SYSTEMATIZED INSTRACTION

DEFINE
OBJECTIVES
CHOOSE

REFINE THE

APPROPRIATE

PROCESS

METHODS

STUDENTS/LEARNERS

EVALUTE
OUTCOMES

CHOOSE
APPROPRIATE
EXPERIENCE

B. PARTS OF LESSON PLAN

I. Header
SELECT

Name of the teacher.

IMPLEMENT
THE

DISTRACTION

ASSIGN
PERSONNE
L ROLES

MATERIALS,
EQUIPMENT
AND FACILITIES

Name of the class, course, or subject.

Grade level.
Topic (textbook pages, lesson number, unit).
Time allotment.

II. Materials Needed

Do not include standard classroom equipment (e.g., chalkboard).
Include things such as books, colored pencils, PowerPoint presentation, handouts, etc.

III. Objectives
District, state, and national standards (whatever is applicable at the school).

Long-term objectives (describe the lesson as part of a larger idea, such as a one-day lesson on
Louis XIV that contributes to understanding the chapter concept on the growth of absolute
monarchy).
Short-term (lesson) objectives: Measurable and specific, phrased in terms of "the student
will..."
IV. Procedures
4.1 Introduction: Start with a hook (an attention-getter) to introduce the lesson. This should
be understandable and relatable, and should activate prior knowledge.
4.2 Instruction: How will the goals of the lesson be reached? What will the students do to
reach the objectives? Will the students complete a learning task in teams? Will the students
take notes from a lecture?
4.3 Closing: Students demonstrate that they followed the instructions. This includes anything
from sharing teamwork results, to review questions over a lecture or PowerPoint.

V. Independent Work
This includes follow-up work done in class or as homework.

Any work assigned should be an extension of the in-class lesson. Ideally, it simultaneously
reinforces the lesson, builds upon it, and creates background knowledge for the next lesson.
VI. Assessment
Determine whether or not the goals of the lesson have been reached. Types of assessment may
vary.
Formal assessments include quizzes, tests, work (such as essays) evaluated according to a
rubric, etc.
Informal assessments include looking over students' completed assignments, question-andanswer sessions, etc.
VII. Reflection
This is done after the lesson as a self-reflection exercise.
What parts of this lesson worked well? How might these parts be made even better?
What parts of this lesson did not work? Why? Should these parts be altered, changed, or
scrappedC.
C. MATCH THE PARTS OF A LESSON PLAN WITH THE ELEMENTS OF
A SYSTEMS APPROACH TO INSTRUCTION.

PARTS OF A LESSON PLAN

SYSTEMS APROACH TO INSTRUCTION

Header
Materials needed
Objectives
Procedure

Define Objectives (Identity Content)

Choose appropriate methods
Choose appropriate experiences
Select materials, equipment, and

Independent work

facilities
Assign personnel roles

Assessment

Implement the instructions

Evaluate the outcomes

Reflection

Refine the process