LESSON PLAN

Introduction

A lesson plan is constructed for a lesson. A lesson plan is an educator’s detailed explanation
of the course of teaching, or 'learning
path’ for a class. Every day lesson plan
is written by an educator to guide class
knowledge. Facts will vary depending on
the inclination of the teacher, subject
being taught, and the desires of the
students. Lesson plan are considered to
be the products of educator’s idea about
the lesson. They are generally, though
not all the time, in a written form.
There are as many diverse kinds of plan as there are educators. Beginner educators
repeatedly produce a detail lesson plan, with descriptions not only of all activities but also
focussing on the exact questions and instructions they will provide to the class as well as the
timings of each activity.
Extremely skilled educators may be talented to go into a class with only a short list of notes
or even with the plan in their head. Whatsoever the level of experience though, it is essential
that all educators take the time to a thought to their lessons before entering the classroom.

Why planning is important?

Visualize starting a journey without any idea about where you are going. Imagine yourself as
a driver of a bus with full students, even though you know that you have to drive them for a
particular period of time, without your map you do not have any idea where you want to
reach or how to get there. Similarly, lacking some kind of planning regarding the lesson,
could just land up to be a chaotic session and might live the students without any idea of
what they are doing or why. This sort of indecision is not at all good for valuable learning or
class discipline. One of the most significant reasons to plan is that the educators have to
recognize his or her objective for the class. Educators should to be conscious of what they
want to accomplish at the end of the class. They also require knowing what they want the
students to do after the closure.

Lesson planning is crucial because:

➢ It helps the educators to carry out her class in a methodical fashion and it
allows students to identify what they are going to be learning and how it fits
into the course curriculum.

➢ Learners also experienced that the lessons are sequenced appropriately.

Delivering a good lesson plan will also raise confidence in the educator. On
the other hand, not having a preparation will result in absolute failure for both
educator and students. In addition, a comprehensive plan clearly
demonstrates that the educator has taken ample time, as well as, put in the
idea and effort into forming the lesson plan.

➢ Educators who do not create a lesson plan are basically lazy, or believe that
they can produce a lesson (known as jungle path lessons) based on what is
happening in the class at that particular time. This can occasionally work, but
continuously not preparing a lesson plan proves to be ineffective. Moreover,
your students will become irritated and feel a sense of carelessness or
inattentiveness on the educator’s part.

➢ Preparing detailed lessons will evade problems in class. This will help the
educator to develop confidence that they have done their best to plan a
lesson, or at least reduce some problems.

Should ever change a lesson plan for the class progression?

Classrooms are self-motivated environments and our lecture is an interactive affair in which
people respond to others and with the language. Our lesson plan guides the educator to
assist their students accomplish the aim/objective of the lesson. Always keep in mind that a
lesson plan is not an exact script or blueprint to be followed exactly. It’s neither what we
visualize should happen verbatim. Its main task is to arrange our course of action and the
moment we put it into action, several things may happen, perhaps a few we had not
imagined. In addition, if we sketch our course of action and incorporate useful information, it
will reduce problems or unplanned situations. Having a good plan also makes flexible in
adapting to student opinion and teachable moments that crop up!

Finally we can conclude that it is vital that we have a good lesson plan since it will constantly
help you be an improved and more organized educator. Moreover, another educator
(substitute) must be able to pick up your lesson plan, enter the classroom and teach it.

The New Teacher's Guide to Creating Lesson Plans

Eight Questions to "Think Aloud" as You Prepare Lessons

➢ Strategies: Which instruction strategies will best assist my students'

knowledge?

➢ Students: What are the social, academic, physical, emotional and personal
requirements of my students?

➢ Success: Was the lesson successful? Were students engrossed? Did

students gain knowledge? What didn't go well? How can modify the lesson
plan for the next time?

➢ Timing: what time is the best to do this lesson? Are there basics that the
students should have mastered?

➢ Grouping: Should be grouped heterogeneously or consistently? What size

should the groups consist of?

➢ Rationale: The reason behind doing this? What objectives will be skilled?

➢ Materials: What resources and assets required for the session to be

successful?
 ➢ Sequence: What can do next to enhance this lesson? How can the lesson
plan have a smooth flowing?

The Secrets of Daily Lesson Planning

Your daily lesson plans should detail the particular activities and content will be taught during
a particular week. They generally comprise:

➢ lesson objectives

➢ student groupings

➢ procedures for delivering instruction

➢ materials needed to carry out the lesson plan

➢ methods of assessing your students

Like all preparation, the plan of the lesson will vary from one school to another school. Quite
a few schools supply lesson-plan books, whereas others permit educators to build up their
own format. In spite of the format, here are the types of components for successful lesson
planning:

➢ Try scripting the lessons. It is time-consuming, but for beginner educators it

helpsa lot to be a better organized and more confident in front of the students.

➢ Your lessons should be understandable and detail enough that in emergency

a substitute educator can teach from them.

➢ As a common rule, start working on plans for the next week by Thursday, do
not keep it for the last day. By that time an educator will have an idea of which
lessons weren't completed, the objectives that should to be reinforced, and
which upcoming school-wide activities have to be incorporated into the plan.
 ➢ Try making a copy or two of every week's plan. It is better to take one copy
home and keep the other at key areas in my classroom. It is advice to leave
the actual lesson-plan book on the desk, available for the principal. This also
allows working at home for the preparation of materials for upcoming lessons
and for planning for the following week without the panic of misplacing the
lesson plan book!

➢ Create a master copy or outline of the planning, and also write or type those
activities that remain the same each week and the times consumed. Create
quite a few copies of the new page to substitute the blank lesson-plan pages,
but avoid copying them too far in advance, in case modification needed for
weekly plan.

➢ Balance in grouping methods and performance in every learning style or

numerous intelligence types meets the desires of each and every students.

➢ Always verify with the principal for plan on when he or she will wish to look at
your lesson plans. A number of principals make it a point to view on new
teachers' lesson plans on a weekly basis. Thus they can provide instant
support all through the school year.

Lesson Plan Phases

Although instant modifications are nearly always essential while teaching, by using an eight-
step model that encourages students for constructing their understanding. The plan provides
various opportunities for educators to identify and correct students' misconceptions at the
same time extending perception for upcoming lessons.

Phase 1: Introduction

➢ Set a principle. Illustrate the overarching basis for this session.

 ➢ Establish the essential concepts, topic, and main plan. Acquire students on
the accurate track. This step may consist of a note on the board, a diagram,
or a probing question of the day's class focal point.

➢ Motivate students into the enthusiasm of learning. Grab students'

concentration with items like an amazing piece of information, a funny quirk, a
challenge, or other mind tickler.

➢ The learning must be applicable in real life. Give explanation how this lesson
connects past learning to the future learning—that is, the significance of the
concepts, skills, and focal point of the lesson.

Phase 2: Foundation

➢ Check on previous knowledge. Verify what students already know.

➢ Clarify key points. Double-check on learning from the past.

➢ Focus on specific standards, objectives, goals. Link the lesson to the

standards, and let students know exactly what they will know and be able to
do as a result of this lesson.

➢ Check for correctness and add to background knowledge. Add extra

information for the day's learning and beyond—just enough to launch into the
main lesson.

➢ Introduce key vocabulary. See it; say it; read it; write it.

Phase 3: Brain Activation

➢ Questions should be asked to clarify ideas and to add information. Engross

students in the learning and build environment with probing questions.
 ➢ Key ideas require Brainstorming. Load students' with concepts, ideas, and
possibilities; permit them to develop and make clear their thoughts.

➢ Elucidate and spot on misconceptions. Connect students in activities that will

enlighten you as to whether students are puzzled or have inaccurate ideas.
Accordingly corrections can be made before the misconceptions develop into
worse or harmful for learning.

Phase 4: Body of New Information

➢ Give educator’s input, through lecture. Add new information and key points,
read out articles or text to resolve problems. Present the main idea of the
lesson. This can be a small-group activity with educator’s intervention, a
whole-class lecture or a peer activity again with educator’s intervention.
Education is active; it is not just silent reading devoid of specific goals or
monotonous completion of worksheets.

Phase 5: Clarification

➢ Check the understanding level of the learners with sample problems,

situations, or questions. Have students do some exercise with the information
just being taught. Channelize the learning.

Phase 6: Practice and Review

➢ Give time for preparation and re-evaluate. Students must be given time to
practice under an educator’s supervision. Educator and the students work
collectively.

Phase 7: Independent Practice

➢ Administer students' autonomous practice. Choose extra strategies for small

groups of learners, those who still require help. Rest of the students may start
working independently, with the ultimate goal, where students work
 individually. This activity prepares students for successful assignments, and
also prepares for upcoming learning.

Phase 8: Closure

➢ The lesson should be taken to closure. Connect the lesson phases and
information together. Recap the learning of the day, and talk about how it
hooks onto the huge vision for education. Allow students demonstrate what
they know. This can be done by writing a brief note to the educator’s as they
leave. It may comprise problems, questions, or facts on the learning. On the
other hand, they may note down in their journals or describe their
understanding to his/her peer.

Additional Considerations for Planning Great Lessons

While planning your lessons, maintain the following things in mind:

➢ Concentration span of your students, diversity of learners, and age group.

➢ Decisions regarding strategies to be used whether as whole-class
presentation, small groups, or peerfor education and learning a particular
idea.

➢ Complication of material and time needed for all instructional components.

➢ The excellent arrangement of student groups for most advantageous learning,

for example, uniform or diverse ability groups, balancing interests, or
personalities that work mutually.

➢ Strategies that smoothens the progress of learning of all students.

➢ Pre-examination of skills and background knowledge to verify what students

previously know, what they require to know, and what are their
misconceptions.

➢ Techniques for often monitoring and adjusting the lesson.

 ➢ Selection of usual and supplemental materials to enhance learning.

When you think regarding lesson plans, consider the following questions:

➢ Have you selected a variety of activities? Are the goals and objectives clear
and attainable, and do they match the proposed instruction?

➢ Does this lesson expand previous knowledge and provide itself to upcoming
lessons?

➢ Is there adequate information written to have a clear concept of the lesson?

➢ At the end of the lesson, are students capable for independent success?

Good lesson plans are forever well worth the exertion. During the first years of teaching it is
always necessary to have the plan book opened on thedesk for easy reference during
instruction. Later on as you gather experience, after writing the formal plans make note
cards and carry in the classroom so that it can be referred as and when required.

After the Lesson

After each lesson it is essential to evaluate. Think about what went well and what needs to
be modified. This can be is simply done with a post lesson evaluation. Expert educators
constantly reflect on their lessons. An evaluation form can also be terminated by volunteers,
paraprofessionals, or substitute educators who have worked with the students to present
feedback on their teaching and student education.

Post lesson Evaluation

➢ What exceptional considerations are there and how must be handled?

➢ What went well during the lesson? Why?

 ➢ What to be focussed in tomorrow's lesson? What strategies and activities are
required to get it done?

➢ Which area needs to be focussed more? What can be done to improve the
lesson?

Additional comments and thoughts:

For evaluating your own lessons and lesson plans, invite students to give you opinion on the
lesson quality, organization, transparency, and goals achieved. This feedback is particularly
advantageous when students analyze a unit of learning that they may have experienced
difficulty with time management, for example a unit involving a research paper. Then it is
crucial to think what can be done in a different way next time? At times lesson feedback is
extra insightful than could be imagined.

Sample of Lesson Plans:

➢ Lesson: Teaching The Season for grade two

➢ Objective: Educate students regarding the different seasons of the year:

Summer, Rainy, Autumn, Winter, Spring.

➢ Materials: Chart paper, arts and craft materials, calendar, photos of each
season, five children’s story books related to season.

➢ Procedure:

➢ 12:00–12:15 → Demonstrate different pictures of each season. Start with

summer and step forward all the way to winter, explanation of the weather of
each season and using the pictures as a visual aid.

➢ 12:15–12:30 → Read five short children’s story books, each telling a story
about a different season. This will provide the students with something
common to correlate with every season.
➢ 12:30–12:45 → Divide the children in a group of five at different tables. Give
out art supplies and illustrate to them what the project is: a big piece of chart
paper split into five. In every corner, the students will be doing art that reflects
each season. For spring, they can draw flowers; for summer, they can make a
sun; for rainy, they can make umbrella and raincoat; for winter, a snowman.

➢ 12:45–1:45 → Provide the students sufficient time to finish this project. Go

about and help them create this piece of art and label each of the seasons.
Frequently ask questions and intervene while going around, about varied
things each and every season includes. For instance, summer is a time where
we have mangoes and juices, whereas winter is a time to wear coats and do
a lot of outdoor activities.

➢ 1:45–2:00 → Clean up art projects, and display them around classroom.

➢ 2:00–2:15 → finally conclude with the children with a question and answer
session about each season. Ask them what kinds of things they associate
with each season, including things like weather and also personal memories.
This will solidify that they understand the lesson completely.

➢ Homework: Tell them to draw a picture at home including something from one
particular season of their preference. Next day when they come they have to
show the class their drawing and give explanation why he/she have chosen
particular season.

Eight grade lesson plan on civics

Time Lesson Phase Details

allotment
(minutes)
Introduction Write the phrase "All men are
5 Set a principle. Establish the created equal" from the
topic with a grabber and Gettysburg Address.
 information to get students Encompass students to
opinion. Construct the explain what this phrase
learning significant. probably meant in the 1860s.
Foundation A quick conversation of the
Verify on prior knowledge. grabber.
5 - 10 Make clear key points of the Talk about slaves, women,
upcoming lesson, together uneducated white men,
with standards, goals, and educated white men.
objectives, constructing Goal: To describe the
learning environment and implication of the Gettysburg
key vocabulary. Address in American history
and to connect the knowledge
to voting rights today.
Key terms: equal, conceived in
freedom, devoted, scheme
Brain Activation What would happen at present
Pose questions; explain; if Lincoln has given the same
5 make available extra speech?
background knowledge. Why did Lincoln express his
Possibly comprise a speech in this manner?
brainstorm activity on the What do we recognize
topic to ensure knowledge. regarding the United States in
the 1860s on relation to this
speech?
What does the expression
signify?
How does the introduction
paragraph lead to the ideas of
paragraph two? Paragraph
three?
How does the saying "All men
are created equal" bind to the
rest of the speech? To history
at the same time? To a deep
 perceptive of American
history?

Body of New Information Discuss the Battle of

Construct environment of Gettysburg; refer to
10 - 15 understanding, lecture, and information on pages 273–281
initiate vital points of in the textbook. Talk about
understanding, checking pictures of battle on pages
misconceptions. Read text; 282–285. Write essential
solve whole-class problems; notes/ideas on overhead.
carry out class discussion. Instruct students to add
information in history notes.
Clarification Students write their reflections
Give example of problems on the information offered in
5 -10 and situations. Ask questions the book in their journals.
to progress students toward
independent work.
Practice and Re-examine Discuss in small groups the
Students work with educator importance of the speech, the
5 - 10 and whole class, in small battle, the truth that President
groups, or with a peer to Lincoln came to the battlefield
elucidate learning. to formulate the speech, which
is the turning point of the Civil
War.
Independent Practice Students choose two or three
Students practice without other vital phrases from the
10 any support. Starts Gettysburg Address and write
homework. Students finding a short synopsis of each.
difficulty get extra practice.
Closure Students contribute phrases
5 Connecting the lesson with a peer. They are allowed
details collectively. Reply to to write their favourite phrase
the questions and take action with a short description.
to whole class problems. Educator collects exit passes
 as students depart to measure
learning and perception and to
make use of as a guide to
tomorrow's education.

Micro and Macro Lesson Plan

Microteaching
Microteaching is a method aiming to prepare students teachers to the real classroom setting
(Brent & Thomson, 1996). Microteaching is defined as a teaching method especially used
in educators’ pre-service education to train them methodically by allowing them to
experiment basically teachers’ behaviours.

The art of education is a complex procedure, which is not restricted to transferring of

knowledge to each other. It necessitates good verbal as well as non-verbal skills. It includes
various strategies in order to transfer knowledge adequately. It requires specified training to
master it. With the vast progress in all sectors, successful teaching skills are in huge
demand. Hence, due to this demand, the perception of micro teaching came into action. It is
a modern innovative program for educators, which enhances their classroom approach
along with behavior. A lot of pre-primary education institutes have taken up micro teaching
exercises in order to equip educators with effective strategies of teaching.

Microteaching, a teacher training technique currently practiced worldwide, provides teachers

an opportunity to perk up their teaching skills by improving the various simple tasks called
teaching skills. With the proven success among the novice and seniors, microteaching helps
to promote real-time teaching experiences. The core skills of microteaching such as
presentation and reinforcement skills help the novice teachers to learn the art of teaching at
ease and to the maximum extent. The impact of this technique has been widely seen in
various forms of education such as health sciences, life sciences, and other areas.

Underlying Principle of Micro Teaching

Micro teaching revolves around certain principles to development teachers in all aspects.

1. One skill at one time:

Only one skills in microteaching are targeted one at a time. Training on particular
skills are given until it is mastered. Once mastered another skill is targeted next.
Thus, micro teaching aims for one skill at a time.

2. Small scale content:

Limiting the content gives more freedom and ease to the trainees. Thus, micro
teaching is based upon the principle of limited content. Teachers are to prepare their
lessons within the given content therefore it becomes easier for them to conduct their
lessons.
 3. Practice makes a man perfect:

Mastering skills require practice. While focusing on one skill at a time, micro teaching
program also gives an opportunity to practice those skills. Lots of practice can boost
the self-confidence and promote in development of teaching skill.

4. Experiments:

Experiments are the key factors in any concept. In micro teaching, many experiments
are conducted in order to test the skills of the teachers. For example, the supervisors
conduct experiments where the length of the lessons, time duration, strength of
students in the class etc is changed. These skills are tested under controlled
condition.

5. Instantaneous feedbacks:

Micro teaching consists of teacher-pupil and supervisor as students. Once a session

ends, teacher-pupil and supervisors come up with their feedback. This feedback is
given instantly after the lesson plan ends. Thus, it helps in rectifying the drawbacks.

6. Self-evaluation opportunities:

Evaluation plays an important role in any task. In micro teaching, supervisors conduct
various test and thus there are several chances to analyze mistakes. Evaluation
gives an opportunity to understand the mistake and overcome it. This program
includes a session where drawbacks are pointed out along with their solution. Thus,
overall improvement becomes an easier target.

7. Continuous efforts:

Acquiring and mastering skills is a slow and ongoing process. Even after mastering a
previous skill, one should continually strive for betterment. Continuous efforts makes
it easier to attain overall development.

ADVANTAGES OF MICROTEACHING

1. It focuses on sharpening and developing specific teaching skills and eliminating errors.
2. It enables understanding of behaviours important in classroom teaching.
3. It increases the confidence of the learner teacher.
4. It is a vehicle of continuous training for both beginners and for senior teachers.
5. It enables projection of model instructional skills.
6. It provides experts supervision and constructive feedback.
7. It provides for repeated practice without adverse consequences to the teacher or his
students.

CRITICISMS

1. Microteaching generates uniformed standard robots with set smiles and measures.
2. It is surrounded by unnatural actions, and also the objective may not be fulfilled.
3. The criticisms lack essence because there is motivation of the educators to progress him
and also the observer gets the opportunity to give a good feedback.
4. Frequent experiments have shown that over a span of time microteaching processes
significant improvement in teaching skills.

Macro Teaching

Macro teaching takes place when an educator provides instruction to the entire class at one
time for an extensive period of time, generally the duration is more than 10 minutes. Macro
teaching is habitually done in lecture format, and utilized to introduce a new concept.
Another element of macro teaching occurs when an educator is developing lesson plans.
Macro lesson planning includes a frame work of the entire lesson of the school year with
regard to required teaching aids -- such as long division or spelling concepts -- will be taught
the whole of that session.

Advantages and Disadvantages of Macro Teaching

Macro teaching allows an educator to introduce new concept to everyone at one session. At
the same time as it can be an advantage and also a drawback. Hence, if most of the
students are performing below grade level along with not ready for academically to learn the
new material, then macro teaching will not be useful. Simultaneously, macro teaching can
give an educator an idea of what subjects or concepts requires to give extra time, and also
who in her class needs extra support. Planning lessons at the macro level helps an educator
to keep a track on the learners’ learning graph. This also helps an educator to have
adequate knowledge about meeting her goals and cover the entire curriculum before the
session ends.