Lesson Planning

By: Rabia Sajjad

Pricipal CPMS
+92-321-6450999
Rabeea_chishti@hotmail.com
Technical support By:
Muhammad Jamil Najam
Tamgha-e-Imtiaz
® Director Public Instruction (EE) Pubjab
 What is planning
 Planning influences what student will learn. Planning
transforms the valuable time and carrying materials
into activities, assignments and tasks for students.
 Teachers engage in several levels of planning.
Accomplishing years plan requires breaking the
work into terms, the terms into units and units into
weeks and then daily planning.
 Plan reduces but doesn’t eliminate – uncertainty in
teaching. Even the best plans cannot control
everything that happens in class. Planning must
allow flexibility.
 In order to plan creatively and flexibly teachers
used to have wide ranging knowledge about

 Students
 Their interest (learning styles)
 Abilities
 Subjects being taught
 Alternative ways to teach and access understanding
 Working with groups
 How to adopt and apply materials and text
 How to utilized knowledge into meaningful
activities .
 Guidelines for Planning

1. Age of the child

2. Flexibility
3. Creativity
4. Time management
5. Group/individual teaching
6. Supporting materials in hand
7. Content to be taught
8. Teaching strategies
9. Resources and limitations
10. Student interests and learning styles
11. Classroom arrangements
 Characteristics of effective teachers

 Teacher’s knowledge
 Clarity
 Planning for clarity of the lesson/ lecture
 Signal transition
 Continuously monitoring
 Warmth and Enthusiasm
 Organization and time management
 Teacher’s knowledge

 Make clear presentation

 Recognize students difficulty more readily
 Ready for students questions and must give an
adequate answers
 Thus being more knowledgeable helps teacher be
clearer and more organized
 Clarity

 Clear presentation and explanation tends to have

students who learn more and rate their teacher
more positively.
 Planning for clarity

 When planning try to anticipate the problems,

your student will have the materials given by
you. Have definition ready for few terms. Prepare
several relevant examples. Organize the lesson in
a logical sequence. Plan a clear introduction and
a lesson. Tell students what they will be learning
and how they could approach it.
 Clarity during the lesson

 Make clear connections between the facts and the

concepts by using explanatory links. These are
the words and phrases such as “because” and “in
order to” that specify the relationship between
ideas.
 Signal transition

 From one topic to another with phrases such as

“the next area” now we will turn to “or” the
second step is you might help student follow the
lesson by out lining topic. Listening key points or
drawing concept maps.
 Continuously monitoring

 The group or individuals to see if everyone is

following the lesson. Throughout they use words
that are familiar to the students, use specific
names then others, it, them and refrain from
using pet phrases such as you know, like and
okay.
 Warmth and Enthusiasm

 Warm, friendly and understanding teacher tends

to have students who like them, want to learn
from them and like the class in general.
 Organization and time management

 Organization and time management are two very

important characteristic of the teachers which
lead to effective teaching and learning.
 Teaching

 The literal core of the teacher is to be facilitating

someone else’s learning process.
 Lesson plans
 An outgrowth of theme selection,
brainstorming/webbing.
 Selection of projects and actions
 This involves making a series of choices based on the
developmental stages
 Learning styles
 Interests of the students
 The aim and goal of the programs (availability of
materials supplies and resources)
 Setting specific objective for the lessons
 Evaluation of the objective and student learning
 Reflection on teacher strategies and goal achievements
 Lesson planning guide example
 Goals think about
 Broad objective of the course
 Goals of the particular lesson
 What should be achieved at the end of the lesson
 Objective along with the lesson defines how your student
will acquire the knowledge and skills. How they will
demonstrate what they have learned.
 Prerequisites (anything that is required before managing)
 Materials; what will be needed, what is available (make a
list or bibliography) and what would have to be prepared.
 Lesson description describes the general focus of the
lesson and includes thoughts share with other teachers,
may include learning levels.
 Lesson procedure: introduction: describes how you
introduce ideas and objectives, gets students attention
and motivation etc.
 Main activity: define the sequence of activities in
particular pedagogic methods like presentation,
demonstration, explanation, discussion.
 Closure/conclusion describes how you plan to draw
ideas together and provide feedback to students.
 Follow up lessons and activities.
 Assessment/evaluation define how you assess
students learning, also evaluate if students engaged in
suggested practices.
Lesson Planning
An Example
 Lesson Plan
1 Subject English
2 Topic Wanted…Words That Rhyme
3 Class Pre-year III
Number of students

4 Time This lesson should take approximately one weeks

(45 min per day)to complete.
5 Materials & Resources • Multimedia • flash cards
• Flip charts • Printer
• Poster colors
• Printer
• worksheets
• Computer(s)

6 General Aims Learning of rhyming words

& objective
7 Specific Aims
& objectives
8 Previous Knowledge /
Prerequisite Skills
9 Introduction of new lesson
Students will:
•Recognize by sound words that rhyme
•Identify by sound words that rhyme
•Visualize the word in picture form and draw the
picture that symbolizes the word
•Compare two words to a key word and choose the
word that rhymes with the key word
•Identify words that have similar patterns (initial
consonant and medial vowel sounds), but do not rhyme
•Recognition of all Letters
•Phonics of all letters
•Vocabulary
What is rhyme? Where can we find it? We will embark on
a knowledge journey into this aspect of phonemic
awareness through song, nursery rhymes, and many
wonderful books, as well as in our own writing. We will
use this knowledge to create wanted posters searching for
words that rhyme and even work with technology
assistants to create a class slideshow featuring our
selections of words that rhyme. We will end the unit by
adding our newfound knowledge to our class Web site
10 Procedures & Prior to Starting the Unit
Methodology Spend time reading nursery rhymes and singing songs throughout
the week, EVERY DAY! The students should have some
experience with the stories, poetry, and songs we will focus on
during the lessons.
Getting Started
Tell students phonic story with “at” by using your story board.
Have a class discussion about rhyming words. As the students are
listening to the literature, focus on attempts students make to
guess the next line, phrase, or word and you should point the
picture for the upcoming word.

Rhyme Practice
Day 1: tell the story and give them work sheet to solve that how c
>at
Tell the children about icon and the matching activity
Day 2: work sheet of filling the blanks by brainstorming what
they are doing
Day 3: Present the following scenario: Someone has stolen some of
the rhyming words from our poem. Our class needs word detectives
to find the missing rhyming words. A word will be introduce with
the help of flash cards and students will be asked to find its
partner rhyming word, words will be written on chart paper with
sentence strips. Students will be provided with the flash cards of
their initial, central or rhyming sounds.
Day 4
Wanted…Words that Rhyme Poster
The students will make a Wanted Poster for their two rhyming
words, assisted by an adult. These posters will be hung throughout
the classroom or school. To differentiate for learners who have
mastered this concept, ask those students to write a sentence which
uses two rhyming words and use the poster format to publish their
work. The sentence can be nonsensical if the children choose it to be.
Eventually the posters and the rhyming sentences can be put into a
class book.

Rhyme Assessment
The students will take a Rhyme Assessment that is in a slideshow
presentation. In the presentation, there is a key word or picture. The
students will compare two other words or pictures and choose the
word that rhymes with the key word. If they choose the wrong
answer, the slide takes them back to the original slide. If they are
correct; the presentation goes on to the next slide. This will be an
informal assessment that the students will do during center time.
Wrapping Up
Choose another rhyming poem or song to write on chart
paper and have students become word detectives once
again. Block out some of the rhyming words with sentence
strips. Read through the poem and have student volunteers
give you suggestions of what the word could be. Read
through the poem chorally with the student suggestions
(this could be done a few times with different ideas). Then
read the poem in its original form comparing the author’s
rhyming words to the student rhyming words. End the
lesson with a discussion addressing the lesson subject.
11 Content Questions What is rhyme?
What words sound the same?
How can you tell words that rhyme?
Can words that are spelled differently sound the same?

12 Unit Questions Is it time to rhyme?

Why rhyme?

13 Groups of students Student Participations

of different levels Students Level

14 Students Assessment Assessment in the form of quizes and worksheets

15 Home work Give adequate home work

Thank You