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Lesson Plan Structure

Purpose (Content)

Identify what the content to be taught is, the basic information you want to teach in thislesson.

Example:

This lesson is designed to give students information about our first President of the United States, George Washington.

Your turn:Targeted Audience

To whom will you be teaching this lesson? Third graders? College students? Adultlearners?

Example:

This lesson is designed for ninth graders.

Your turn:Prerequisites

Indicate what the learner must already know or be able to do in order to be successfulwith this lesson.

Example:

In order to complete this lesson, students need to know how to add two digitplus two digit problems, and how to "carry" from the ones to the tens column".

Your turn:

Time

What is the suggested time allotment for this lesson?

Example:

This lesson is expected to take between 30 and 45 minutes.

Your turn:Objective

An objective is the focal point of a lesson plan. It is a description of an intended learningoutcome and is the basis for the rest of the lesson. It provides criteria for constructing anassessment for the lesson, as well as for the instructional procedures the teacher designs toimplement the lesson. Without a behavioral objective, it is difficult, if not impossible, todetermine exactly what a particular lesson is supposed to accomplish.What precisely do you want the learner to acquire? This needs to be stated clearly inobservable and measurable terms. The parts of an objective are:1.

Conditions

(a statement that describes the conditions under which the behavior is to beperformed). Examples of

conditions

include:

♦

Upon request the student will…….

♦

Given (some physical object such as an assignment) the student will…….2.

Verb

(an action word that connotes an observable student behavior). Verbs (action) haveto be observable and measurable. Examples of

verbs

include:

♦

students will identify, define (verbs)…..

♦

students will classify, solve (verbs)…..

♦

students will locate, interpret, reproduce, (verbs)3.

Criteria

(a statement that specifies how well the student must perform the behavior).Criteria are a set of descriptions that describe how well the behavior must be performed tosatisfy the intent of the verb. Examples of

criteria

include:

♦

……with 80% accuracy (criteria)

♦

….identify

all

(criteria) major rivers in the United States

Example Objective: Following

the completion of this activity (

condition

), students will beable to write (

verb

) prime numbers to 50 in less than five minutes (

criteria

Your turn:

Materials

What is needed to teach this lesson? All materials and equipment to be used by botheducator and learner need to be listed.

Example:

Materials include three large sheets of paper, markers, and article entitled"Learning in Groups".

Your turn:Instructional Procedures

Students understand, learn, and retain information from lessons that are meaningful tothem. In order to make these lessons meaningful, the way you teach the lesson needs carefulconsideration. Instructional procedures involves a description of what you will do in teachingthe lesson, how you will introduce the lesson to students, actual teaching techniques, and howyou will close the lesson. Includes specific things learners will do during the lesson.1.

Introduction:

How will the lesson be introduced to learners? Use an activity that focuses thelearners' attention before the actual lesson begins. May include a variety of techniques suchas a brief review of previous material, an anecdote, a question asked of learners, ordiscussion of a recent event related to the current material.

Example:

The educator will have two sentences written on the board. As students enterthe room, learners will be directed to the sentences and asked to make corrections on a blank sheet of paper. The class will briefly discuss the sentence corrections.

Your turn:

Teaching Procedures:

This section allows you to list the teaching strategies you will use.Just as there are countless topics to teach, there are countless ways to teach content.

♦

Be very specific about your strategies, considering the ways students learn best.

♦

Consider sharing lesson objective with students.

♦

Indicate how you will transition from one activity to the next

♦

Include questions to be asked. Refer to Blooms Taxonomy (included) for assistance indetermining different levels of questions.

♦

Include how students will be involved in the learning process - what activities will studentsparticipate in, and at what level of involvement? Students may be doing individual work orsome level of group work activities.

Example:

none suggested due to a wide range of instructional procedures.