Lesson Plan

Basics
Understanding lesson plan
components and their
applications
Pre-planning: Have a Vision
 While not part of the lesson plan,
the planning requires some
thinking about how the teacher
wants the lesson to play out. A
vision statement helps clarify these
goals.
 The vision also serves as a
summary of the class for the
mentor teacher.
This sample vision describes the
lesson that this PowerPoint will
analyze. The goal of the class was to
have students call on their previous
knowledge and to make the students
see that this text is relevant to their
lives.
 I will be teaching a young adult novel, Where
Things Come Back, in a 9th grade English class.
My vision for the first day of this unit includes
group brainstorming/research and having the
students rely on their previous knowledge and
observations. My ideal class would include
starting with some music playing (Sufjan
Stevens inspired the author) to let the students
know this is a new unit and something good is
going to happen. The class would unfold as
follows: I would have them pick up the book
and a handout upon entering the class, so they
can have the book in their hands immediately. I
would play two YouTube videos made by teens
about the book to introduce the unit, instead of
me trying to sell it. Then I want the students to
rely on their knowledge of the topics presented
on the videos to create a list, so they can see
from the start that novels relate to real human
happenings; they aren't just boring things that
do not have anything to do with them.
Lesson Plan Components
 A lesson plan has different parts which need to be
designed (and redesigned) so that the class is
successful in meeting the teacher’s goal for the
class.
 Think of the plan as a puzzle. All the parts have to
fit together or the puzzle just doesn’t work.
 And yes, lesson planning is part of the work of
every teacher. It’s not very glamorous, but it’s very
important.
Lesson Plan Components
 Teacher’s name,  InterestBuilder
Subject, Grade  Procedure
 Content Standards and
 Closure
Objectives (CSOs)  Evaluation of Students’
 Specific Lesson
Learning
Objectives  Assignments
 Technology Integration
 Modifications
 Materials Needed for
 Reflection
class
 Now that the parts
are listed, let’s go The Unit is titled
through a lesson plan Finding Hope in Fiction:
to see how the Second Chances in
different parts work Literary Realism.
together.

 The lesson plan under The class is going to read, analyze

analysis introduces and write about Where Things Come
the first day of a Back by John Corey Whaley.

literature unit in 9th

grade
English/Language
Arts class.
Putting the pieces together
General information on
lesson plan
 This section includes general
information about the teacher,
grade, and unit.
 While it is a little dull to start
off with, this information
helps the teacher quickly see
what this lesson is, which
helps keep track of where it
fits into the bigger plan.
Example Lesson
 Name: Froi Tindugan
 Date: October 6, 2017
 Subject: Finding Hope in
Fiction: Second Chances
in Literary Realism—
Introduction to book
 Grade Level/Subject:
Ninth Grade English
Content Standards and Objectives
(CSOs) Get familiar with the
standards for your
 CSOs are state mandated grade level and
subject!
objectives that students
must learn in order to be Make sure to read the
competent at their grade
grade below and the grade
level.
above what you are
 Teachers are required to
teaching. This will help
teach these standards and
provide assessments to you understand what the
makes sure the students are students should know and
learning what they need to what your end of the year
be learning. goals are.
More on the CSOs
 Make sure the CSOs align
with what the students are
expected to learn in the class
period.
 In the example lesson, the
students are being
introduced to a book, but
what they are learning/doing
in class and being assessed
on is researching
information, speaking in
standard, formal English,
and presenting their findings
in a logical manner.
 In the sample, it would
seem like the CSOs should
be about literature and
reading, but the students
haven’t started the book.
So the CSOs reflect what
they are truly learning
that day. Take a
look……..
Here are the CSOs in the sample lesson.
These are Next Generation CSOs for 9th
grade English/Language Arts.
West Virginia Content Standards and Objective(s):
ELA.9.W.C11.1
conduct short, as well as more sustained, research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation. (CCSS W.9-10.7)

ELA.9.L.C15.1
demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
 use parallel structure.
 use various types of phrases (noun, verb, adjectival, participial, prepositional, absolute) and clauses
(independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and
interest to writing or presentations.

ELA.9.SL.C14.1
present information, findings and supporting evidence clearly, concisely and logically such that listeners
can follow the line of reasoning and the organization, development, substance and style are appropriate to
purpose, audience and task. (CCSS SL.9-10.4)
On to Objectives
 The objectives are the Here are the sample lesson
students’ learning goals for
the day.
plan objectives
 It helps to think of them as Students will have introductory understanding of
“Students will be able to….” subject matter in Where Things Come Back by
Or SWBAT as it was taught John Corey Whaley.
at Kansas State University.
Students will be able to call on prior knowledge of
In this example, the objectives
subjects in the novel.
are based on what the students
will be learning and doing:
Students will be able to work collaboratively to
researching, speaking, and
research and compile information based on
working collaboratively.
personal experience and observation.
Keeping students active is a
productive use of class
Students will be able to orally present their
instruction.
research using conventions of standard English.
Technology Integration and Materials

 Tech
In the sample plan
Integration is just that. A
 Technology Integration: laptop
section on the plan where the
and class screen
teacher lists what tech will be
included in the plan, if any.  Materials needed:
 Materials are the supplies
needed in order to teach the 1. Where Things Come Back
class. 2. Pen/pencil/paper
 In the sample, the tech is 3. Chalk
4. Links to review and trailer on
needed for the interest builder
YouTube
and supplies are listed. The bag 5. Bag with subjects of novel written
of topics adds an element of on slips of paper: Woodpecker,
surprise to the class. Hope, Small town life, Angels,
Brothers, Friendship, Extinction.
 
Interest Builder
 This section details how the
teacher will create interest,
even excitement, in class.
 How will you sell the class to
the students?
 It’s always a good idea to tie
the topic to something in real
life and/or something they care
about.
 A bellringer question, one that
gets them thinking, can also
work.
Interest Builder in sample
lesson: Students will watch
a YouTube video made by
teenagers. One is a book
trailer and one is a book
review. This should create
interest because another teen
is giving their opinion on the
book, rather than being told
to be interested by a teacher.
 Procedures
 These are the step-by-step directions of the lesson.
 Clear directions without too many details seem to
work best.
 After you have written this section, you could ask
someone else to read it to see if the directions are
clear.
 The sample procedure aims to be easy to follow.
Take a look!
Sample procedure with CSOs
1. Have class watch these videos
https://www.youtube.com/watch?v=6cakm2R7fgc
https://www.youtube.com/watch?v=6cakm2R7fgc

2.Ask students what subjects/topics they think will be covered in novel based on the
information found in the review and the trailer
3.Write these topics on the board, discuss why they think these topics will be
included
4. Pass out paper already divided into thirds with K-W-L marked atop each section
5. Explain the concept of Know, Want to Know, and Learned that the students will
be using in this unit
6 Explain to students that they will research in groups of three one topic that they
will pick from a bag I have that includes topics from the text. Some of these will be ones that they have cited
after listening to the review and book trailer
7.Put students in groups of three and have them brainstorm and list information on
the topic that they pick from bag.
8. Assist groups with listing information in topic, only if they are having trouble; give positive reinforcement for students
who are doing well. ( ELA.9.W.C11.1)
9. Have students give findings of topic orally while I write them on the board under the letter “K”. Students are also
encouraged to write this information under the K column on their papers. (ELA.9.L.C15.1) (ELA.9.SL.C14.1)
10. Once information is on the board, have students predict how the narrative might begin. Will we find comparisons to
anything they have experienced in their life? Remind students to be looking for comparisons and differences in their own
lives and that of the main character’s, Cullen Witter. This will build an introduction of literary realism in next class.

The CSOs are in bold. Please refer back to slide 8 to compare the lesson with the CSOs.
The teacher should be able to point to specific sections of her plan as the places where the CSOs are being taught in the
class.

Closure
 This sections shows how the
teacher will close the class.
 It should bring the lesson to a
close in a thoughtful way.
 The example relies on
reminding students of their
abilities as readers and
observers of everyday life.
The book group helps to
create community in the
classroom.
Sample closure
 I will end class by telling the
students that they are not blank
slates, that they bring to each
novel their life experiences and
previous knowledge. Students do
know things and it will be
interesting to compare what they
know to how the topics in the
novel are presented.
 Announce that a reading group
may be formed if we have enough
interest. Tell the class to think
about whether they would be
interested in committing to a book
group.
Evaluation of Students’ Learning
 This section tells the teacher
how he will evaluate whether
the students have learned
what he set out to teach them
during the class period.
 This lesson is assessing the
students’ spoken English and
their ability to explain their
research. This assessment
also aligns with the CSOs
and the class objectives.
Sample Evaluation:
 Evaluate students’ spoken English
and model correct English if
necessary after students are finished
speaking. Note any recurring
problems with students’ grammar
and pronunciation for mini-lesson
during unit.
 See if students are filling out the
KWL sheet and if not, remind them
that writing something down helps
them to retain information.
Assignments
 This section is the work
the student will take
home. It can be a review
of that day’s class or
preparation for the next
class.
 In the sample, the
homework is the
student’s first reading of
the book. It fits well after
the introduction in class.
Sample assignment
 Read first three
chapters (36 pages) for
next class.
 Be ready for a quiz on
what happens in the
text. This will be very
basic information to
see if students have
read.
Modifications
 Modifications are
customizations made to the
lesson plan that assist students
with IEPs. These students
have many specialized needs.
Make sure to review the IEPs
of your students and to
provide modifications.
 The example modifications
take into account struggling
readers and gifted readers.
Sample Modifications
 Announce that the book is
available in audio version and can
be listened to in my class.
 Give copies of lesson plans and
summary of the novel to reading
tutors.
 Assist groups who are having
trouble listing information about a
topic.
 Challenge gifted learners to add
more to discussion by asking them
to predict events that may happen
in the novel.
 Questions to consider when
reflecting
Reflection Were the students engaged?
Did they learn what I set out to teach
 This section allows the them?
teacher to reflect on Did the lesson work in the time
allotted?
her lesson. What
Were the students confused by the
worked and what could activity?
be improved. Was it an enjoyable activity?
If not, what seemed to be the problem
 The sample lesson for the students?
hasn’t been taught yet, How can I improve this lesson to
make it better?
so the reflection is left What seemed to not fit with the plan?
blank.
“A goal without a plan is just a wish.”― Antoine de
Saint-Exupéry

Lesson Plan Basics Complete!

 This presentation discusses
the basics of lesson
planning.
 I hope it shows new
teachers how to put the
pieces of lesson planning
together.
 Best of luck in your
teaching adventures.
 Define/describe each
of the 12 components
of a Lesson Plan.
“A goal without a plan is
just a wish.”

Good luck teachers!