies
4. Uniform/dressing of learners monitoring
5. Class management, some sectors noisy,
not working on assigned activities,
6. Lesson plan
• Too blank,
• No activities,
• No content,
• Homework,
• Incorrect format
