LESSON PLAN TEMPLATE: TP701

SENIOR PHASE AND FET PHASE

A lesson plan can also be considered as a SCRIPT, it describes the What, Why and How of a
lesson. It must have DETAIL and be such that any other teacher could take your lesson plan
and deliver your lesson as you intended.
Lesson planning takes time, research on the topic, research on the curriculum, research on
possible teaching strategies/resources, design of own resources and reflection on questions
and adaptations that may be required, including anticipating student responses.
Lesson planning is NOT based on general knowledge. A lesson plan enables teachers to pay
attention to learners’ learning process and not just the steps that the teacher needs to follow.
Planning helps you to organise your thoughts, it helps you to not forget key elements, helps to
make sure that everything is developmentally appropriate and that you have the right
materials to carry out the lesson.
Use your curriculum documents when planning lessons.

Student name: Insert you name in full, as it appears on Stadio data base

Student number: Insert your Stadio student number

Name of school: Write the name of your school here (ie your SBTP school)

Public or private school: Indicate if the school is a public or private school.

Date: This is usually the date you will present it, but if the date is not confirmed yet, and
it is for assignment purposes, you can use the assignment due date here.
Grade: For which grade is the lesson intended?
- As SP and FET students, you are only allowed to be in a
- Grades 7, 8 or 9
Grade 10, 11 or 12 class
Here you list the subject,
The subjects in the SP and FET phase are listed below:
IP subject:
• Home language; First Additional Language; Mathematics, Natural Sciences,
Social Sciences; Technology; Economic Management Sciences; Life Orientation;
Creative Arts
FET Subjects:
• English Home Language,
 • Mathematics, Life Orientation, Physical Science, Life Sciences, Graphics and
Design, Information Technology, Computer Applications, Technology, Accounting,
Economics, Business Studies,

ELECTIVE SUBJECTS:
• Engineering and Technology; Civil Technology or Electrical Technology or
Mechanical Technology; Agricultural Sciences or Agricultural Technology or
Agricultural Management Practice

(you must select one per lesson plan but note that these subjects are interrelated, so
you can show integration of subjects in your lesson panning and presentation).
Content area: Here you refer to the content area in the curriculum document, wording
must match up with curriculum document.
Lesson topic: Describe in essence what the lesson is about.
Look at curriculum SP and FET (grades 7-8 and 10-12) documents for the Topic
Time duration of lesson: Specify how long the lesson will take. The periods/duration of
lessons varies from school to school. Nonetheless, you must indicate the duration of the
lesson.
Eg: 45 Minutes; 60 Minutes.

CAPS/Curriculum page number: You must put a reference to the curriculum here AND
attach a copy of the relevant page to your planning.

Attach copy of page*

Number of learners in class:

Prior learning: Outline what learners already know about this topic and “where” as well as “when”
the knowledge was acquired.
• Don’t just say learners know about global warming for instance.
• You need to specify where or when they acquired the knowledge about of global warming.
Eg: Global warning was introduced in term 3, grade 8, or grade 10 term 2 (for FET lesson and
phase) hence it is expected that learners have prior knowledge of global warming.

Learning objectives:
• Here you need to list your OBJECTIVES in the form of Knowledge, Skills, Values or Attitude
• What do you want the learners to learn by the end of the lesson?
• Be very clear about what you aim to teach the learners during the lesson
• These must have “action” verbs in
• When designing lesson objectives, ask yourself, “After today’s lesson, what will my learners
know and be able to do?”
• Begin with, “Learners will be able to… (e.g. create, define, discuss, express, explain, identify)
• Write 2-3 lesson objectives
Be careful of trying to achieve too much, what you list here must be SMART (Specific, Measurable,
Achievable, Realistic (age appropriate), Timely)
By the end of the lesson/learning experience the learners should be able to:

Knowledge:

Skills:

Values/Attitudes:

Assessment: (what will be assessed, who will be assessed and how – assessment instrument):

• Here you list how you are going to assess EACH of the above objectives.
• Your descriptions of how you are going to assess them must be DETAILED.
• There must be clear evidence of when they happen in the lesson in the later sections of the
lesson plan.
• If you are e.g. going to ‘ask questions’, attach a list of well thought thorough and planned
questions
• If you are e.g. going to give them a worksheet or task attach an example of the resources at
the end, and list them (with references if required) in the appropriate sections later in the
planning.
Your tools are: Observation, Questioning, Group Activities etc. The most common method of
assessment used by teachers are questioning and observation.

Resources:

• List ALL resources needed for this lesson, this is everything you need to have ready before
the lesson for it to flow efficiently.
• List everything you are using in the lesson: flash cards, smart board, overhead projector,
charts poster, newspaper, iPad, musical instruments, etc.
• Note that the resources must be age and grade appropriate.

Lesson phases: (core content, activities, teaching approaches)

Introduction:

• Here you introduce your topic in a creative way, capture the learner’s attention. Ensure
that they would want to learn and find out what they know (and maybe want to know)
about the topic.
• This section is an attention grabber that will motivate your learners to want to pay
attention and learn about what you plan to teach; ask questions to assess prior
knowledge.
• It is usually a shorter part of the lesson; about 5 -10 minutes.
 • If you are asking questions, attach an Appendix with your questions or if there is space in
this section, write it down. It helps to think these through before the time, otherwise one
tends to ask too many obvious questions, too many of the same type, not exploring a
range and in depth.
• If you are using posters, pictures, songs, rhymes, drawing board, projector, smart board,
newspaper, etc in in the Introduction, ensure that it is referenced.

Give DETAIL!
Development:
• In this section you TEACH the objectives you set out, using various activities.
• Describe what you are going to do and how you will teach these activities, in DETAIL.
You need to have a list of all the activities that the teacher and learners will be doing
to meet the lesson objectives.
• If you are going to give the learners tasks/worksheets, describe what it is about, how
they are going to do it and say if you are going to mark them. Remember to attach
worksheets and reference them
• If you are going to observe learners, WHAT exactly are you going to be looking for,
merely looking at them is not observing, it is babysitting.
• If e.g. a story is part of your teaching, you need to put a short summary of the story
here, with a copy of the front page of the book attached as an Appendix.
• Use bullets or steps, do not write in an essay style. Bullets makes the points clear and
easy to read.
It is important to have as much detail as possible – if another teacher fills in for you, everything
must be clear

Consolidation:
• The following is not sufficient: I will review what they have learnt and answer any questions
they have.
• Use full sentences and state how you will use the last 5 -10 minutes to end the lesson with
your learners.
• It is a process of bringing together and reinforcing all the learning that has taken place in
the lesson.
• Here you can include telling your learners about the most important concepts that you have
taught in the lesson; you can ask them what they learnt or enjoyed about the lesson
Be CREATIVE, again give detail and be practical – you cannot ask every learner to say something.
________________

Planned questions: (using six levels of questioning)

Write out the question and state in which phase of the lesson will it be used. Put at least two
questions at each level to clearly demonstrate your understanding of the levels of questions.

1. Knowledge:

• Questioning at this level is basic and requires lower order thinking skills that are based on
basic facts
• You can ask questions such as, what happened, can you name, who, which, etc

2. Comprehension:
 • Questioning at this level requires learners to knows what is being communicated and be able
make use of the material or idea being communicated without necessarily relating it to other
material. This relates to lower order thinking.
• You can ask question that will require learners to discuss, predict, contrast, select, give
examples, rewrite, outline, show etc.
3. Application:
• Questioning at this level requires more thinking and open-ended answers.
• You can ask questions such as, can you explain, apply, choose, how would you, why, etc.
4. Analysis:
• Questioning at this level requires learners to breakdown facts or information into its basic
elements or parts such that the relative hierarchy of ideas is made clear.
• You can ask questions in the form of analyse, choose, produce, report, collect develop,
classify, compare, choose, calculate, etc

5. Synthesis: This involves the “putting together of elements and parts together to form a whole.
• Questioning at this level requires higher order thinking skills
• You can ask questions such as compare create, predict, construct, design, imagine, formulate,
compose etc.

6. Evaluation: Questioning at this level requires higher order thinking skills. Learners are
required to make judgments based on available information, materials, or methods the
value of material and methods for given purposes.
• You can ask questions such as, what would you do differently, what was your best part
of the story and why, etc.

____________________________________________________________

Homework/Independent work:
These are set of tasks or activities given to learners by their teachers to be completed outside the
class. Homework is designed to help learners improve their knowledge and skills on the contents or
concepts covered in the class. This may improve academic performance in the long.
• The teacher will decide on the type of homework to be given to the learners based on the lesson
taught and the justification for such tasks.

_______________________________________________________________

Extension or enrichment activities: Enrichment activities are activities provided for gifted learners or
those that finish the task earlier than others to keep them purposefully busy. This may not necessarily
be activities based on the topic, but it could be related to the topic.

• For example, if you taught a lesson on the impact of climate change on food security in the
senior phase (grade 7-9) or FET phase (grade 10-12), your enrichment activity could be
something like this: “Early finishers will be given a worksheet activity to complete on the
importance of water conservation” .
_______________________________________________________________
Accommodating Learners that need special attention: These are activities or actions to be taken to
facilitate understanding or to help learners that require more support to make sense of concepts and
content.
• This could be done by the teacher providing additional support to the learners during or after
the lesson.
• The teacher can also pair the learners needing special attention with other learners that gifted
during class activities.

References:
• You HAVE TO refer to the Stadio Referencing guide for this.
• Stadio uses the Harvard referencing system.
• This section must have more than the CAPS or curriculum reference, it is where you are going
to show that you did RESEARCH on the topic you want to teach!!
• If you have accessed websites, books, articles, etc, ensure that these are referenced correctly
in your lesson plan.
• You must also attach copies of information you found as appendices.
• Always ensure that your curriculum documents are referenced.
• Note that your references should be presented in an alphabetical order.

Self-Reflection on lesson:

Successes and reasons

Here, you need to highlight the successes experienced in the lesson and what you think contributed
to the success of the lesson. You need this information as a teacher to help you grow and refine your
practise. You need to be intentional and detailed when you reflect on the successes of your lesson
otherwise you won’t have the benefits of Reflective Practise.

• You can only do this AFTER you have taught the lesson NOT before the lesson.
• Don’t just write; ‘I was well prepared’ or that the ‘mentor helped me’, we want to see full
sentences
Changes for future lessons
Drawing from the successes and challenges encountered in the lesson, you will outline what you will
do different in the next lecture.
• This should be done in a detailed manner. Don’t just write “I will prepare better next time”.
You need to specify what you will do; perhaps how you will use the resources and activities
differently in your future lessons etc.
• Eg. the learners became restless and noisy during the painting activity as they had to wait their
turn. Next time, I will ensure that I have enough paintbrushes for all the learners to do the
activity together.

Improvements (changes for future lessons)

Note: Also reflect on inclusion of all learners in the lessons

 • Based on the challenges encountered, specify what you will do different in the future (in your
next lesson).
• This could be change in teaching approaches/method(s), using additional resources or a
different resource
• Organising your group activities better etc

Note: a copy of CAPS/Curriculum page should be attached to the lesson plan as well as assessment
tools.