| Depending on the school you work for, you may be | | | | A basic lesson plan has three parts: the opening, |
| required to turn in lesson plans weekly or biweekly. | | | | developing of the lesson, and closing. The opening of |
| Some schools may require a scope and sequence | | | | you lesson should be motivational and engaging. A |
| that covers the majority of the year. However you | | | | good opening will settle the students down quickly and |
| are required to turn in lesson plans, make sure that you | | | | get them focused. I would typically begin class with a |
| have clear objectives, goals, and a way of evaluating | | | | journal entry, question or even a puzzle that was |
| the students and assessment. | | | | related to the content we were going to cover that |
| For me, the difference between objectives and goals | | | | day. Some other great ways to open the lesson is |
| was a little confusing. Think of it like a road map. An | | | | with maps, models, or a demonstration. |
| objective is your final destination and the goal is how | | | | When developing a lesson it is never a good idea to |
| you are going to get there. For example, in my English | | | | assume what a student does or does not know. It is |
| classroom my objective for a lesson may be for | | | | important to spend some time early in the year |
| students to be able to write a report on Maya Angelou | | | | discovering what prior knowledge your students have. |
| and my goal would be for the students to research | | | | A great strategy to use in assessing prior knowledge |
| the poet and memorize one of her poems. Objectives | | | | is to do some diagnostic testing of your class in the |
| are general and goals are specific. | | | | beginning of the year. There are some wonderful tools |
| Whatever you end up doing in the classroom it has to | | | | online that can help or maybe your district does |
| be tied to the lesson objective. Instructional devises, | | | | diagnostic testing. This strategy is invaluable when |
| teaching resources, and assessment should be linked | | | | trying to assess what your students know. |
| to your objectives. | | | | When getting into the main portion of the lesson, tell the |
| When thinking of a good objective, pay attention to the | | | | students exactly what they will be taught and what |
| students that the objective is intended for and the type | | | | they will learn. If you state the lesson objectives, |
| of performance you want. One objective I used in an | | | | students will have a better understanding of what is |
| English lesson was "Students will list and describe each | | | | expected of them and what direction you are going to |
| step of the writing process." | | | | go in during the lesson. |
| A good objective includes good verbs. In my | | | | As you go through your lesson you may consider |
| experience it is best to use action verbs or verbs that | | | | such procedures as explaining how the day's lesson |
| can measure performance. Passive words make your | | | | relates to other lessons, use a graphic organizer to |
| objective appear weak. I have found that most | | | | show the important points of the lesson or by reading |
| objective should begin with "Students will be able to..." | | | | material. Procedures are the portion of the lesson |
| Avoid the use of such phrases as "Students will | | | | where you are teaching and students are learning. |
| realize..." or "Students will enjoy..." Phrases such as | | | | It is important to bring closure to your lesson. You may |
| "Students will be able to compute..." or "Students will be | | | | have students summarize lesson points or have them |
| able to list..." are much stronger and make for a better | | | | engaged in an activity. |
| objective. | | | | When the lesson is over it is always a good thing to |
| After you have created your objective, think about | | | | evaluate yourself. Ask yourself such questions as, |
| your lesson plan procedures. Procedures are the body | | | | "How was my pacing?" or "Did I make good use of |
| of a lesson plan. Procedure is how you will present | | | | class time?" Self-evaluation is a good way to improve |
| information to your students and how you will find out | | | | your lessons and overall teaching. |
| if they have learned and processed that information. | | | | |