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Developing a
Lesson Plan
Introduction
- The first thing to consider is what you
want to teach. This could be based upon state, school, or book
goals/objectives/standards.
- Be aware of what grade level you are
developing the lesson plan for and estimate the time needed.
- Make sure the lesson plan will reflect
what you exactly want to teach.
- State to the students, what you (we) will
do (may have objectives on the board), then proceed into the
lesson.
Demographics
·
Name
·
Grade Level of
Lesson
·
Subject
·
Duration of
Lesson
Objective(s):
Clear and Specific. Objectives can be qualitatively and
quantitatively measured. In other words, make sure you will be
able to tell whether objectives were met or not. This is to be an
observable measure and should reflect the learning outcomes
desired. Use an action verb to tell what the students should be
able to do by the end of the lesson. You can have more than one
objective for a lesson plan.
Behavioral Domain Objectives
Ø
The student will
demonstrate how to add 2+2 by writing the problem and answer.
(math)
Ø
The student will
identify a subject and verb by writing and underlining them in
five sentences.(language arts)
Affective Domain Objectives
Ø
The student will
listen as the teacher reads aloud Tales of the Fourth Grade
Nothing
Standard(s):
What state or national standard is being met?
The following should include suggested
allocated time per section…..
Anticipatory Set:
A way to lead into a lesson plan
and develop student interest in learning what is to be taught.
Ø
A lesson dealing
with fractions: The teacher may ask the students how they
would equally divide a pizza to make sure all 5 friends got a
piece. The teacher would state it is necessary to know how to
work with fractions to accomplish the task of cutting the pizza.
Ø
A lesson dealing
with subject/verbs: The teacher may read to students or
students may read aloud. The teacher may ask students their
favorite animals and how and when they eat and how and when they
move about. From those two different introductions, the teacher
can lead into a discussion about subject and verbs as it relates
to what was read, written, or said. In other words, the
anticipatory set can be anything that leads toward student
interest, moving into the lesson.
Procedure:
Write a step-by-step procedure
that will be performed to reach the objectives. These don’t have
to involve every little thing the teacher will say and do, but
they should list the relevant actions the teacher needs to
perform. The following format may be used:
The teacher will (TTW)…
TTW…
The Students will (TSW)…
TTW…
TSW…
Closure:
Determine how you will
conclude and bring closure to the lesson. You may want to go back
to the anticipatory set.
Assessment:
The key in developing your
assessment is to make sure that the assessment specifically
measures whether the objectives were reached or not. Thus, there
should be a direct correlation between the objective(s) and the
assessment.
Materials:
Make sure you state specifically
what material will be needed for the lesson.
Resources:
What resources will you
be utilizing?
Individual Differences:
Make accommodations when necessary |
