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Lesson Plan Components

This document outlines the key components that should be included when developing a quality lesson plan, including: the title, grade level, time required, standards addressed, objectives, materials needed, how to engage students at the start and during instruction, how to review and summarize key points, how student learning will be evaluated, any necessary accommodations or modifications, and a self-assessment of the lesson effectiveness. The core procedure section should outline the teaching steps, include examples and opportunities to check for understanding, and allow for guided and independent practice aligned with the stated objectives.

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Christine Engelbrecht
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145 views

Lesson Plan Components

This document outlines the key components that should be included when developing a quality lesson plan, including: the title, grade level, time required, standards addressed, objectives, materials needed, how to engage students at the start and during instruction, how to review and summarize key points, how student learning will be evaluated, any necessary accommodations or modifications, and a self-assessment of the lesson effectiveness. The core procedure section should outline the teaching steps, include examples and opportunities to check for understanding, and allow for guided and independent practice aligned with the stated objectives.

Uploaded by

Christine Engelbrecht
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Components

Below is a brief description of components that should be addressed when developing quality lesson plans.
Understanding these components will add to your understanding of how to plan a lesson.

Lesson Plan Title:

Grade level:

Time: How long will it take to complete this lesson?

Standards: which state content and developmental standards are addressed in the lesson.

Objectives: This should be stated in terms of student behavior. The objectives should focus on the concept or
skill, which you intend to teach. Terms such as “develop a desire,” “listen,” “comprehend,” “understand” etc.
are not sufficiently specific. One or two objectives should be the main focus for each lesson. e.g., The student
is able to identify whether tempo of selected recorded musical examples gets faster or slower. Also, consider
how you will assess this.

Materials: What materials do you and/or the students need.

Opening of lesson/Anticipatory Set: How will you stimulate the students so that they will want to learn what
you want to teach? How will you indicate to the students what you expect?
them to learn?

Procedure: This is the core of the lesson, the time when you TEACH what you set
out to teach. The procedure should outline the STEPS you will take in the teaching process. Sample questions
should be included. The students should be involved as much as possible during this phase of the lesson and
should be aware of what they are trying to learn. Did you include opportunities for you to model expectations
for your students? Were there opportunities to check for understanding? Did students have an opportunity for
guided practice and independent practice?

Closure / Summarize: Review for the students what you taught. Highlight the main
points. This is not the time for testing. During this phase of the lesson, the students will often verbalize the
concept.

Evaluation: This may be formal (listening test with written answers) or informal carried out during the lesson
as you observe the students’s behavior- using questioning techniques that illicit observable non-verbal
responses from all students in the class. Regardless, the evaluation should match the objective of the lesson.
At each evaluation point in the lesson (when the objective is measured) it is a good idea to have an alternative
teaching strategy in mind for students who did not reach the objective the first time. Will you use a different
learning modality (e.g., if the first presentation was aural, try kinesthetic)? Remember that louder and slower
may be of no help to students who you “missed” the first time through the lesson.

Accommodations & Modifications: What are the accommodations and modifications you anticipate needing
to meet the needs of your students? What worked well last time you used this lesson?

Post-Lesson Self-Assessment: What worked well? What did not work well? Were instructions clear? Were
there sufficient examples? Did activities correspond to objectives: Were activities well sequenced: What
should be done differently next time:

Remember; tell the students the objective of the lesson. Teach to your objective. Evaluate to your objective.

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