The "Triple A" model for planning

arranges a lesson in a sequence of

activating learning, acquiring new
learning, and applying the learning.

While t here are many format s for a lesson plan, most lesson plans cont ain some or all of t hese
element s, t ypically in t his order:

Title of the lesson

Time required to complete the lesson
List of required materials
List of objectives, which may be
behavioral objectives (what the student
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, where
appropriate, guided practice by students
to consolidate new skills and ideas
Independent practice that allows
students to extend skills or knowledge
on their own
A summary, where the teacher wraps up
the discussion and answers questions
An evaluation component, 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
A risk assessment where the lesson's
risks and the steps taken to minimize
them are documented
An analysis component the teacher uses
to reflect on the lesson itself—such as
what worked and what needs improving
A continuity component reviews and
reflects on content from the previous
lesson[3]
Herbartian approach: Fredrick Herbart
(1776-1841)
According t o Herbart , t here are eight lesson plan phases t hat are designed t o provide "many
opport unit ies for t eachers t o recognize and correct st udent s' misconcept ions while ext ending
underst anding for fut ure lessons." These phases are: Int roduct ion, Foundat ion, Brain Act ivat ion,
Body of New Informat ion, Clarificat ion, Pract ice and Review, Independent Pract ice, and
Closure.[4]

1. Preparation/Instruction: It pertains to
preparing and motivating children to
the lesson content by linking it to the
previous knowledge of the student, by
arousing curiosity of the children and
by making an appeal to their senses.
This prepares the child's mind to
receive new knowledge. "To know
where the pupils are and where they
should try to be are the two
essentials of good teaching."
 Lessons may be started in the
following manner: a. Two or three
interesting but relevant questions b.
Showing a picture/s, a chart or a
model c. A situation Statement of
Aim: Announcement of the focus of
the lesson in a clear, concise
statement such as "Today, we shall
study the..."
2. Presentation/Development: The
actual lesson commences here. This
step should involve a good deal of
activity on the part of the students.
The teacher will take the aid of
various devices, e.g., questions,
illustrations, explanation, expositions,
demonstration and sensory aids, etc.
Information and knowledge can be
given, explained, revealed or
suggested. The following principles
should be kept in mind. a. Principle of
selection and division: This subject
matter should be divided into
different sections. The teacher
should also decide as to how much
he is to tell and how much the pupils
are to find out for themselves. b.
Principle of successive sequence:
The teacher should ensure that the
succeeding as well as preceding
knowledge is clear to the students. c.
Principle of absorption and
 integration: In the end separation of
the parts must be followed by their
combination to promote
understanding of the whole.
3. Association comparison: It is always
desirable that new ideas or
knowledge be associated to daily life
situations by citing suitable examples
and by drawing comparisons with the
related concepts. This step is
important when we are establishing
principles or generalizing definitions.
4. Generalizing: This concept is
concerned with the systematizing of
the knowledge learned. Comparison
 and contrast lead to generalization.
An effort should be made to ensure
that students draw the conclusions
themselves. It should result in
students' own thinking, reflection and
experience.
5. Application: It requires a good deal of
mental activity to think and apply the
principles learned to new situations.
Knowledge, when it is put to use and
verified, becomes clear and a part of
the student's mental make-up.
6. Recapitulation: Last step of the
lesson plan, the teacher tries to
ascertain whether the students have
 understood or grasped the subject
matter or not. This is used for
assessing/evaluating the
effectiveness of the lesson by asking
students questions on the contents
of the lesson or by giving short
objectives to test the student's level
of understanding; for example, to
label different parts on a diagram,
etc.

Lesson plans and unit plans

A well-developed lesson plan reflect s t he int erest s and needs of st udent s. It incorporat es best
pract ices for t he educat ional field. The lesson plan correlat es wit h t he t eacher's philosophy of
educat ion, which is what t he t eacher feels is t he purpose of educat ing t he st udent s.[5]

Secondary English program lesson plans, for example, usually cent er around four t opics. They are
lit erary t heme, element s of language and composit ion, lit erary hist ory, and lit erary genre. A broad,
t hemat ic lesson plan is preferable, because it allows a t eacher t o creat e various research,
writ ing, speaking, and reading assignment s. It helps an inst ruct or t each different lit erat ure genres
and incorporat e videot apes, films, and t elevision programs. Also, it facilit at es t eaching lit erat ure
and English t oget her.[5] Similarly, hist ory lesson plans focus on cont ent (hist orical accuracy and
background informat ion), analyt ic t hinking, scaffolding, and t he pract icalit y of lesson st ruct ure
and meet ing of educat ional goals.[6] School requirement s and a t eacher's personal t ast es, in t hat
order, det ermine t he exact requirement s for a lesson plan.

Unit plans follow much t he same format as a lesson plan, but cover an ent ire unit of work, which
may span several days or weeks. Modern const ruct ivist t eaching st yles may not require individual
lesson plans. The unit plan may include specific object ives and t imelines, but lesson plans can be
more fluid as t hey adapt t o st udent needs and learning st yles.

Unit Planning is t he proper select ion of learning act ivit ies which present s a complet e pict ure.
Unit planning is a syst emat ic arrangement of subject mat t er. "A unit plan is one which involves a
series of learning experiences t hat are linked t o achieve t he aims composed by met hodology and
cont ent s," (Samford). "A unit is an organizat ion of various act ivit ies, experiences and t ypes of
learning around a cent ral problem or purpose developed cooperat ively by a group of pupils under
a t eacher leadership involving planning, execut ion of plans and evaluat ion of result s," (Dict ionary
of Educat ion).

Crit eria of a Unit Plan

1. Needs, capabilities, interest of the

learner should be considered.
2. Prepared on the sound psychological
knowledge of the learner.
3. Provide a new learning experience;
systematic but flexible.
4. Sustain the attention of the learner til
the end.
 5. Related to social and physical
environment of the learner.
6. Development of learner's personality.
It is import ant t o not e t hat lesson planning is a t hinking process, not t he filling in of a lesson plan
t emplat e. A lesson plan is envisaged as a blue print , guide map for act ion, a comprehensive chart
of classroom t eaching-learning act ivit ies, an elast ic but syst emat ic approach for t he t eaching of
concept s, skills and at t it udes.

The first t hing for set t ing a lesson plan is t o creat e an object ive, t hat is, a st at ement of purpose
for t he whole lesson. An object ive st at ement it self should answer what st udent s will be able t o
do by t he end of t he lesson. The object ive drives t he whole lesson plan; it is t he reason t he
lesson plan exist s. The t eacher should ensure t hat lesson plan goals are compat ible wit h t he
development al level of t he st udent s. The t eacher ensures as well t hat t heir st udent
achievement expect at ions are reasonable.[5]

Delivery of lesson plans

The following guidelines were set by Canadian Council on Learning t o enhance t he effect iveness
of t he t eaching process:

At the start of teaching, provide the

students with an overall picture of the
material to be presented. When
presenting material, use as many visual
aids as possible and a variety of familiar
examples. Organize the material so that
it is presented in a logical manner and in
meaningful units. Try to use terms and
concepts that are already familiar to the
students.
Maximize the similarity between the
learning situation and the assessment
situation and provide adequate training
practice. Give students the chance to
use their new skills immediately on their
return home through assignments.
Communicate the message about the
importance of the lesson, increase their
motivation level, and control sidelining
behaviors by planning rewards for
students who successfully complete
and integrate the new content. To
sustain learning performance, the
assessments must be fair and
attainable.
Motivation affects teaching outcomes
independently of any increase in
cognitive ability. Learning motivation is
affected by individual characteristics
like conscientiousness and by the
learning climate. Therefore, it is
important to try to provide as much
realistic assignments as possible.
Students learn best at their own pace
and when correct responses are
immediately reinforced, perhaps with a
quick “Well done.” For many Generation
Z students, the use of technology can
motivate learning. Simulations, games,
virtual worlds, and online networking are
already revolutionizing how students
learn and how learning experiences are
designed and delivered. Learners who
are immersed in deep experiential
learning in highly visual and interactive
environments become intellectually
engaged in the experience.
Research shows that it is important to
create a perceived need for learning
(Why should I learn, the realistic
relatable objective) in the minds of
students. Then only students can
 perceive the transferred "how and what
to learn" part from the educator. Also,
provide ample information that will help
to set the students' expectations about
the events and consequences of actions
that are likely to occur in the learning
environment. For example, students
learning to become adept on differential
equations may face stressful situations,
high loads of study, and a difficult
environment. Studies suggest that the
negative impact of such conditions can
be reduced by letting students know
ahead of time what might occur and
equipping them with skills to manage.
Lesson plans and classroom management
Creat ing a reliable lesson plan is an import ant part of classroom management . Doing so requires
t he abilit y t o incorporat e effect ive st rat egies int o t he classroom, t he st udent s and overall
environment . There are many different t ypes of lesson plans and ways of creat ing t hem.
Teachers can encourage crit ical t hinking in a group set t ing by creat ing plans t hat include t he
st udent s part icipat ing collect ively. Visual st rat egies are anot her component t ied int o lesson
plans t hat help wit h classroom management . These visual st rat egies help a wide variet y of
st udent s t o increase t heir learning st ruct ure and possibly t heir overall comprehension of t he
mat erial or what is in t he lesson plan it self. These st rat egies also give st udent s wit h disabilit ies
t he opt ion t o learn in a possible more efficient way. Teachers need t o realize t he wide range of
st rat egies t hat can be used t o maint ain classroom management and st udent s. They should find
t he best st rat egies t o incorporat e in t heir lesson planning for t heir specific grade, st udent t ype,
t eaching st yle, et c. and ut ilize t hem t o t heir advant age. The classroom t ends t o flow bet t er
when t he t eacher has a proper lesson planned, as it provides st ruct ure for t he st udent s. Being
able t o ut ilize class t ime efficient ly comes wit h creat ing lesson plans at t heir core.[7]

Assignments
Assignment s are eit her in-class or t ake-home t asks t o be complet ed for t he next class period.[8]
These t asks are import ant because t hey help ensure t hat t he inst ruct ion provides t he st udent s
wit h a goal, t he power t o get t here, and t he int erest t o be engaged in rigorous academic
cont ext s as t hey acquire cont ent and skills necessary t o be able t o part icipat e in academic
coursework.[9]

Expert s cit e t hat , in order t o be effect ive and achieve object ives, t he development of t hese
assignment t asks must t ake int o considerat ion t he percept ions of t he st udent s because t hey
are different from t hose of t he t eacher's.[10] This challenge can be addressed by providing
examples inst ead of abst ract concept s or inst ruct ions. Anot her st rat egy involves t he
development of t asks t hat are specifically relat ed t o t he learners' needs, int erest s, and age
ranges.[10] There are also expert s who cit e t he import ance of t eaching learners about
assignment planning.[11] This is said t o facilit at e t he st udent s' engagement and int erest in t heir
assignment . Some st rat egies include brainst orming about t he assignment process and t he
creat ion of a learning environment wherein st udent s feel engaged and willing t o reflect on t heir
prior learning and t o discuss specific or new t opics.[11]
There are several assignment t ypes so t he inst ruct or must decide whet her class assignment s
are whole-class, small groups, workshops, independent work, peer learning, or cont ract ual:

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.[5]
These assignment cat egories (e.g. peer learning, independent , small groups) can also be used t o
guide t he inst ruct or's choice of assessment measures t hat can provide informat ion about
st udent and class comprehension of t he mat erial. As discussed by Biggs (1999), t here are
addit ional quest ions an inst ruct or can consider when choosing which t ype of assignment would
provide t he most benefit t o st udent s. 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 incidental skills such as
group process or independent research)
How does the assignment fit with the
rest of the lesson plan? Does the
assignment test content knowledge or
does it require application in a new
context?[12]
Does the lesson plan fit a particular
framework?
See also

Curriculum
Syllabus
Bloom's Taxonomy
Instructional Materials
No Child Left Behind

References

1. O'Bannon, B. (2008). "What is a Lesson

Plan?" (https://web.archive.org/web/20110
729152652/http://itc.utk.edu/~bobannon/l
esson_plan.html) . Innovative Technology
Center * The University of Tennessee.
Archived from the original (http://itc.utk.ed
 u/~bobannon/lesson_plan.html) on July
29, 2011. Retrieved May 17, 2011.
2. "What Is A Lesson Plan?" (https://www.engl
ishclub.com/esl-lesson-plans/what-is-a-les
son-plan.htm) . English Club. Retrieved
15 October 2014.
3. "Writing Lesson Plans (http://www.huntingt
on.edu/dept_interior.aspx?id=2217)
Archived (https://web.archive.org/web/201
10722140554/http://www.huntington.edu/
dept_interior.aspx?id=2217) 2011-07-22 at
the Wayback Machine." Huntington
University 15 Mar. 2009.
4. Cunningham, Gini. "Lesson Plans and Unit
Plans: The Basis for Instruction" (http://ww
w.ascd.org/publications/books/109051/ch
apters/Lesson-Plans-and-Unit-Plans@-The-
Basis-for-Instruction.aspx) . ASCD.
Retrieved 2018-02-15.
5. Mitchell, Diana, and Stephen Tchudi,
"Exploring and Teaching the English
Language Arts" (4th Ed.). Boston, MA: Allyn
& Bacon, 1999.
6. Lesson Plan Reviews Introduction (http://te
achinghistory.org/lesson-plan-reviews-intr
o) . Teachinghistory.org. Accessed 15 June
2011.
7. Nagro, Sarah A.; Fraser, Dawn W.; Hooks,
Sara D. (2019). "Lesson Planning With
Engagement in Mind: Proactive Classroom
Management Strategies for Curriculum
Instruction". Intervention in School and
Clinic. 54 (3): 131–140.
doi:10.1177/1053451218767905 (https://d
oi.org/10.1177%2F1053451218767905) .
S2CID 149859982 (https://api.semanticsch
olar.org/CorpusID:149859982) .
8. Moore, Kenneth (2014). Effective
Instructional Strategies: From Theory to
Practice. Los Angeles, CA: SAGE
Publications. p. 218.
ISBN 9781483306582.
 9. Dougherty, Eleanor (2012). Assignments
Matter: How to Transform Urban Schools
Through Fearless Leadership. Alexandria,
VA: ASCD. p. 9. ISBN 9781416614401.
10. Uhlenwinkel, Anke (2012). Teaching about
the religious values of Europeans: critical
reflections from the second student
exchange of the EVE-project. Berlin:
Universitatsverlag Potsdam. p. 103.
ISBN 9783869561752.
11. Herring, James (2011). Improving Students'
Web Use and Information Literacy: A Guide
for Teachers and Teacher Librarians.
London: Facet Publishing. p. 8.
ISBN 9781856047432.
12. Biggs, J. (1999) Teaching Learning at
University (pp. 165-203). Buckingham, UK:
SRHE and Open University Press.

Further reading

Ahrenfelt, Johannes, and Neal Watkin.

100 Ideas for Essential Teaching Skills
(Continuum One Hundred). New York:
Continuum, 2006.
Carey, Lou; Dick, Walter (1978), The
Systematic Design of Instruction.
(1st ed.), Glenview: Scott, Foresman,
ISBN 978-0-673-15122-3
Gagne, Robert; Briggs, Leslie (1974),
Principles of instructional design
(1st ed.), New York: Holt, Rinehart and
Winston,
hdl:2027/mdp.39015004151000 (http
s://hdl.handle.net/2027%2Fmdp.390150
04151000) , ISBN 978-0-03-008171-2
Mccrea, Peps (2015), Lean Lesson
Planning: A practical approach to doing
less and achieving more in the
classroom, Brighton: Teacherly.co
Serdyukov, Peter, and Ryan, Mark.
Writing Effective Lesson Plans: The 5-
Star Approach. Boston: Allyn & Bacon,
2008.
Salsbury, Denise E., and Melinda
Schoenfeldt. Lesson Planning: A
Research-Based Model for K-12
Classrooms. Alexandria, VA: Prentice
Hall, 2008.
Skowron, Janice. Powerful Lesson
Planning: Every Teachers Guide to
Effective Instruction. Thousand Oaks, CA:
Corwin Press, 2006.
Thompson, Julia G. First Year Teacher's
Survival Guide: Ready-To-Use Strategies,
Tools & Activities For Meeting The
Challenges Of Each School Day (J-B
Ed:Survival Guides). San Francisco:
Jossey-Bass, 2007.
Tileston, Donna E. Walker. What Every
Teacher Should Know About Instructional
 Planning Thousand Oaks, CA: Corwin
Press, 2003.
Wolfe, Shoshana. Your Best Year Yet! A
Guide to Purposeful Planning and
Effective Classroom Organization
(Teaching Strategies). New York:
Teaching Strategies, 2006.

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