Planning

of
Lesson
Dr. Tapan Kr. Dutta
Panskura Banamali College
Please
reset to
silent mode
all mobile
phones in
this session

Thank you
 What is
Lesson Plan?
A lesson plan is a teacher's
detailed description of the
course of instruction for
one class. 3
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

4
 Lesson Plan The Easy Way
Characteristics
A Good Lesson Plan is
a. based upon previous knowledge.
b. caters to the age level of students.
c. uses motivational techniques
d. includes necessary materials
e. is student centered, flexible, complete,
interesting & activity based
f. has proportionate time allocation
g. includes evaluation process
h. includes all the essential elements of a
lesson plan
5
 Why
Lesson Plan?
The more organized a
teacher is, the more
effective the teaching, and
thus the learning, is. 6
About the Lesson Plan
Features:
Details of the plan will vary depending on
your preference and the subject being
covered.
The requirements of your lesson plan may
be mandated by the school system.
It can be flexible within certain
boundaries.
7
 Curriculum Is at the Heart of Education

All lessons are based on curriculum

Daily
Curriculum It is usually Subdivided into
structured in Units Lesson
Plans

Theme(s), topics

8
 Curriculum planning
is the point at which educational philosophy
meets practical teaching and learning

So... what is your philosophy?

Do you see your learners as empty bottles

waiting to be filled up with your knowledge,
beliefs and perceptions?
9
10
 Date:
Assessment Evaluation Class:
6 for learning 7 and respond Title/Topic
(Homework) to feedback of the lesson:

Set up

Select and
1 learning
objectives
develop teaching
5 & learning Write
resources
Your Lesson Plan
Process Clarify the
2 learning
outcomes

Select appropriate Select and

4 teaching &
3 organise
learning strategies
content 11
Learning
objectives Outcomes
are statements of
are statements of what
what a student will
you are setting out to
know or be able to
teach, although
do, if she or he has
expressed as if the
learned everything in
students were going to
the lesson.
learn it.
 Tips of Lesson Planning

1. It is a tool to achieve the result

2. Have a purpose and be flexible
3. Think simple steps that your
students need to take to achieve
your aims
4. Do not over plan
Contents of
Lesson Plan
14
 Contents
Stage 1: Pre-Lesson Preparation
Goals
Content
Student entry level

15
 Contents
Stage 2: Lesson Planning and
Implementation
1. Unit title
2. Instructional goals
3. Objectives
4. Rationale
5. Content
6. Instructional procedures
7. Evaluation procedures
16
8. Materials
 Contents
Stage 3: Post-Lesson Activities
1. Lesson evaluation and revision
2. Home task
3.

17
 One final word
Even teachers who develop highly structured and
detailed plans rarely adhere to them in lock-step
fashion.
Such rigidity would probably hinder, rather than help,
the teaching-learning process.
The elements of your lesson plan should be thought
of as guiding principles to be applied as aids, but not
blueprints, to systematic instruction.
Precise preparation must allow for flexible delivery.
During actual classroom interaction, the instructor
needs to make adaptations and to add artistry to
each lesson plan and classroom delivery. 18
 Daily Lesson Plan
A daily lesson plan is developed
by a teacher to guide class
instruction. Details will vary
depending on the preference of
the teacher, subject being
covered, and the need and/or
curiosity of children. 19
 Types of lesson
Planning?
While there are many formats for
a lesson plan, most lesson plans
contain some or all of these
elements, typically in this order:
20
Contents of
lesson Plan
21
 Title of the lesson
Time required to complete the
lesson
List of required materials
List of objectives, which may be
a. behavioral objectives (what the
student can do at lesson completion)
or
b. knowledge objectives (what the
student knows at lesson completion)
22
 The set (or lead-in, or bridge-
in) that focuses students on
the lesson's skills or
conceptsthese include
a. showing pictures or
b. models,
c. asking leading questions, or
d. reviewing previous lessons 23
 An instructional component that
describes the sequence of
events that make up the
lesson, including the teacher's
instructional input and guided
practice the students use to try
new skills or work with new
ideas
24
 Independent practice that
allows students to extend
skills or knowledge on their
own
A summary, where the
teacher wraps up the
discussion and answers
questions 25
 An evaluation component,
a test for mastery of the
instructed skills or
conceptssuch as a set
of questions to answer or
a set of instructions to
follow 26
 Analysis component the
teacher uses to reflect on the
lesson itself such as what
worked, what needs improving
A continuity component
reviews and reflects on
content from the previous
lesson.
27
 Time
The effective teacher cannot
create a single extra second of the
day -- any more than anyone can.
But the effective teacher certainly
controls the way time is used.
Effective teachers systematically
and carefully plan for productive
use of instructional time. 28
Structure of the Lesson
Logical approaches
1. Preparation
2. Presentation
3. Practice
4. Evaluation
5. Expansion
29
SMART objectives
S - specific
M - measureable
A - achieveable
R relevant
T time bound
Objectives At the end of the
lesson students will
be able to:
Behavioral These types of
objectives objectives indicate the
(what the specific behaviors
student can students must
do at lesson demonstrate to indicate
completion) that learning has
or occurred.
 Basic of a Lesson Plan
Instructional Students will be able to identify and
goals use the achieved concept in different
field of the subject
Aims / Students will understand and
Objectives become proficient at identifying the
different types of subject area.
Cognitive: Students will identify and list the terms they
have heard from their peers.
Affective: Student will choose some of the most
offensive slang terms from a list developed by the entire
class.
Physical: Students will create expressive gestures to
go with their favorite slang terms.
 1. Cognitive:
Students will identify and
list slang / vernacular terms
/ dialect / colloquial speech
they have heard from their
peers / upper class
Cognitive (Thinking) Domain

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
 Objectives a Lesson Plan
Sometimes Level 1. Recall Knowledge
the six
and Comprehension
hierarchies or
levels listed
above are Level 2. Interpretation
grouped into Application and Analysis
three
categories: Level 3. Problem-Solving
Synthesis and Evaluation
 Writing Objectives:
Key Verbs The following key
Cognitive verbs will help to
(Thinking) write good objectives
Domain and also establish a
relative "taxonomic
level" for each
Objective.
 1. KNOWLEDGE
Cite , Choose, Define,
Label, List, Locate, Match,
Name, Recall, Recognize,
Record, Repeat, Select,
State, Write
2. COMPREHENSION
Arrange, Associate, Clarify,
Classify, Convert, Describe,
Diagram, Draw, Discuss, Estimate,
Explain, Express, Identify, Locate,
Outline, Paraphrase, Report,
Restate, Review, Sort, Summarize,
Transfer, Translate
 3. APPLICATION
Adapt, Apply, Catalogue, Chart, Compute,
Consolidate, Demonstrate, Develop,
Employ, Extend, Extrapolate, Generalize,
Illustrate, Infer, Interpolate, Interpret,
Manipulate, Modify, Order, Predict,
Prepare, Produce, Relate, Sketch,
Submit, Tabulate, Transcribe, Use,
Utilize
 4. ANALYSIS
Analyze, Appraise, Audit, Break down,
Calculate, Categorize, Certify,
Compare, Contrast, Correlate, Criticize,
Deduce, Defend, Detect, Diagram,
Differentiate, Discriminate, Distinguish,
Examine, Infer, Inspect, Investigate,
Question, Reason, Separate, Solve,
Survey, Test, Uncover, Verify,
 5. SYNTHESIS
Arrange, Assemble, Build, Combine,
Compile, Compose, Conceive,
Construct, Create, Design, Devise,
Discover, Draft, Formulate, Generate,
Integrate, Make, Manage, Organize,
Plan, Predict, Prepare, Propose,
Reorder, Reorganize, Set up, Structure,
Synthesize
 6. EVALUATION
Appraise, Approve, Assess, Choose,
Conclude, Confirm, Criticize,
Critique, Diagnose, Evaluate,
Judge, Justify, Prioritize, Prove,
Rank, Rate, Recommend, Research,
Resolve, Revise, Rule on, Select,
Support, Validate
 NONFUNCTIONAL OR REDUNDANT VERBS
Nonfunctional The following verbs cannot be
Verbs measured or are redundant. They
should be avoided when writing
objectives.
able to shows interest in
appreciation for knows
awareness of has knowledge of
capable of learns
comprehend memorizes
conscious of understands
familiar with will be able to
 Writing Objectives:
Key Verbs The affective domain in
concerned with changes
Attitudinal
(growth) in interests.
or Affective attitudes and values. It is
(Valuing) divided into five major
Domain classes arranged in
hierarchical order based on
level of involvement (from
receiving, to characterization
by a value).
 2. Affective:
Student will choose some
of the most offensive
slang / vernacular terms /
dialect / colloquial speech
from a list developed by
the entire class
Affective (Valuing) Domain
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization by a value
or value complex
 1. RECEIVING
Accept, Acknowledge,
Attend (to), Follow, Listen,
Meet, Observe, Receive
 2. RESPONDING
Agree, Allow, Answer, Ask, Assist,
Attempt, Choose, Communicate,
Comply, Conform, Cooperate,
Demonstrate, Describe, Discuss,
Display, Exhibit, Follow, Give, Help,
Identify, Locate, Notify, Obey, Offer,
Participate (in), Practice, Present,
Read, Relay, Reply, Report, Respond,
Select, Try
 3. VALUING
Adopt, Aid, Care (for), Complete,
Compliment, Contribute, Delay,
Encourage, Endorse, Enforce,
Evaluate, Expedite, Foster, Guide,
Initiate, Interact, Join, Justify,
Maintain, Monitor, Praise, Preserve,
Propose, Query, React, Respect,
Seek, Share, Study, Subscribe,
Suggest, Support, Thank, Uphold,
 4. ORGANIZATION
Anticipate, Collaborate, Confer
Consider, Consult, Coordinate,
Design, Direct, Establish, Facilitate,
Follow Through, Investigate, Judge,
Lead, Manage, Modify, Organize,
Oversee, Plan, Qualify, Recommend,
Revise, Simplify, Specify, Submit,
Synthesize, Test, Vary, Weigh
5. CHARACTERIZATION BY A
VALUE OR VALUE COMPLEX
Act, Administer Advance, Advocate, Aid,
Challenge Change, Commit (to), Counsel,
Criticize, Debate, Defend, Disagree,
Dispute, Empathize, Endeavor, Enhance,
Excuse, Forgive, Influence, Motivate,
Negotiate, Object, Persevere, Persist,
Praise, Profess, Promote, Promulgate,
Question, Reject, Resolve, Seek, Serve,
Strive, Solve, Tolerate, Volunteer (for)
 Writing Objectives:
Key Verbs The psychomotor
Psychomotor domain in
(Doing or
Skills)
concerned with
Domain effective attitudes
towards skilled.
THE ACTION VERBS RELATED
TO SKILL
Absorb, Add, Adsorb, Adjust, Aliquot, Apply,
Aspirate, Assemble, Balance, Bind, Blend,
Build, Calculate, Calibrate, Centrifuge, Change,
Choose, Classify, Clean, Collate, Collect,
Combine, Connect, Construct, Control,
Combine, Confirm, Connect, Construct, Control,
Cool, Correct, Count, Create, Crush, Cut,
Decant, Demonstrate, Describe, Design,
Dialyze, Differentiate, Dilute, Discard,
Dismantle, Dispense, Dispose, Dissect,
 THE ACTION VERBS RELATED
TO SKILL
Dissolve, Drain, Draw, Dry, Elute, Employ,
Estimate, Evacuate, Examine, Expel, Fasten, Fill,
Filter, Fractionate, Frame, Freeze, Grade, Grasp,
Grind, Group, Guide, Handle, Heat, Hemolyze,
Identify, Illustrate, Incubate, Inject, Input, Insert,
Invert, Investigate, Isolate, Label, Locate,
Localize, Lyse, Maintain, Make, Maneuver,
Manipulate, Mark, Macerate, Measure, Mix,
Moisten, Mount, Observe, Obtain, Open,
Operate, Pack, Palpate, Participate, Perform,
Pick, Pipet, Place, Plate, Plot, Position, Pour,
 THE ACTION VERBS RELATED
TO SKILL
Prepare, Press, Process, Produce, Program,
Pull, Puncture, Push, Read, Record, Release,
Remove, Replace, Resuspend, Retest, Rinse,
Roll, Rotate, Save, Scan, Score, Screen, Seal,
Select, Sensitize, Separate, Set, Sever, Shake,
Sharpen, Ship, Siphon, Spin, Spread, Squeeze,
Stain, Standardize, Start, Stick, Stir, Stop,
Stopper, Store, Suspend, Take, Test, Thaw,
Thread, Tilt, Time, Tip, Titrate, Trim, Touch,
Transfer, Troubleshoot, Turn, Type, Use, Utilize,
View, Warm, Wash, Watch, Weigh, Withdraw,
 3. Physical
Students will create
expressive gestures to go
with their favorite
vernacular terms / dialect
/ colloquial speech
Main Objectives
of a Lesson Plan
1. Knowledge
2. Understanding
3. Application
4. Skill
Knowledge Objectives
(what the student knows
at lesson completion)
Understanding Objectives
(what the student realized
/ understand at lesson
completion)
Application Objectives
(what the student able to
apply properly the idea in
different situation at
lesson completion)
 Skill objectives
(what the student perform
at lesson completion)
Planning of a Lesson

A Sketch
 Lesson Plan - 1
Name of School: . Subject: ..
Class: .
Section: . Unit: ..
Number of Students :
Avg. of Age: Subunit: ..
Duration: ..
Teachers Name: .. Todays Lesson: ..
Date: 11/3/2017 .

Previous knowledge:

Instructional Objectives:
1. Knowledge:
2. Understanding:
3. Application:
4. Analyzing:
5. Evaluating
6. Creating
Required Teaching Aids:

Presentation:
1. Introduction:

2. Lesson Declaration:

3. Development Stage:
 Teaching Learning Evaluation
Method of Teaching Experiences (NR@
X]ZR)
(^M @^])
Content Motive Methodology Teachers Activity Students
(U_ZUy) (#WSZ) (@^]) (U@UK < ^M Activity
abZ@ Uy[ UUb[[ (KS][ Ub:S@^)
SZI ]AN bU)
Innovative Ingredients Participatory

Lectures OHP / LCDP Interact

Demonstration Flipchart & Pens Participatory

Discussion Laptop & Projector Participated

Project Experiments Worked out

Explanation Flash card Participatory

Deduction Black Board Participatory interaction

Calculation Black Board Participatory interaction

Brainstorming Flash card Participated

Problem solving Black Board / Participatory responses

Workout
Inductive/Deductive Demonstration Participatory responses
Recapitulation Questions:

Home Assignment:
 Lesson Plan
SPECIFIC LEARNING OUTCOMES:
By the end of the session the
student will be able to:
1. Discuss the preparation needed to
deliver a teaching session
2. Write specific aims and objectives
3. Discuss Blooms taxonomy in relation
to learning outcomes
 Lesson Plan
4. Write a lesson plan and learning
outcomes around the delivery of
their own foundation stone.
5. Have an awareness of learning
contracts
6. Select appropriate presentation
skills to deliver their foundation
stone.
73
74
Presentation Skills
 Effective Presentations
Presenter

Resources Environment
Environment

Room layout
Temperature
Lighting
Relaxed atmosphere
Music
Resources

Use effectively
Vary teaching aids
through the session
Flipchart
Whiteboards
OHP
PowerPoint
Handouts
Audio-visual
Flipchart
DO DONT

Write in large letters Clutter with too many

Be concise words
Use for brainstorming Flip pages
Pre-prepare
Overhead Projector
DO DONT

Use bullets Leave on too long

Keep concise Clutter
Prepare Avoid handwritten
professionally Skip points
Use large font
Watch spelling
PowerPoint
DO DONT
Prepare equipment Use unless confident
Know how to use Overkill Death by
Use bullets PowerPoint
Keep concise
Check background
Use clipart
Presenter

Confident Group interaction

Enthusiastic Use of anecdotes

Knowledgeable Approachable

Prepared / No barriers
Structured Good voice
Clear & concise projection
Good pace Eye contact

Time management Dress

BODY LANGUAGE
Common reasons for nerves
Fear of failure
Fear of appearing foolish
Fear of breakdown
Sense of inferiority
Isolated

Nerves can be good but must be controlled

 Controlling Nerves
Prepare
Identify main points
Plan & structure
Prepare notes & teaching aids
Know your subject be
informed
Know your objectives
Know your audience
Practice
 Delivery
Influences impact
Good voice & pace
Humour
Eye contact
Avoid fidgeting
Be natural be yourself!
Good preparation is MORE than half the
battle
 RELAX
&
BE CONFIDENT
WITH YOUR
OWN STYLE
Sketch of room layout
Sketch of room layout
Sketch of room layout
Sketch of room layout