Lesson Plan Outline
You may use the
Lesson Plan Outline specified by your SCED Handbook. The following gives an example of a lesson outline and what content goes in each area.
General Lesson Plan Outline
Something to Remember: Students learn more effectively when they know what they are supposed to learn; teachers teach more effectively as well.
A. What knowledge/process/skill do you expect the learner to be able to demonstrate? or
B. What will the learner be able to do by the time they finish the lesson?
Rationale: Your reason or justification for the particular objective in question.
. Materials Needed to Accomplish Objective
Text, Reference Materials, Technology Materials, Internet Sites, Teaching Aids,
. Introductory Activity (Set)
Introductory activity is often referred to as a) focusing activity, b)motivation to learn, c)setting the stage, d) set induction, e)anticipatory set.
A. What can you do to focus the learner's attention on the lesson?
B. Can you tie this lesson to a previous lesson or learning?
C. Can you state the objective for the activity?
V. Procedures for the Lesson
A. List your procedures for the lesson in the order that you will want them to occur, i. e., what will you do first, second, third, etc.
B. As you list each procedure step, you should use the following checklist to check for completeness in the lesson:
1. What teaching procedure or instructional technique are you using?
2. Are you modeling for your students?
3. Are you giving them information?
4. Are you checking for their level of understanding?
5. Are you giving them independent practice?
Closure is intended to remind the learner of the original purpose or objective of the lesson and usually includes an overview of what was taught.
VII. Evaluation of the Learner
A. How will you determine that the learner has acquired the knowledge, process, or skills you intended for them to acquire?
B. Will grades be assigned and recorded?
C. How does the strategy you demonstrate affect students that have reading and/or learning difficulties?
VIII. Self-evaluation of the Lesson Effectiveness
A. Identify strengths of the lesson.
B. Given another opportunity to teach the same lesson, what changes would you make in designing the lesson plan, delivering instruction, use of materials, and/or management?
Use these questions after each lesson to reflect on your teaching.
1. What were the weaknesses of the lesson?
2. What were the strengths of the lesson?
3. Did the objective concur with the lesson taught?
4. Did the class make the connections between the objectives and the lesson taught/
5. Was the content and time frame appropriate (too much time; too little content)?
6. Did the activities fit the content being taught?
7. Did the assessment used in the lesson provide adequate information about the learning?
8. Were the classroom management techniques appropriate?
9. What would you have changed about the lesson?
An instructional objective describes what you want the student to be able to do at the end of the lesson. (Some teachers like to use the following sentence and fill in the blank.)
The student will be able to:
Some teachers abbreviate this formula SWBAT
Example: “SWBAT write effective instructional objectives.”
A useful instructional objective should be:
Clear and understandable to the student. It should be in language the student will understand, not in teacher jargon. It should be specific.
Student-oriented. It tells what the student should be able to do, not what the teacher does or is able to do.
A learning outcome. It tells what the student will be able to do as a result of participating in the class, not what the student will do during the class. Do not confuse objectives with activities.
Behavioral objectives are, in addition,
And describe the condition, behavior, learning and performance level.
are short-term, specific descriptions of what teachers are expected to teach and/or what students are expected to learn. They are to be used as an organizational framework for selecting and sequencing learning experiences. They describe the sequence of learning events that must take place in order for an outcome statement to be realized. They also allow teachers to chart progress made by the group or by individuals.
state precisely what the learner will be able to do after successfully completing a learning experience. They are distinguished from other types of objectives in that they describe an observable and measurable behavior. They are written in a form that specifies the conditions under which the learning will take place, the newly learned action or behavior, and the criteria for success.
Problem-Solving Objectives describe the conditions and the problem that is to be solved, but the actual behaviors used by the student are not specified. Appropriate for learning involving critical thinking or problem solving.