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How to make a lesson plan



Making an effective lesson plan takes time, diligence, and understanding of your student's goals and abilities. The goal, as with all teaching, is to motivate students to take in what you teach and to keep as much as possible. This wikiHow will give you some ideas to help you get the most out of your class.

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[ Edit ] Sample Lesson Plans

WH.shared.addScrollLoadItem (& # 39; 5ebe4c020cc0c & # 39; 😉 Example of Lesson Plan for Younger Children
WH.shared.addScrollLoadItem (& # 39; 5ebe4c020d8cb & # 39;) Sample High School Lesson Plan
WH.shared.addScrollLoadItem (& # 39; 5ebe4c020e524 & # 39;) [196592] [ Edit ] Create the basic structure
  1. Know your target. [1] At the beginning of each lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like "Students will be able to identify different animal body structures that allow them to eat, breathe, move and flourish." Basically, it's what your students can do when you're done with them! If you want to do a little extra, add how they can do this (through video, games, flashcards, etc.).
      Make a Lesson Plan Step 1 Version 3.jpg
    • If you work with very young students, you may have more basic goals like "Improve Reading or Writing Skills." It can be skill-based or conceptual. See the related wikiHow on how to write an educational goal for more specific information.
  2. Write your overview. [2] Use broad lines to describe the big ideas for the class. For example, if your class is about Shakespeare's Hamlet your overview may include covering where in Shakespeare's canon "Hamlet" is located; how actual the story described can be; and how themes of desire and subterfuge can relate to current events.
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    • This depends on the length of your class. We cover about half a dozen basic steps for each lesson, all of which should be included in your overview. But feel free to have more.
  3. Plan your timeline. [3] If there is a lot to cover at a fixed time, divide your plan into sections that you can speed up or slow down to accommodate changes as they happen. We will use a 1-hour class as an example.
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    • 1: 00-1: 10: Warm up . Focus the class and summarize yesterday's discussion of major tragedies; relate to Hamlet. [4]
    • 1: 10-1: 25: Current information. Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.
    • 1: 25-1: 40: Guided exercise . Class discussion on the main theme in the paragraph. [5]
    • 1: 40-1: 55: Freer practice. Class writes a single paragraph describing the current event in Shakespearean terms. Individually encourage bright students to write two and train slower students. [6]
    • 1: 55-2: 00 Conclusion. Collect paper, assign homework, finish class.
  4. Get to know your students. Clearly identify who you are going to educate. What is their learning style (visual, hearing, tactile or a combination)? What can they already know and where can they be deficient? Focus your plan to fit the total group of students you have in the class and then make changes as needed to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.
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    • The odds are that you will work with a pile of extroverts and introverts. Some students will benefit more from working alone, while others will enjoy working in pairs or in groups. Knowing this will help you format activities into different interaction preferences. [7]
    • You will also wind up a few students who know as much as you do about the subject (sorry!) And some who, while smart, look at you as if you are speaking Neptunian . If you know who these children are, you will know how to pair them up and divide them (to conquer!).
  5. Use multiple student interaction patterns. [8] Some students manage themselves, others in pairs, and still others in large groups. As long as you let them interact and build each other up, you do your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!
      Make a lesson plan Step 5 Version 3.jpg
    • Indeed, all activities can be manipulated to be done separately, in pairs or in groups. If you have already mapped out ideas, you can see if you can rebuild them at all to mix them up. It often just involves finding more scissors!
  6. Address a variety of learning styles. [9] You will surely have some students who cannot sit through a 25-minute video and others who cannot bother to read a two-page excerpt from a book. Neither is dumber than the other, so do them a favor by switching up your activities to utilize each student's abilities.
      Make a Lesson Plan Step 6 Version 3.jpg
    • Each student learns differently. [10] Some need to see info, some need to hear it and others literally need to get it. If you've spent quite a while while talking, stop and let them talk about it. If they have read, come up with a hands-on activity to use their knowledge. They will also be less bored!

[ Edit ] Planning Out the Scages

  1. Warm them up. At the beginning of each class, the students' brains are not yet grounded for content. If someone was just beginning to explain open heart surgery, you would probably be all, "Woah, woah. Slow down. Go back to" take the scalpel. Remove them in it. That's what heating is designed for – it not only measures their knowledge, but gets them into your tracks. [11]
      Make a Lesson Plan Step 7 Version 2.jpg
    • The warm-up can be a simple game (possibly if vocab on the subject to see where their current knowledge lies (or what they are) remember last week!) or it could be questions, a mingle or pictures used to start a conversation. er, get them talking. Have them think about the topic (even if you don't explicitly say it yet). [19659016] Present the information, it's about as simple as it gets, huh? But your format, you have to start with the information presented, it can be a video, a song, a text or even a concept. that the whole lesson is based on. Without this, the students will not go anywhere.
        Make a Lesson Plan Step 8 Version 2.jpg
      • Depending on the students' levels, you may have to walk quite bare legs. oath to go. The phrase "He hangs up lsen on the rack "is meaningful if you do not know what" coat "and" rack "mean. Give them the very basic concept and let the next lesson (or two) grow it.
      • You may find it useful to tell students what to learn. That is, give them your goal . You can't make it clearer than that! That way they will go away and know what they learned that day. No two roads around it!
    • Make a guide. Now that the students have received the information, you must develop an activity that allows them to take action. But it's still new to them, so start with an activity that has exercise wheels. Think spreadsheets, matching or using images. You would not write an essay before making a form!
        Make a lesson plan Step 9 Version 2.jpg
      • If you have time for two activities, the better. It is a good idea to test their knowledge on two different levels – for example, writing and speaking (two very different skills). Try to incorporate different activities for students who have different skills.
    • Monitor their work and evaluate their progress. Evaluate your students after guided practice. Do they seem to understand what you have presented so far? If that's fine, fine. You can move on, possibly add more difficult parts of the concept or practice harder skills. If they don't, go back to the information. How do you present it differently?
        Make a lesson plan Step 10 version 2.jpg
      • If you have been teaching in the same group for a while, it is known that you know the students who can struggle with certain concepts. If so, pair them with stronger students to continue the class. You do not want some students left, but you also do not want the class to be kept waiting for everyone to come to the same level.
    • Do a freer exercise. Now that the students have the basics, let them exercise their knowledge on their own. It does not mean that you leave the room! It just means that they have to make a more creative endeavor that lets their minds really wrap around the information you have presented to them. How can you let their minds flourish?
        Make a lesson plan Step 11 Version 2.jpg
      • It depends on the topic that exists and the skills you want to use. It can be anything from a 20-minute puppet production project to a two-week long dalliance with the oversoul in a heated debate about transcendentalism.
    • Leave time for questions. If you have a class with plenty of time to cover the topic, leave ten minutes or so at the end for questions. This can begin as a discussion and transform into more investigative questions on the issue. Or it might just be time for clarification – both will benefit your students.
        Make a lesson plan Step 12 Version 2.jpg
      • If you have a group full of children who cannot be paid to raise their hands, turn them between them. Give them one aspect of the topic to discuss and 5 minutes to talk about it. Then take the focus in front of the class and lead a group discussion. Interesting points will surely emerge!
    • Conclude the lesson in concrete terms. In a way, a lesson is like a conversation. If you just stop it, it seems like it's hanging in the air. It's not bad … it's just a weird, uncomfortable feeling. If time allocates, sum up the day with the students. It is a good idea to literally show them that they have learned something!
        Make a lesson plan Step 13 Version 2.jpg
      • Take five minutes to go through the concept of the day. Ask them concept control questions (do not introduce new information) to repeat what you both did and received from the day. It is a type of a complete type of things that finishes your work!

[ Edit ] Being Prepared

  1. If you are nervous, print it. New teachers will find solace in scripting a lesson. Although this takes longer than a lesson should do, it would help you. It can relieve your nerves if you know exactly what questions you want to ask and where you want the conversation to go.
      Make a lesson plan Step 14 Version 2.jpg
    • As you teach, this makes it smaller and smaller. Eventually you will be able to go in with virtually nothing at all. You should not spend more time planning and printing than you deliver! Only use this as a first training device.
  2. Allow to rotate the room. You've printed your timeline to the minute, right? Fantastic – but know it's just for reference. You won't say, "Kids! It's 1:15! STOP EVERYTHING YOU DO." It is not really how the teaching works. While you should try to stick to this plan within a reasonable basis, you must allow yourself to fold the room.
      Make a lesson plan Step 15 Version 2.jpg
    • If you find yourself running, know what you can and can't scratch. What do you need to cover for the kids to learn the most? What is just fluff and killer? On the other side of the coin – if you have time left, have another activity in the sleeve to pull out if needed.
  3. Schedule the class. Knowing that you have a lot to do is a much better problem than not having enough. Even if you have a timeline, plan on the bottom. If something can take 20 minutes, leave it at 15. You never know what your students will just try!
      Make a lesson plan Step 16 Version 2.jpg
    • The easiest thing to do is to produce a quick closing game or discussion. Discard the students and let them discuss their opinions or ask questions.
  4. Do it so that a replacement could understand. On the off chance that something happens and you can't learn the lesson, you want a plan that someone else can understand. The other side of this is if you write it in advance and forget, it will be easier to jog your memory if it is clear.
      Make a Lesson Plan Step 17 Version 2.jpg
    • There are many templates you can find online – or ask other teachers what format they use. If you stick to one, it will be better for your brain as well. The more consistencies, the better!
  5. Form a security plan. During your teaching career you will have days where students rush through your plan and leave you silly. You will also have days where the tests were moved, half the class showed up, or the video you planned had been eaten by the DVD player. When this day wears its ugly head, you must have a safety plan. [12]
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    • Most veteran teachers have a handful of lesson plans under their belt that they can whip out at any time. If you had a particularly successful lesson on Punnett squares, keep it for later. You can turn it into another lesson with another class on evolution, natural selection, or genes depending on the ability of the next class. Or you can have a lesson on Beyoncé in your sleeve (think of civil rights or women's rights movements, progress of pop music or just a music lesson for a Friday afternoon). Any.

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[ Edit ] Tips

  • Be prepared to deviate from the lesson plan. Plan how to bring class attention back to you as it wanders.
  • Preview new material with students and give them their study goals a week or two in advance.
  • Be clear that you expect them to answer questions in class at a certain date.
  • After class ends, review your plan and how it worked in reality. What will you do differently next time?
  • Remember to match what you teach with your state or local school district standards.
  • If lesson plans are not your thing, consider the Dogme teaching method. It contains no textbooks and allows students to take control. [13]

[ Edit ] Related wiki shows

  • Prepare to teach a course
  • Write an educational goal
  • Collaborate in lesson Planning
  • Write a unit plan [19659026] Shaping a Plan
  • Planning a Super Event

[ Edit ] References

  • http://www.scholastic.com/ teacher / collection / lesson planning

[ Edit ] Quick Overview

  1. https://www.teachervision.com/curriculum-planning/lesson-plans-using-object
  2. https: // www.smartdraw.com/lesson-plan/
  3. https://www.scholastic.com/teachers/articles/teaching-content/new- teacher-guide-create-lesson plans /
  4. https://busyteacher.org/3753-how-to-write-a-lesson-plan-5-secrets.html
  5. http://www.ascd.org/publications/books/ 109051 / chapters / Lesson-Plans-and-Unit-Plans @ -Th e-Basis -for-instruction.aspx
  6. http://www.ascd.org/publications/books/109051/chapters/Lesson-Plans-and-Unit-Plans@-The-Basis-for -Instruction. aspx
  7. https://onlineprograms.ollusa.edu/ma-in-counseling/resources/learning-style-of-introverts-and-extroverts
  8. [1945 http: / / www. auburn.edu/~nunnath/engl6240/seating.htmlstrong19659115??↑ https://www.shmoop.com/teachers/curriculum/lesson-planning/10-tips-for-lesson-planning. html
  9. https://teach.com/what/teachers-know/learning-style/
  10. https://busyteacher.org/teaching_ideas_and_techniques/warmers/
  11. http://www.teachhub.com/teaching-strategies-when-planer-do-not-work-out
  12. http://www.teachingenglish.org.uk/articles/dogme- a-teacher-view

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