Write A Lesson Plan Guide LP

WRITE A LESSON PLAN GUIDE
HOW TO DEVELOP A LESSON

PLAN
1
BY
MAGDY EL-SAYED,
PH.D., (EDUCATION, TESOL)
SCHOOL OF EDUCATION,
THE UNIVERSITY OF MANCHESTER,
UK.
LECTURER IN EDUCATION (TEFL)

TANTA UNIVERSITY
EGYPT
2
ALWAYS
ASK YOURSELF THREE BASIC QUESTIONS:
 WHERE ARE YOUR STUDENTSGOING ?

 HOW ARE THEY GOING TOGET THERE ?
 HOW WILL YOU KNOW WHEN THEY'VE
ARRIVED ?
3
Think about each of the following
categories which form the
organization of the plan.
WHILE PLANNING,
Use thefollowing questions to guide

you during each stage.
4
GOALS
Goals determine PURPOSE, AIM, and

RATIONALE for what you and your
students will engage in during class time.
Use this section to express the lesson
goals that draw upon previous plans and
activities and set the stage by preparing
students for future activities and further
knowledge acquisition.
5
Thegoals are typically written as broad
educational orunit goals adhering to State
National curriculum standards.
or
 What are the broader objectives, aims, or

goals of the unit plan/curriculum?
 What are your goals for this unit?
 What do you expect students to be able

to do by the end of this unit? 6
OBJECTIVES
THIS SECTION FOCUSES ON:

What your students will do to acquire further knowledge
and skills.The objectives for the daily lesson plan are
drawn from the broader aims of the unit plan but are
achieved over a well defined time period.
 What will students be able to do during this lesson?

 Under what conditions will students' performance be
accomplished?
 What is the degree or criterion on the basis of which
satisfactory attainment of the objectives will be judged?
 How will students demonstrate that they have learned
and understood the objectives of the lesson?
7
PREREQUISITES
PRIOR KNOWLEDGE
Prerequisites can be useful when considering

the readiness state of your students.
Prerequisites allow you, and other teachers
replicating your lesson plan, to factor in or
include necessaryprep activities to make sure
that students can meet the lesson objectives.
 What must students already be able to do before

this lesson?
 What concepts have to be mastered in advance
to accomplish the lesson objectives?
8
MATERIALS
 This section has two functions: it helps

other teachers quickly determine a) how
much preparation time, resources, and
management will be involved in carrying
out this plan and b) what materials, books,
equipment, and resources they will need
to have ready.
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ACOMPLETE list of materials, including full
citations of textbooks or story books used,
worksheets, and any other special
considerations are most useful.
 What materials will be needed?

 What textbooks or story books are needed
(please include full bibliographic citations )
 What needs to be prepared in advance?
(typical for science classes )
10
LESSON DESCRIPTION
OVERVIEW
This section provides an opportunity for the
author of the lesson to share some thoughts,
experience, and advice with other teachers.
It also provides a generaloverview of the lesson
in terms oftopic focus activities
, , andpurpose .
 What is unique about this lesson?

 How did your students like it?
 What level of learning is covered by this lesson
plan? (Think of Bloom's Taxonomy: knowledge,
comprehension, application, analysis, synthesis,
or evaluation.) 11
LESSON PROCEDURE
This section provides adetailed , step-by-step

description of how to replicate the lesson and
achieve lesson plan objectives. This is usually
the teacher and provides
intended for suggestions
on how to proceed with implementation of the
lesson plan.
12
It also focuses on what the teacher should
have students do during the lesson. This
section is basically divided into several
components:
 AN INTRODUCTION,
 A MAIN ACTIVITY, AND
 CLOSURE.
There are several elaborations on this.

13
INTRODUCTION
 How will you introduce the ideas and

objectives of this lesson?
 How will you get students' attention and
motivate them in order to hold their attention?
 How can you tie lesson objectives with student
interests and past classroom activities?
 What will be expected of students?
14
MAIN ACTIVITY
 What is the focus of the lesson?
 How would you describe the flow of the lesson
to another teacher who will replicate it?
 What does the teacher do to facilitate learning
and manage the various activities?
 What are some good and bad examples to
illustrate what you are presenting to students?
 How can this material be presented to ensure
each student will benefit from the learning
experience?
15
RULE OF THUMB # 1:
 Take into consideration what students are

learning (a new skill, a rule or formula, a
concept/fact/idea, an attitude, or a value).
 Choose ONE of the followingtechniques

to plan the lesson content based on what
your objectives are:
16
DEMONSTRATION
List in detail and sequence of the steps

to be performed
17
EXPLANATION
Outline or highlight theinformation to

be explained
18
DISCUSSION
List of key questions to guide

the discussion
19
CLOSURE/CONCLUSION
 What will you use to draw the ideas together for

students at the end?
 How will you provide feedback to students to
correct their misunderstandings and reinforce
their learning?
 Follow up Lessons/Activities
 What activities might you suggest for
enrichment and remediation?
 What lessons might follow as a result of this
lesson?
20
ASSESSMENT/EVALUATION
This section focuses onensuring that your

students havearrived at their intended
destination . You will need to gather some
EVIDENCE that they did.

This usually is done by gathering students'
work and ASSESSING this work using
some kind of grading rubric that is based
on lesson objectives.
21
You could alsoreplicate some of the activities
practiced as part of the lesson, without providing
the same level of guidance as during the lesson.
You could always quiz students on various
concepts and problems as well.
 How will you evaluate the objectives that were

identified?
 Have students practiced what you are asking

them to do for evaluation?
22
RULE OF THUMB # 2:
Be sure to provide students with the opportunity

to PRACTICE what you will be ASSESSING them
on. You should NEVER introduce NEW
MATERIAL during this activity.
Also, avoid asking higher level thinking questions
if students have not yet engaged in such practice
during the lesson. For example, if you expect
apply knowledge and skills, they
students to
should first be provided with the opportunity to
practice application.
23
THANKS ALOT FOR YOUR PATIENCE
TIME FOR QUESTIONS
24

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WRITE A LESSON PLAN GUIDE

HOW TO DEVELOP A LESSON

LECTURER IN EDUCATION (TEFL)

 WHERE ARE YOUR STUDENTSGOING ?

Use thefollowing questions to guide

Goals determine PURPOSE, AIM, and

 What are the broader objectives, aims, or

 What are your goals for this unit?

 What do you expect students to be able

THIS SECTION FOCUSES ON:

 What will students be able to do during this lesson?

Prerequisites can be useful when considering

 What must students already be able to do before

 This section has two functions: it helps

 What materials will be needed?

 What is unique about this lesson?

This section provides adetailed , step-by-step

There are several elaborations on this.

 How will you introduce the ideas and

 Take into consideration what students are

 Choose ONE of the followingtechniques

List in detail and sequence of the steps

Outline or highlight theinformation to

List of key questions to guide

 What will you use to draw the ideas together for

This section focuses onensuring that your

 How will you evaluate the objectives that were

 Have students practiced what you are asking

Be sure to provide students with the opportunity

TIME FOR QUESTIONS

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