This document provides an overview of the key components of a lesson plan and uses an example 9th grade English lesson plan to illustrate how each component fits together. The sample lesson plan introduces students to a young adult novel through videos, group research on topics from the book, and a class discussion. The plan includes sections for standards and objectives, materials, procedures, evaluation, assignments and modifications. The overall summary is that the document reviews the basic structure of a lesson plan and demonstrates how each section works together to teach the objectives through an example first day literature lesson.

1. Lesson Plan
Basics
Understanding lesson plan
components and their
applications
By Terri Engnoth

2. 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.

3. 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
a every teacher. It’s not very glamorous, but
it’s very important.

4. Lesson Plan Components
 Teacher’s name,
Subject, Grade
 Content Standards
and Objectives
(CSOs)
 Specific Lesson
Objectives
 Technology
Integration
 Materials Needed for
class
 Interest Builder
 Procedure
 Closure
 Evaluation of
Students’ Learning
 Assignments
 Modifications
 Reflection
 These components are needed for the WJU ACT program.
Make sure to follow the lesson plan conventions of your
employer or school. Requirements could differ slightly.

5.  Now that the parts
are listed, let’s go
through a lesson
plan to see how
the different parts
work together.
 The lesson plan
under analysis
introduces the first
day of a literature
unit in 9th grade
English/Language
Arts class.
The Unit is titled
Finding Hope in
Fiction: Second
Chances in Literary
Realism.
The class is going to read,
analyze and write about Where
Things Come Back by John
Corey Whaley.

6. 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: Terri Engnoth
 Date: June 4, 2013
 Subject: Finding
Hope in Fiction:
Second Chances in
Literary Realism—
Introduction to book
 Grade Level/Subject:
Ninth Grade English

7.  CSOs are state
mandated objectives
that students must
learn in order to be
competent at their
grade level.
 Teachers are required
to teach these
standards and provide
assessments to makes
sure the students are
learning what they
need to be learning.
Get familiar with the
standards for your
grade level and
subject!
 Here is a link to the West
Virginia Teach 21
website. Make sure to
read the grade below
and the grade above
what you are teaching.
This will help you
understand what the
students should know
and what your end of
the year goals are.
Content Standards and
Objectives (CSOs)

8. 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……..

9. 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)
Here are the CSOs in the sample lesson.
These are Next Generation CSOs for 9th
grade English/Language Arts.

10. On to Objectives
 The objectives are the
students’ learning goals
for the day.
 It helps to think of them
as “Students will be able
to….” Or SWBAT as it
was taught at Kansas
State University.
In this example, the
objectives are based on
what the students will be
learning and doing:
researching, speaking,
and working
collaboratively. Keeping
students active is a
productive use of class
instruction.
Students will have introductory
understanding of subject matter in Where
Things Come Back by John Corey Whaley.
Students will be able to call on prior
knowledge of subjects in the novel.
Students will be able to work
collaboratively to research and compile
information based on personal
experience and observation.
Students will be able to orally present their
research using conventions of standard
English.
Here are the sample
lesson plan objectives

11. Technology Integration and Materials
 Tech Integration is just that.
A section on the plan
where the teacher lists
what tech will be included
in the plan, if any.
 Materials are the supplies
needed in order to teach
the class.
 In the sample, the tech is
needed for the interest
builder and supplies are
listed. The bag of topics
adds an element of surprise
to the class.
In the sample plan
 Technology Integration:
laptop and class screen
 Materials needed:
1. Where Things Come Back
2. Pen/pencil/paper
3. Chalk
4. Links to review and trailer on
YouTube
5. Bag with subjects of novel written
on slips of paper: Woodpecker,
Hope, Small town life, Angels,
Brothers, Friendship, Extinction.

12. 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.

13. 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!

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. Reflection
 This section allows
the teacher to
reflect on her lesson.
What worked and
what could be
improved.
 The sample lesson
hasn’t been taught
yet, so the reflection
is left blank.
Questions to consider when
reflecting
Were the students engaged?
Did they learn what I set out to
teach them?
Did the lesson work in the time
allotted?
Were the students confused by
the activity?
Was it an enjoyable activity?
If not, what seemed to be the
problem for the students?
How can I improve this lesson to
make it better?
What seemed to not fit with the
plan?

20. 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.
“A goal without a plan is just a wish.”―
Antoine de Saint-Exupéry