2. What is the BBC
and what does it
have to do with
Lesson Planning?
(See Handouts)

3. Multiple Intelligence Lessons
(Gardner)
• Focus on a specific objective
• Ask key Multiple Intelligence questions
• file:///C:/Users/nnunnfaron/Downloads
/CDH03-Gardner%20(1).pdf
• Brainstorm instructional activities for
each intelligence
• Select appropriate activities
• Complete the lesson plan form
– Determine the proper sequence of
activities

4. Lesson Plan
Strategies –
Marzano Nine
(see handout)
http://www.palmbeachschools.org/qa/documents/Hando
ut5-MarzanoHighYieldStrategies.pdf

5. Category Average
Effect
Size
Percentile
Gain
Number of
Studies
Identifying Similarities & Differences 1.61 45 31
Summarizing & Note Taking 1.00 34 179
Reinforcing Effort & Providing Recognition .80 29 21
Homework & Practice .77 28 134
Nonlinguistic Representation .75 27 246
Cooperative Learning .73 27 122
Setting Objectives & Providing Feedback .61 23 408
Generating & Testing Hypotheses .61 23 63
Cues, Questions, & Advance Organizers .59 22 1251

7. YOUR Objectives:
• Explain the process of lesson planning
• Demonstrate the understanding of the skills
enhanced through the use of the lesson plans.
• Learn a skill that will help to define you as a
teacher.
• Understand the concept of thinking of a lesson
plan as a way of communicating
• Help organize content, materials, and methods.
OBJECTIVES OF THE DAY

8. Purpose of a lesson plan:
To
• structure the lesson
• organize its contents/materials
• determine method of its delivery
• assess students’ learning
• evaluate its application/effectiveness

9. FOUR MAJOR ELEMENTS
• Educational Objectives
/Content Standards
• Content and Appropriate
Teaching Activities
• Preparation of all the
Material
• Monitoring & Assessing
Learning

10. : Six Common Mistakes In
Writing Lesson Plans
(AND WHAT TO DO ABOUT THEM)

11. 1. Poorly written objectives lead to
faulty inferences.
2. The lesson assessment is not
connected with the behavior
indicated in the objective.
3. Prerequisites are not specified or
are inconsistent with the lesson
requirements.
4. The materials specified in the
lesson are irrelevant to those
described learning activities.
5. Teacher’s instructions are
inefficient
6. Students activities do not
contribute effectively to the
lesson objective
Teacher’s Input: Six common mistakes in LPs

13. Lesson Plan the Easy Way
The clearer the
structure of a lesson
and the more precise
the directions on what
is to be accomplished,
the higher the
achievement rate.

14. FIVE LEVELS OF PLANNING
1. Daily planning … Teacher
2. Weekly planning… Teachers-individually
as well as in groups
3. Unit planning … Teachers’ Group
/Co – ordination)
4. Term planning …
5. Yearly planning …

15. … Lesson Plan The Easy Way
Characteristics
A Good Lesson Plan is
• builds upon previous knowledge.
• caters to the age level of students.
• includes necessary materials
• is student centered, flexible,
complete, interesting & activity
based
• Uses a variety of strategies
• has proportionate time allocation
• includes evaluation process
• includes all the essential
elements of a lesson plan

16. EDUCATIONAL OBJECTIVES
…….are the learning outcomes of a lesson i.e.
what the students should be able to know or
do at the end of the lesson that they could
not do at the beginning!
SWBAT
• Specify the new skills that the students will
gain as a result of the lesson
• Focus on student’s (not teacher’s) attainment
• Determine the degree or criterion for
satisfactory attainment of the objectives.

17. … EDUCATIONAL OBJECTIVES
Setting Objectives
What will the learner be able to:
• Know (concept…cognitive)
• Do (skill… psychomotor)
• Feel (behavior, attitude, appreciation or
ideas…affective)
Each defined objective is matched
with:
• Teaching Method
• Learning Activities
• Type of Assessment
Note: Relevance is the essential quality
of the educational objectives

18. Teaching Materials / Resources
A. COURSE BOOKS
B. SUPPLEMENTARY MATERIALS:
1. Teacher’s book
2. Work book
3. Videos
4. Articles
5. Multi media

19. WRITING LESSON PLANS
Methodology - Specify Timings of
each of these steps: (40/80
minutes)

20. Method
Presentation of the Items involves
• Preparing class
• making sure the concept is absolutely
clear to
student
• giving the model example of the item
Practice the Teaching Item involves:
• Active learning activities
• Dialogue / discussion
Production of the Teaching items:
• Role play / Games
• Practicing the item
• Assessment

21. …WRITING LESSON PLANS
Activities: Daily – Life application
of the concept
Type & nature of activities:
– individual / group work
– reading
– project / art work / model making
– role play
– presentations
– charts / maps
– practical work etc.

22. ROLE OF ACTIVITIES
• source of motivation
• making learning interesting
• decrease the anxiety of learner
• concrete base for abstract
learning
• develop confidence (individually,
group work)
• develop creativity
• flexible and friendly environment
• provides students an approach
towards learning
• capture the attention and involve
the students in learning situation

23. Madeline Hunter
Style

24. Hunter Lessons
1)Anticipatory Set [hook] - Cue Set
2)Objectives and Purpose
3)Instructional Input – Best Shot
4)Modeling
5)Checking for understanding
6)Guided Practice
7)Independent Practice
8)Assessment
1)Formative assessments
2)Correctives
3)Extensions
9)Closure

25. The Steps: Anticipatory Set or Cue Set
Actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson. To put students into a receptive frame of
mind.
• To connect to student prior knowledge.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas,
principles, or information that is to follow (the
teaching strategy called "advance organizers.” Also
think of Piaget and schemas).
• to extend the understanding and the application of
abstract ideas through the use of example or
analogy...used any time a different activity or new
concept is to be introduced.

26. The Steps: Objectives
– What, specifically, should
the student be able to do,
understand, care about as a
result of the teaching?
TELL THEM!

27. The Steps: Instruction Input or Best Shot
• Provide content and
information
• Explain concept
• State definitions
• Identify critical attributes
• Provide examples
• This can be done through direct
teacher instruction, video,
demonstration, questioning and
discussion, and many other strategies

28. The Steps: Modeling
• The teacher demonstrates the
use of the skill or knowledge

29. The Steps: Checking for Understanding
• Pose key questions
• Ask students to explain
concepts, definitions, attributes
in their own words
• Encourage students to generate
their own examples
• Use active participation

30. The Steps: Guided Practice
(Activities)
• Initiate practice activities that
are under direct teacher
supervision
• Elicit overt response that
demonstrates behavior or
understanding
• Provide close monitoring
• Check for understanding
(formative assessment)

31. … Activity
Process
Input
Process
Output

32. The Steps: Independent Practice
• Students continue to practice the use
of the skill or knowledge on their own
• Essential for mastery
• Should have some elements of
different contexts so that the
skill/concept may be applied to any
relevant situation...not only the
context in which it was originally
learned

33. The Steps: Assessment
• Use formative assessments –
may be interwoven into the
other steps
• Use correctives for those who
do not understand
• Use extensions for those who
need to be challenged
Describe how you will determine the extent to which
students have attained the instructional objective. Be sure
this part is directly connected to the behavior called for in
the objective.

34. The Steps: Closure
• Do not close before giving the
students practice
• Used to help students bring things
together in their own minds to
make sense out of what has just
been taught
• Closure is the act of reviewing and
clarifying the key points of a
lesson, tying them together into a
coherent whole

35. Some Add On’s

36. Aim: Before Planning a Lesson
Questions you need to ask are:
• What are the inputs?
• What is the output?
• What do I expect the student to be able to
do by the end of the time available?
– What will I do in order to make that
possible?
– How will I break up the time into main
stages?
– What will be the main stages be linked?
– What materials/aids will I need to achieve
these aims?

37. Materials and Equipment: List all
materials and equipment to be used
by both the teacher and learner and
how they will be used.
… Materials

38. Devise a 40/80 minute lesson based on
the method PPP – don’t forget to set the
objective
The following headings may assist you:
Components of a lesson plan
• Topic
• Objective
• Resource
• Methodology
• Activities
• Homework
• Assessment
• Evaluation (Self analysis)
… Activity

39. RULE OF THUMB
Be sure to provide students
with the opportunity to practice
what you will be assessing
them on.

40. Teachers Should
Self-Assess
(to be completed after the lesson is presented):
Address the major components of the
lesson plan, focusing on both the
strengths, and areas of needed
improvement. Determine here how you
plan to collect information that will be
useful for planning future lessons. A good
idea is to analyze the difference between
what you wanted (the objective) and what
was attained (the results of the
assessment).