LESSON PLAN

Dr. NAZMA BIBI

ASSISTANT PROFESSOR (EDUCATION)
GOVERNMENT ISLAMIA GRADUATE COLLEGE (W),
LAHORE CANTT
Where are you now
with Lesson Planning?
Red= no understanding
or very little of Lesson
Plan

Yellow= some
understanding of Lesson
Plan

Green= I understand and

can explain stages of
Lesson Plan to others
 Objective

At the end of the session, you will be able to

Define lesson plan

Describe the importance of lesson plan
Describe the principles of designing a
lesson plan
Outline of lesson plan process
Prepare a lesson plan
 LESSON PLAN

• The process of logically organizing the teaching

activities for a course or program.
• 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.
• A lesson plan refers to a teacher’s plan for a particular
lesson.
 LESSON PLAN

• A lesson plan in the words of Laster B. Stands “

is actually a plan of action. It ,therefore includes
the working philosophy of the teacher, his
information about and understanding of his
pupils, his comprehension of the objectives of
education, his knowledge of the material to be
taught, and his ability to utilize effective
material.”
 LESSON PLAN

• Typically, a lesson plan is a document about

one or two pages in length, split into different
sections that describe what will happen
during each day in the classroom.
 Lesson Plans

• Lesson plan is a teaching outline of the important points of a

lesson arranged in the order in which they are to be presented.
• These are teacher guides, be prepared with the textbooks, may
include:
• objectives,
• points to be made,
• questions to be asked,
• reference to materials,
• assignments etc.
• The lesson plans is also called a blue print of a
teaching/ training session, step by step.
LESSON PLANNING
LESSON PLAN
Before Preparing a Lesson Plan

• Check the objectives of the training session and the time

available for the session (s).
• Determine the Expected Level of Competence (ELOC) to be
achieved by the trainee for the objectives (s).
• ELOC depends on:
• The tasks assigned to the workers.
• The priorities of the tasks assigned to the worker.
• Safety element involved in each task.
• Some educators write the ELOC within the objective.
• Others prefer to define these separately.
• Both approaches serve the same purpose as long as it is
done BEFORE the details of teaching learning activities are
decided
WHAT TO CONSIDER WHEN WRITING A
LESSON PLAN?
 WHAT TO CONSIDER WHEN WRITING A LESSON
PLAN?
Ability & interest levels
Backgrounds
Know your Attention span
students Ability to work together in groups
Prior knowledge & learning experiences

Know the Subject matter that you will be teaching

content Institutional guidelines
National curriculum Standards

Know the Technology, Software, Audio/visuals,Library

resources, community resources, Local
instructional guests, Speakers etc.
material
 Importance of Lesson Planning
 It gives a bird’s eye view of things to be taught and learned
everyday
 Used as a guide for the teacher
 Gives a teacher a starting point
 They build on previous teaching and prepare for coming
lessons
 Gives teacher a sense of security & direction
 It also gives insight into how a lesson will be taught.
 It helps teachers to ensure about the day-to-day activities
that go on in their classrooms
 Importance of Lesson Planning
 Teaching and learning will be effective and efficient
 Aligns the instructional materials with the assessment.
 Aligns the assessment with the learning goal.
 Helps keep good classroom management
 When a lesson works well, students not only learn-they behave
 Classroom management+ well designed lesson= higher
Achiever Students
 Characteristics of a good lesson plan
• A good lesson plan
• Based upon previous knowledge
 Caters to the levels of students
 Uses motivational techniquues
 includes necessary materials
• Is student centered, flexible, interesting and activity based
 This is by providing a variety of activities and tasks in a
lesson and a series of lessons, thereby helping students
interact and process content differently.
 Characteristics of a good lesson plan
• Includes evaluation process
 To this end, an effective lesson plan should not be only descriptive
(describing what and how you should do things in your lesson) but
also evaluative (indicating at the end of the day what worked and
didn’t work in your class and why).
• Includes all the elements of lesson plan
 PRINCIPLES OF DESIGNING A LESSON
PLAN
• Gaining attention
• Informing the learners of the objectives
• Presenting the stimulus material
• Providing the learning guidance
• Eliciting the performance
• Provide feedback
• Assessing performance
 FIVE LEVELS OF PLANNING

1. Daily planning … (Teacher)

2. Weekly planning… (Teachers-individually
as well as in groups)
3. Unit planning … (Teachers’ Group
/Co – ordination)
4. Term planning … Institution
5. Yearly planning … Institution
 Steps for Preparing a Lesson Plan
• Outline learning objectives
• The first step is to determine what you want students to
learn and be able to do at the end of class. To help you
specify your objectives for student learning, answer
the following questions:
• What is the topic of the lesson?
• What do I want students to learn?
• What do I want them to understand and be able to do at the
end of class?
• What do I want them to take away from this particular
lesson?
 Smart Rule of Objectives

• Objectives should also follow the SMART rule

 Specific
 Measurable
 Attainable
 Relevant
 Time bound
 Smart Rule of Objectives

• Is the objective specific?

• Is the objective measurable?
• Is the objective attainable by all students?
• Is the objective relevant to your class and students?
• Is the objective time-based to align with your syllabus?
 EDUCATIONAL OBJECTIVES

• Specify the new skills that the students will gain as a

result of the lesson
• Focus on student’s (not teacher’s) attainment
• Determine the degree or criterion for satisfactory
attainment of the objectives.
EDUCATIONAL OBJECTIVES

…….are the learning outcomes of a lesson i.e.

what the students should be able to know or do at
the end of the lesson that they could not do at the
beginning!
 D evelop the introduction

•Develop a creative introduction to the topic to stimulate

interest and encourage thinking.
•Consider the following questions when planning your
introduction:
⚫ How will I check whether students know anything about
the topic or have any preconceived notions about it?
⚫ What are some commonlyheld ideas (or possibly
misconceptions) about this topic that students might be
familiar with or might espouse?
⚫ What will I do to introduce the topic?
Teaching Materials / Resources

A. COURSE BOOKS
B. SUPPLEMENTARY MATERIALS:
1. Teacher’s book
2. Work book
 C. SUPPORTING MATERIAL:

1. Audio Materials
2. Visual materials
3. Audio-visual materials.
4. Multi media
 Audio Visual Aids
Supporting Materials

TEACHERS PUPILS ENVIRONMENT

MANUFACTURED
VISUAL AIDS

B/W BOARDS SMART BOARD FLASH PICTURES

PICTURE WORD ADAPTABLE

FLASH CARDS FLASH CARDS CARDS
Plan the specific learning activities (the
main body of the lesson)
⚫ Prepare several different ways of explaining the material
(real-life examples, analogies, visuals, etc.) to catch the
attention of more students and appeal to different learning
styles.
⚫ What will I do to explain the topic?
⚫ What will I do to illustrate the topic in a different way?
⚫ How can I engage students in the topic?
⚫ What are some relevant real-life examples, analogies,
or situations that can help students understand the
topic?
⚫ What will students need to do to help them
understand the topic better?
Plan the specific learning activities (the
main body of the lesson)
• Examples:
• Read a poem as a class and lead a discussion about its
symbolism using critical thinking questions students
answer aloud (and list some thought-starter questions)
• Split into small groups to create posters that explain the
water cycle
• Individually complete a worksheet to practice graphing
linear equations. Check-in with students to see if they need
assistance or have questions.
 Plan to check for understanding

• Now that you have explained the topic and

illustrated it with different examples, you
need to check for student understanding –
how will you know that students are
learning?
• Think about specific questions you can ask
students in order to check for
understanding, write them down, and then
paraphrase them so that you are prepared
to ask the questions in different ways.
Develop a conclusion and a preview

• Go over the material covered in class by

summarizing the main points of the
lesson.
• Conclude the lesson not only by
summarizing the main points, but also
by previewing the next lesson
 C reate a realistic timeline
(how much time do students need to engage
in a learning activity?)
•A realistic timeline will reflect your flexibility and readiness to
adapt to the specific classroom environment.
•Here are some strategies for creating a realistic timeline:

⚫ Estimate how much time each of the activities will take,

then plan some extra time for each
⚫ When you prepare your lesson plan, next to each activity
indicate how much time you expect it will take
⚫ Plan a few minutes at the end of class to answer any
remaining questions and to sum up key points
 Example C reate A Realistic Timeline

10 minutes Learning activity 1

15 minutes Learning activity 2

5 minutes Learning activity 3

 Assessment
(how will learning be measured?)
• Did the lesson meet its objectives? Teachers can find out by
including some form of assessment – or a check for student
understanding – into each lesson.
• If the objective was about understanding a concept, the
teacher might ask students to complete an activity around
explaining or using that concept.
• Example
 In-class Assignment
 Quizzes
 Group presentations
 Evaluation and reflection
(how will you create a more successful
lesson plan in the future?)

• Once the lesson is over, teachers can step back and take a
few notes about both their observations during class and
their own thoughts about the lesson.
• This component is all about continuous improvement,
identifying gaps in learning and building stronger lessons in
the future.
• Examples
 What worked well, what didn’t and why?
 What did students need the most help with?
 Were the objectives met by the students?
 Outline of lesson planning process
• Review the context of the lesson
 Time
 Space
 Resources
 Students
• Define the objectives
• Plan the introduction
(Story, emphasis etc )
 Outline of lesson planning process

• Plan the learning strategies

Analyze the skill components of the objectives
Select a suitable teaching strategy
Think of resources
Divide the activities within and outside the lesson
period
Write out the lesson procedure sequence
 Outline of lesson planning process
• Plan the summary
 Ask, review the main points, a handout
• Plan the follow up
 Handouts
 References
 Assignments
• Plan the assessment
 Observation of skill
 MCQs
 Project work
 WRITING LESSON PLANS
Methodology - Specify Timings of each of these steps:
(40/80 minutes)
• Settling time
• Introduction
• Previous Knowledge
• Presentation – Brainstorming / Discussion /
teacher’s Input
• Practice (Students output) – CW. Oral / Written
• Home Work
• Assessment – Test / worksheets
Sample Lesson Plan
• NOTHING IS SO FATAL FOR A
TEACHER AS
UNPREPAREDNESS
Where are you now
with Lesson Planning?
Red= no understanding
or very littleof Lesson
Plan

Yellow= some
understanding of Lesson
Plan

Green= I understand and

can explain stages of
Lesson Plan to others
Thank you for listening

Any Question