Including a section on anticipating potential problems will help you think about that extra activity you may need to include or a new classroom management system you want to try. The solutions are useful as it helps with reflecting after the class is over. No lesson plan should be complete with out the timing of each stage listen on the lesson plan. Recording the amount of time you will need for any particular activity or section of the class will enable you to keep control of the time and make sure that time is not wasted.
Think about your activities and how long they will take. Remember, this is a plan. You may be thinking why do I need sub-aims if I already have my lesson aims? Well, sub-aims will help you achieve your main aim. Listing your sub-aim for each activity will give you a clear, measured outcome that your students should be able to complete.
Think of these sub-aims as the scaffold structure towards meeting your lesson aims. Every minute is precious and each activity should have an outcome. Interaction patterns should always be included.
This will help you design the activity needed in order to help you maximise the production or control the amount of teacher talking time within your class. Are you aiming for maximum production? Do you want to create a student to student activity? Note them down here and work towards meeting them. Activity details are your step by step instructions in how to teach that particular section of your lesson.
This is what will help your remember what to do and when to do it. Write the unit and lesson number, which period and which class and the topic or the theme of the unit, and the lesson. Setting the objectives of the lesson is the most important thing you must include in your plan. Select the most important and relevant three objectives students are required to achieve at the end of the lesson and write them carefully. Always remember, objectives here should be SMART specific, measurable, achievable, realistic, and time-bound and written from the perspective of the learner using action verbs.
Needless to say that you should write down only what you are going to use not everything. We come to the framework of the lesson. I mean the content of the lesson which includes the new vocab, structure, function and the skill to be emphasized. After writing these things in focus, you should divide the stages of the lesson into four main stages:.
Evaluation is the four and last stage of the lesson. This stage should be divided mainly into two categories: the first one is assessment in which you write how to make sure that students achieve the objectives set at the start of the lesson. Regardless of the format, here are the key components of successful lesson planning: Your lessons should be readable and detailed enough that a substitute teacher could teach from them in an emergency.
Consider making a copy or two of each week's plan. I used to take one copy home and place others at key areas in my classroom so I could leave my actual lesson-plan book on my desk at all times, available for the principal. This also allowed me to work at home on preparing materials for upcoming lessons and on planning for the following week without fear of misplacing my lesson book!
Try scripting your lessons. It was time-consuming, but in my first few years of teaching, it helped me be better organized and more confident in front of my students. As a general rule, begin working on plans for the next week no later than Thursday. By then you will have an idea of which lessons weren't completed, the objectives that need to be reinforced, and which upcoming school-wide activities need to be integrated into your plan.
If you leave the planning until Friday after school, it may not get done! Make a master copy or template of the planning pages you use, and write or type those activities that stay the same each week and the times they occur.
Make several copies of the new page to replace the blank lesson-plan pages, but don't copy them too far in advance, in case you change your weekly schedule.
Then just fill in the blanks on the copies with specifics for the week. Balance grouping strategies and activities in each learning style or multiple intelligence type so you are meeting the needs of all your students. Check with your principal for guidelines on when he or she will want to look at your lesson plans. Some principals make a point of viewing new teachers' lesson plans on a weekly basis so they can provide on-the-spot assistance throughout the school year.
Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time.
Consider the following questions:. Now that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Because you will have a diverse body of students with different academic and personal experiences, they may already be familiar with the topic. Raise your hand if you have. This additional information can help shape your introduction, learning activities, etc. Develop a creative introduction to the topic to stimulate interest and encourage thinking.
You can use a variety of approaches to engage students e. Consider the following questions when planning your introduction:. Prepare several different ways of explaining the material real-life examples, analogies, visuals, etc. As you plan your examples and activities, estimate how much time you will spend on each. Build in time for extended explanation or discussion, but also be prepared to move on quickly to different applications or problems, and to identify strategies that check for understanding.
These questions would help you design the learning activities you will use:. 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. Try to predict the answers your questions will generate.
Decide on whether you want students to respond orally or in writing. When planning your lesson, decide what kinds of questions will be productive for discussion and what questions might sidetrack the class.
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