AAEB CDID

LESSON
PLAN
OCTOBER/2016 E.C
 Introduction to Lesson Plan
A lesson plan is a teacher’s detailed
plan of his/her way of instruction for
a single period of lesson.
 A prepared lesson plan can be utilized
for other lessons of the same topic of
other sections (classes), by modifying it,
based on
the results of the lessons conducted
 the classroom situation (e.g. academic
level of the students, number of students and
gender balance).
Lesson Plan
 continued…
 In the teaching and learning processes,
 what students should learn,
what the teacher teaches, and
 what students actually learn in the
classroom should be consistent.
 There is a need of proper planning for effective
teaching and learning to takes place in the
classroom.
 As Benjamin Franklin said, “if you fail to plan, you
are planning to fail.”
 Therefore, teachers should be equipped with
necessary knowledge and skills on how to develop a
lesson plan that helps them attain the intended
learning outcomes.
 Purpose of a daily lesson plan
 to organize ideas of the lesson in
order to make the learning of each
student more active
 to help students understand a lesson
effectively and efficiently.
 To enhancing teacher professional
growth.
 Objectives of a daily lesson plan
 Acquire skills of developing a daily lesson plan.
 Acquire the skills of selecting , organizing and
utilizing teaching and learning materials.
 Utilize effective questioning techniques to
enhance learners’ understanding and thinking.
 Prepare activities that enhance learners’
individual learning in a lesson.
 Identify the aspects of planning in the teaching
and learning processes.
 Critique a lesson by analyzing various aspects of
the lesson.
 Lesson planning process
 The main Points to be considered in developing
a lesson:
1. Generate the rationale of the lesson
topic:
 Indicate how the topic to be taught is important
and relevant to the students’ everyday life.
 connected to further study area and their
social environment by illustrating some
examples.
 It is good to ask yourself “What is the
importance of learning this topic?” or
“What is the advantage of learning this
topic?”
2. Write the pre-requisite
knowledge of students
 It refers to a required prior knowledge or
skills that students are expected to have
for learning new concept.
 It shows the current status of student
learning related to what they have
learnt previously.
 it shows what students already acquired
through their life experiences.
 It helps to know the readiness of the
students to learn the topics.
 3. Identify the lesson learning
competencies
 By referring to the syllabus, teachers’
guide and text book, select proper learning
competencies of the lesson for a topic.
 You may check and mark them in terms of
knowledge, skills and attitudes.
4. Embody the content: Use the previous
knowledge and experiences of students to
divide the contents to be learned into
smaller stages and in some cases mark
points of emphasis.
 5. Describe the methodology
(teacher’s and students’ activities)
 Plan the details of the lesson into teacher’s
activities and students’ activities.
 Decide the logical structure of the lesson
(knowledge, comprehension, applications,
etc.)
 Plan both teacher’s and students’ activities based
on the active learning approach.
 Indicate the methods you intend to use for
active learning. (e.g. observation,
demonstration, experiment, discussion,
exposition, etc.)
 The planned activities should be appropriate
for achieving the set lesson competencies.
 5. Describe the methodology
(teacher’s and students’ activities)
 Write down key questions to ask the students (in
starter activity, main activity, and concluding
activity).
 It is also recommended to write down some
expected answers or common mistakes as well as
the responses to the common mistakes.
 In addition, the time allocated for each activity (Eg.
starter activity, main activity, and concluding activity)
should be clearly written.
 The starter activity should be linked to the
previous lesson. Similarly, the concluding
activity should be linked to the next lesson.
6. Plan for the assessment
 You need to write what to assess and how
to do it at each stage of the lesson.
 Remember that students’ involvement in
activities and discussions provide ample
feedback for corrective actions.
 The work they do, what they say, how
they respond to questions all are
significant.
 Therefore, assessment is a continuous
process which is to be done through out
the lesson.
 7. List the teaching and
learning (T&L) materials:
 It fosters high retention of concepts and principles
for the students as a result of their active
involvement in the processes.
 It enhances skills in students and sustain their
interest and motivate them for learning.
 Therefore, teachers should select, improvise and
use T&L materials that are appropriate and
adequate to meet the lesson competencies.
 Especially, when you conduct experiments or
group activities, you should consider how many
groups will be formed and how many of each
material will be needed.
 8. Consider the learner support
 Mention how to support students during the lesson

according to students’ needs and learning style

(Bimerew Kere, 2013) learning speed (fast-learners, medium-

learners, slow-learners),

 special care should be given mainly to the slow-

learners and give considerations to fast-learners, by

providing additional questions or exercises for them.

 gender and special needs.

 Characteristics of a good
lesson plan
A good lesson plan:
 relates subject matters with everyday life of students.
 follows student-centered teaching methods.
 includes assessment points at each stage of learning
activities.
 contains adequate and appropriate teaching and
learning materials.
 shows how one can follow-up and support students.
 indicates what is to be done at each stage of a lesson.
contains SMART objectives
Benefit of using a lesson plan
Lesson planning has the following positive
impact on both teachers and students
For teachers
 adds confidence(not to lose face in front
of their students)
 helps to achieve lesson objectives
 helps to stay on track (clear on the
procedure to follow)
 links the previous lesson to the coming
lesson
 Continued…
allows teachers to present ideas in an
organized manner and visualize
every step of the teaching process
 helps to reduce discipline problems
in the classroom.
 helps to analyze their own teaching
(what went well, what didn't), and
then improve on it in the future.
provides guidance to substitute teachers
For students, lesson plan helps
them to:-
 realize that teachers care for their learning;
 attend a structured lesson that is easier to
follow/assimilate
 appreciate their teacher’s well-organized
work as a model to imitate
 feel more relaxed because they know what is
happening
 provide different ways for students to learn
and demonstrate their skills and
understanding
 connect what they know and with new
ideas.
 stimulate their interest
Sample of lesson Plan Templates
exercised in our Schools
Sample of lesson Plan Templates
exercised in our Schools
Sample of lesson Plan Templates
exercised in our Schools
Sample of lesson Plan Templates
exercised in our Schools
Sample of lesson Plan Templates
exercised in our Schools
 Sample of lesson Plan Templates
exercised in our Schools(Aappropraite)
 Lesson Delivery
 Lesson delivery is the process of putting into
effect what the teacher planned for students in
terms of content, pedagogy, and teaching
and learning materials.
 the teacher interprets the curriculum;
 students acquire the necessary knowledge and
skills as defined by the curriculum through
interactions between teacher and students as
well as interactions among students
 Stages of lesson delivery
 A lesson generally consists of three stages:
 Introduction,
 Development, and
 Conclusion.
Introduction stage
 the teacher revisits students’ prior knowledge/skill and
makes students ready for new learning.
 it provides a bridge between activities that have been
completed (e.g a previous class) and the activities that
are about to take place.
 It takes 5 - 10 minutes
 Lesson development stage

 The purpose of this stage is to develop what is to

be learned in depth.
 The lesson should:
 focus clearly on the lesson competencies.
 support students’ learning through a problem solving
approach.
 address “why they are learning this lesson topic” in a
clear way.
 provide various activities to attain the lesson
competency.
assess teaching-learning process.
 Lesson development stage
 assess teaching-learning process.
 whether competencies are achieved or
not?
 What went well and what didn’t go well?
 What needs to be addressed next time?
 How are individual students responding?
 Usually it takes 20 – 30 minutes.
Conclusion stage
 The lesson concludes with a feedback session in
which the teacher draws out key points.
 It is where learning is reviewed.
 Teachers should encourage students to explain
what they have learned.
 Usually it takes 5 to 10 minutes
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