COURSE: Lesson Planning

DLP06
Section 1: Welcome!
Unit 1.1: The power of a plan
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Welcome!
This course is about planning for your classroom, with a focus on
daily planning and lesson planning. Every teacher has had at least
one day when they went to class without a plan.
Some teachers use the saying: If you dont have a plan for your
class, your class will have a plan for you!
Lisha Almeida is a teacher from Mumbai, and is a big believer in the
value of daily planning. Why?
Click on the cross next to Lishas picture to hear what happened to
her before shed learned to plan.

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How Lisha learned to love planning

When I first went to my 3rd standard classroom, the students seemed
quite well behaved and intelligent. I decided this class would not need
a lot of planning, that it would be okay if I just went to class every day
and explained the topic. My first class was a 45 minute science class.
I had only read through the chapter once, and had not decided exactly
how I was going to teach it. I finished explaining the chapter in 20
minutes, without even asking a lot of questions. I didnt know what to
do for the time after that, and told the students to copy down the
questions in the notebooks.
They finished that in 5 minutes and were bored. They started talking,

shouting and even played games IN CLASS!

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Wow! Were sure most teachers out there have stories similar to
Lishas.
If you think about your classes, how many of them end like this? Has
planning a lesson well ever helped you have a great class?
A good plan is a key tool you can use to help you avoid chaotic
classrooms like the one she faced.
Before we begin the course, lets hear from Lisha again about how
learning to plan really helped her class.

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How Lisha learned to love planning (Part 2)

After my first few weeks in the classroom I started to realize more and
more just how important planning can be. I started to make simple
plans, and made them more and more detailed as I got comfortable
with the process. When my students saw that I was planning each
minute of the class, they got a lot more interested because there was
no time for them to waste. They realized I took their education very
seriously, and started to do the same. When the students see that the
teachers care, they start caring too. I managed to teach a lot more
also, because I was using my time well.

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Text

Hearing from Lisha really helps us see how planning well for your
class can make such a difference for both you and your students.
How do you currently approach planning a lesson? In what ways do
you feel your approach benefits your students?
Enter two or three sentences in the space provided below. When
youre finished, click the Submit button.

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Expert response:
Thank you for your response. We will revisit your thoughts at the
end of the course to see how they mayor may nothave
changed after youve been through the course.
Now please use the menu on the left hand side to open the next
section: A plan for the day.

Section 2: A plan for the day

Unit 2.1: The daily plan (agenda)
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The daily plan (agenda)
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illustration.
What is a daily plan?
A daily plan (sometimes called agenda) is a list of activities arranged
sequentially, that covers all the time that youre going to spend with
your students.
While a timetable just lists the subjects, an agenda tells the students
what is expected of them throughout the day.
You can write your agenda on the blackboard each day or display it
prominently wherever the students can see it. An initial look at the
agenda gives your students a brief overview of the day and helps
them concentrate on the tasks that lie ahead.
With that day's agenda clearly visible in the front of the room,
students know what to expect. As a result, they'll start to become less
dependent on you for direction throughout the day.

Now take a look at two agendas, from teachers Nishit and Rajiv.
Click here to see Nishits agenda
Click here to see Rajivs agenda
In the space below, write two or three sentences on whose agenda
you think is better. Why is it better?
When youve finished writing, click Submit to get a master teachers
view.
Nishits plan (for ref)

Rajivs plan (for ref)

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Expert response:
As we compare the two agendas, we can note the following:
Nishits agenda is clearly written on the board, with a start time
and an end time for each class. He has also ticked off the classes
that are over, showing his students their progress through the day.
He has even written recess and end of day on the board to give
students a clear idea of their day.
Rajivs agenda is written on the board, but there are no timings
written next to each class. This can cause Rajiv to take one class
for longer than planned, or confuse the students. Rajiv has also not
told the students when recess is, and therefore his students might
keep asking him how much time there is for recess or to go home.
Click the forward arrow (below) to continue.

Unit 2.2: Sharing circle

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What is the value of a sharing circle?
A common way to start the agenda is with a sharing circle. The
sharing circle begins the day on a positive and encouraging note. In
the sharing circle, the teacher and students greet each other warmly.
The children and teacher sit in a circle and the group openly shares
important things that have happened to them since the last time they
met: how they are feeling, accomplishments, challenges, special
events. You would also want to encourage discussion around values
they have upheld or broken.
The sharing circle is a great opportunity to build classroom culture as
well as create an environment where students feel safe and valued.
Additionally, it is a good place for you to revise the previous days

content with students or to read out news headlines to keep them

updated (and stimulate discussion) on current events in India and the
world. You can also introduce a word for the day, discuss the meaning
and how its used, and then encourage the students to use the word
throughout the day.
Over time, the sharing circle helps strengthen the bond between the
teachers and the students, and even between students.
In the space provided below, write two or three sentences describing
your plan for a typical sharing circle with your class. Click Submit to
see a model answer.
As you look at the model answer, reflect on how yours compares.
What areas do you need to improve?

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A sharing circle can begin with two minutes of silence to allow you
and your students to collect their thoughts.
You can then read out a news headline and the students can
discuss it, or the teacher can ask a question like Should schools
have uniforms? or Is it okay to spit on the road? and the class
could discuss.
This is a good way to start the day as most students will get a
chance to speak and it can also help to strengthen any values you
have talked about in class. The students can also talk about how
they are feeling that day, reflect on actions from the previous day
and talk about how they can improve this day. They can also give
each other feedback on behavior, as well as tell the teacher what
they did and did not like about classes the previous day.
The teacher would then take the students through the agenda for
the day and explain what they will be doing through each class.
Overall, the sharing circle is a space for ALL children to feel heard
and to voice their opinions, for all students to lead something and
for all students to grow.
Click Knowledge check on the menu on the left to test your
understanding of the content covered so far.

Unit 2.3: Knowledge check

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Multiple Choice Question

The sharing circle is a chance for the teacher to explain the agenda
for the day. The students should sit quietly in a circle and listen to the
agenda. Questions should be asked only at the end.
Is this question True or False?
True
False
Choice 2
Sharing circles should be interactive, and should include activities and
discussions. The students should be extremely involved in morning
meetings.

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Multiple Choice Question

Check your understanding of the lesson so far with the question
below.
A teacher writes the agenda on the board. This is useful for:
The teacher to know what he/she has to teach that day and at what
time
The student to get an understanding of their day and what is expected
of them
Both the teacher and the student
Neither of the above
Choice 3
The agenda is meant for both the teacher and the student to be
aware of what is expected of them that day and to keep a check on
progress through the day.
Click on The 5-step plan in the menu on the left to move to the next
section.

Section 3: The 5-step Lesson Plan

Unit 3.1: Before you start
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Before you start
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class maybe in staff room?)
In this section were going to look at building a lesson plan, using an
approach called the 5-Step Lesson plan.

But before you start on step one of building a plan for a specific
lesson, there are three questions about the lesson you need to have
clear answers to:

Whats the objective of the lesson?

What are the key points of the lesson?
How modes of assessment will I use to ensure that the
objectives have been met, and the key points have been
understood?

Click the headings below for some more detail on these three
elements. Then, when youre ready click the forward arrow for an
introduction to the 5-step approach to lesson planning.

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Objective
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Objective
A lesson objective will be derived from the longer-term plan for your
class (see Firki course: Long-term planning for more detail).
The objective will be described in terms of actions: at the end of the
lesson, what will your students be able to do (not what have they
learned). For example:
A poor objective might be: Students will learn to add.
A good objective might be: Students will be able to add 2 digit
numbers without carry over.
Note how the poor objective is not clear or focused on what skill the
students will learn.
The good objective, however, is clear, student-friendly and tells you
exactly what the student will be able to do at the end of the class.

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Key points
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Key points
Key points are important because they help us focus the lesson on the
most essential information and not overwhelm the students with too
much information.

The key points must be written in student-friendly language. Keep in

mind that the term student-friendly language will vary from grade to
grade.
To write your key points, an Internet search can help you find the points
that will make the subject most clear to your students. You can also use
the internet to ensure that what youre teaching is 100% accurate.
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Assessment
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Assessment
The assessment is where students are can demonstrate what they
have learned (or not learned). A good assessment is closely aligned to
the lesson objective and the key points.

Unit 3.3: Introduction to the 5-step lesson plan

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Introduction to the 5-step lesson plan
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Planning a time-bound lesson with clear outcomes and methodology
is the first step in ensuring a strong class.
The 5 steps are as follows (with approximate timings):
1. Opening: The spark as you try to secure your students
interest and attention. This will help them understand why
they are learning this topic (5 mins.)
2. Introducing new material: You introduce topics (10 mins)
3. Guided practice: This is where students practice what they
have learned with some help from you (15 mins)
4. Independent practice: Students solve problems on their own
(10 mins)
5. Closing: You wrap-up the lesson: re-cap what was learned
and looking forward to subsequent lessons (5 mins)
We will now explain each of these 5 steps in greater detail.
Click the forward arrow to continue to Step 1.

Section 4: Step 1: Opening

Unit 4.1: What is the opening?
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Step 1: Opening
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The most important part of a lesson occurs during the first five
minutes.

Communicate to students WHAT they are going to learn.

Communicate to students WHY it is important to learn this
material.
Communicate to students HOW this material relates to what
has been done previously.

The goal is to engage students and capture their interest. If theyre

not interested and engaged, not a lot of learning will happen in your
classroom!
Click the forward arrow to see Ragini, a teacher in a government
school in the Juhu area of Mumbai, as she opens a lesson with her
7th standard students.

Unit 4.2: Raginis class (1): Opening

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Raginis class: Opening
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In the video below you will see Ragini at work with her 8th standard
students.
The video shows how Ragini opens the class. As you watch the
video, think about how Ragini opens the class in terms of:

Is Ragini communicating to students WHAT they are going to

learn?
Is Ragini communicating to students WHY it is important to
learn this material?
Is Ragini communicating to students HOW this material
relates to what has been done previously?

After youve watched the video, click the forward arrow (below the
video) to continue.

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Unit 4.3: Raginis class (1): Your view

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Raginis class: Your view
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As you watched the video on the previous page you were asked to
reflect on how Ragini opens the class in terms of:

Is Ragini communicating to students WHAT they are going to

learn?
Is Ragini communicating to students WHY it is important to
learn this material?
Is Ragini communicating to students HOW this material
relates to what has been done previously?

In the box below please write TWO things you think Ragini did well
and ONE thing you think she could do better. For each aspect of
Raginis performance you identify, explain the reasoning behind your
choice.

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Expert response:
Two things Ragini did well:

Ragini began her class in a very engaging way, and

explained to her students what they would be doing that
day. The example she used of saving grandpas life was
funny and made the students interested to see what they
would be learning.
She gave the students clear instructions on what to do.

One thing Ragini could do better:

Ragini could have made it clear how this was connected to

things they had learned before, like other Grammar topics,
or using punctuation for a writing class.

Click the forward arrow to continue to Step 2: Introduction to new

material.

Section 5: Step 2: Introduction to new material

Unit 5.1: How should you introduce new material?
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How should you introduce new material?
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After Step 1 (the opening) is over, Steps 2, 3 and 4 are the heart of
the lesson (Step 5 is the closing).
The heart of the lesson follows a powerful teaching approach
sometimes called I do / We do / You do.
Step 2 is the I do partmeaning that I, as the teacher, demonstrate
to my students the skill that the lesson will teach.
This is sometimes called modelingI will model the concepts,
ideas, skills or processes that students will learn.
A few guiding questions to help plan for Step 2: Introducing new

material are listed below.

Click on the cross next to each heading to find out more. When youre
finished on this page, click the forward arrow to continue.

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What information to share?

What information to share?
We must not confuse the class with too much information, nor should
we miss important ideas necessary for students to understand the
content.

To help do this, teachers create an outline of main ideas and supporting

points and develop a list of key messages that they want their students
to leave with.
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How to convey the information?
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How to share the information?

Two basic methods teachers use to help present material are modeling
and lecture. Many teachers often mix both methods in a single lesson
depending on the context of their lesson.
Good lessons do not simply involve the teacher talking, but may include
written text, visual aids (posters, graphics, illustrations), movement,
additional sounds, or even smells and tastes, if they help students
remember key ideas. You can also connect to students prior knowledge
by using examples (and non-examples), anecdotes and analogies from
their lives.

For a good introduction to new material, ask yourself what the fastest,
most effective and most fun way to teach this topic is.
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How will you know that your students understand?
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How will you know that your students understand?

You need to think ahead on some of the areas of confusion for your
students and adjust your teaching to allow time for noting and clarifying
those.
Another effective way is to make common mistakes during your lesson
and have students correct your errors - a method that can also serve as

an effective way to check for understanding.

Unit 5.2: Raginis class (2): Introducing new material

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Raginis class: Introducing new material
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In the video below you will see Ragini at work with her 8th standard
students.
The video shows how Ragini introduces new material to the class. As
you watch the video, think about how Ragini introduces the material
in terms of:

Is Ragini confusing the class with too much information, or do

you find the key points clear?
Is Ragini introducing the material in a fast and fun way?
Is Ragini checking for understanding?

After youve watched the video, click the forward arrow (below the
video) to continue.
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Unit 5.3: Raginis class (2): Your view

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Raginis class: Your view
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As you watched the video on the previous page you were asked to
reflect on how Ragini introduces new information to her class in terms

of:

Is Ragini confusing the class with too much information, or do

you find the key points clear?
Is Ragini introducing the material in a way thats likely to
capture the students attention?
Is Ragini checking for understanding?

In the box below please write TWO things you think Ragini did well
and ONE thing you think she could do better. For each of the aspects
of Raginis performance you identify, explain the reasoning behind
your choice.

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Expert response:
Two things Ragini did well:

Raginis key points are very clear and she does not give
the students too much information. She also connects it to
prior knowledge.
Ragini manages to keep her students as she introduces
the content.

One thing Ragini could do better:

Ragini does not keep checking to make sure her students

understand.

Click the forward arrow to continue to Step 3: Guided practice.

Section 6: Step 3: Guided practice

Unit 6.1: What is guided practice?
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What is guided practice?
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After the new material has been introduced, students will need time to
practice their new skills. Inexperienced teachers often leave students
to work independently right after introducing new material, without first

taking time to support students while they practice.

Guided practice comes in many forms. It may occur in groups or as a
whole class.
The guided practice may be the time for students to put away their
notes, attempt to recall the facts or concepts taught, or work with the
ideas theyve been taught in a slightly new way.
When practicing skill-based objectives, such as math facts or
grammatical corrections, teachers may provide a series of practice
problems.
Click the forward arrow to continue.

Unit 6.2: Raginis class (3): Guided practice

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Raginis class: Guided practice
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The video shows how Ragini conducts guided practice with her class.
As you watch the video, think about the guided practice in terms of:

Is Ragini supporting her students effectively as they work on

the practice with her?
Are the modes of guided practice Ragini is using appropriate
for the topic in your view?

After youve watched the video, click the forward arrow (below the
video) to continue.
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Unit 6.3: Raginis class (3): Your view

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Raginis class (3): Your view
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No
As you watched the video on the previous page you were asked to
reflect on how Ragini conducts guided practice with her class in terms
of:

Is Ragini supporting her students effectively as they work on

the practice with her?
Are the modes of guided practice Ragini is using appropriate
for the topic in your view?

In the box below please write TWO things you think Ragini did well
and ONE thing you think she could do better. For each of the aspects
of Raginis performance you identify, explain the reasoning behind
your choice, and actions Ragini can take to improve.
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Expert response:
Two things Ragini did well:

Ragini went around to each group making sure students

were working.
Ragini gave out different questions to different groups
based on their level of understanding. This way, students
who are able to learn quicker are challenged more and
students who struggle a bit still feel like they are doing well
and dont give up.

One thing Ragini could do better:

While Ragini did give out differentiated questions papers,

she could have spent even more time with the struggling
groups to make sure every student had understood what
they were supposed to do.

Use the menu on the left to continue to Step 4: Independent

practice.

Section 7: Step 4: Independent practice

Unit 7.1: What is independent practice?
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Independent practice
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The independent practice step occurs when students practice,
without the teachers help. It can be the time when students show
their understanding of the objective through completing an
assessment.
Independent practice may involve solving problems, answering
questions, demonstrating a skill, completing a performance task (an
experiment, role-play, debate, report, song, poem, skit, project) or
applying the knowledge in some new way (such as developing a new
analogy or metaphor).
By the end of independent practice step, students should be able to
achieve the objective that you set at the beginning of the period.
Click the forward arrow to continue.

Unit 7.2: Raginis class (4): Independent practice

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Raginis class: Independent practice
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The video shows how Ragini sets her class independent practice
exercises. As you watch the video, think about the independent
practice in terms of:

Are the exercises pitched at the appropriate level for Raginis

students?
Are the modes of independent practice Ragini is using
appropriate for the topic in your view?

After youve watched the video, click the forward arrow (below the
video) to continue.
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Ragini: Independent practice
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See video

Unit 7.3: Raginis class (4): Your view

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Raginis class (4): Your view
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No
As you watched the video on the previous page you were asked to
reflect on how Ragini conducts independent practice with her class in
terms of:

Are the exercises pitched at the appropriate level for Raginis

students?
Are the modes of independent practice Ragini is using
appropriate for the topic in your view?

In the box below please write TWO things you think Ragini did well
and ONE thing you think she could do better. For each of the aspects
of Raginis performance you identify, explain the reasoning behind
your choice, and actions Ragini can take to improve.
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Expert response:
Two things Ragini did well:

Ragini gave out worksheets at different levels of difficulty

so that all students would be challenged at the right level.
Ragini gave out very explicit directions for the independent
practice like telling students to work alone and in their
mind, and saying they cant ask her for help until they really
need it.

One thing Ragini could have done better:

Ragini could have revised the content one more time

before the students started working, to ensure every single
student knew what they have learned.

Use the menu on the left to continue to Step 5: Closing

Section 8: Step 5: Closing

Unit 8.1: How to close a lesson
Component 8.1.1
Section 8
Unit # 8.1
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Closing
TBD [still from video]
No
An effective lesson closing does not take much time. In fact, your
closing should usually take between five and ten minutes.
An effective closing, at a minimum, does the following:

Identifies the objective that the students have attained

Revisits the importance of that objective.
Assesses students mastery ofor progress towardthat
objective (if not done earlier).

The video below shows Ragini closing her lesson. When youve
watched the video click forward to continue.

Component 8.1.2

Section 8
Unit 8.1
Component 8.1.2
Video asset name
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Video
DLP06_Closing.mp4
113
Ragini and class
Ragini: Closing
N/a
See video

Unit 8.2: Reflection (closing the loop)

Component 8.2.1
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Closing Reflection
TBD [still from video]
No
The closing reflection at the end of the day helps your students and
you to think about what has been accomplished that day. Normally,
the end of the day is very rushed with students packing their bags and
teachers feeling rushed to finish the days tasks.
But taking ten minutes out at the end of the day (like the Morning
Meeting at the beginning of the day) brings a sense of calm, safety,
and community to students and teachers. The routine also helps
students practice reflecting on whats meaningful to them about their
schoolwork, their classmates, and themselves.
Activities for closing the loop could include:

Reflection statements: Encourage selected students to

make reflective statements like Something I learned
today, I cannot wait to tell my parents about
Feedback: Students close their eyes and with their fingers
rate themselves, their classmates and their teacher on a
scale of 1-5. Ask a few children each time to share why they
have given themselves the number they have chosen.
Celebration: You can celebrate hard work and learning, living
up to class rules, working to solve problems togetherthere
are many possibilities. The celebration could be done through
students sharing positive feedback about each other or a
song or a cheer.
5 minute meditation: Just asking your students to sit in a
circle, close their eyes and focus on their breath, stilling their
mind is a great way to start or end class.

Click the next arrow to review a template to help you plan strong
lessons.

Section 9: Putting it together

Unit 9.1: Putting it together
Component 9.1.1
Section 9
Unit # 9.1
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Title
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Text
Putting it together
Now that you have learned what the 5 parts of a lesson plan are, lets
look at how you can put this all together.
Click here to see a template you can use to plan your lessons for
each day.
You can download and print this lesson plan template. Before your
lesson, fill in the following spaces:

Objective
Key points
Lesson assessment
Opening
Introduction to new material
Guided Practice
Independent Practice
Closing

It is also divided into teacher actions and student actions. This helps
you think about what your students are doing through the class, and
helps ensure theres a good balance of activities and learning styles.
For example, if you review your initial plan and see students are
listening too often, try to make the class more interactive or ask more
questions. This will help students to engage more actively with the
content of the lesson.
Using this template to plan will help provide a structure for your
thinking about a lesson and will help you to make your classes more
effective.
Click on Lets put planning into action in the left menu to move to
the final section of this course.
Section 10: Lets put planning into action!

Unit 10.1: Lets put planning into action!

Component 10.1.1
Section 10
Unit # 10.1
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Title
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Put planning into action
At the beginning of the course, we asked you to note down the ways
in which you currently approach planning a lesson. Here is what you
wrote:

Component 10.1.2

Section 10
Unit #10.1
Component #10.1.2
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Free text recap (read-only)

Text that participant entered in 1.1.5 is displayed here.

Component 10.1.3
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Looking back on your earlier response, how would you change it
now?
Name two ways in which you will change the way you plan. For each
action you identify, please supply the reasoning for your choice.
When youve entered your answer, click Submit.

Component 10.1.4

Section 10
Unit #10.1
Component #10.1.4
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Instruction text
Feedback

Free text - compare to expert

None
Expert response:
Thank you very much for your reflection. You're now ready to take
your Assessment.
Use the menu on the left to click on Assessment to get started.

ASSESSMENT (Unit 11)

Unit 11.1: Assessment
Component 11.1.1
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Assessment intro
Test your understanding of what youve learned in this course by
answering the following three questions.

Component 11.1.2
Section 11
Unit 11.1
Component 11.1.2
Question text

Multiple Choice Question (Q1)

A Sharing Circle is important, but should be kept as short as
possible. You dont want to waste valuable time that could be
dedicated to learning.
Is this statement True or False?

Choice 1 text
Choice 2 text
Correct choice(s)
General feedback

True
False
2
This statement is False. A Sharing Circle is a great opportunity to get
your students into the right frame of mind for learning. It should not
take too long, but should not be rushed (a good guide is 10-15
minutes). The Sharing Circle should be scheduled, so that there is no
danger of it running into lesson time. The time you give it on the
schedule should be enough for some meaningful discussions with
your class.

Component 11.1.3
Section 11
Unit 11.1
Component 11.1.3
Question text

Multiple Choice Question (Q2)

It is unfair to give students in your class different assignments.
Everyone should get the same, so that all students can be assessed
against the same benchmark.
Is this statement True or False?

Choice 1 text
Choice 2 text
Correct choice(s)
General feedback

True
False
2
This statement is False. The Guided Practice step of a lesson is a
great opportunity to provide different assignments to students at
different levels. This helps children who are struggling build their

confidence, whereas children who are advancing quickly are

challenged by more advanced problems.
Component 11.1.4
Section 11
Unit 11.1
Component 11.1.4
Question text
Choice 1 text
Choice 2 text
Choice 3 text

Correct choice(s)
General feedback

Multiple Choice Question (Q3)

Which of the following is an important dimension to the Closiing
Reflection stage of a lesson?
Students ask questions about what they have not understood
Students reflect on what they have learned
Students are reminded of classroom rules to help reinforcement and
consolidation
2
Reflection on learning is a very valuable and important dimension to
the learning process. Asking questions is also important, but should
not be a fixed part of a lesson closing (you can suggest you answer
the questions in the next class, or after class). The closing of a lesson
is not the time to reinforce rules, which is better done earlier in the
lesson (or in the morning meeting).

Component 11.1.5
Section 11
Unit 11.1
Component 11.1.5
Question text
Choice 1 text
Choice 2 text
Choice 3 text
Correct choice(s)
General feedback

Multiple Choice Question (Q4)

Which of the following is a good objective statement?
My students will learn basic multiplication
My students will learn how to multiply two digit numbers
My students will be able to multiply two digit numbers
3
The first option is too vague and focused on learning, not doing. The
third option has do in the wording but the outcome is not tied to a
measurable action. Option two does not have do in the wording
however this doesnt matter. The objective is a measurable and
specific action: you will be able to assess definitively whether your
students have mastered the objective or not. Can they multiply two
digit numbers? Or not?

Unit 11.2: Thank you!

Component 11.2.1
Section 11
Unit # 11.2
Component # 11.2.1
Title
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Thank you!
Thank you for taking the time to do this assessment. We hope that
you'll reflect on your role as a teacher, and the power that is within

you to change your students' lives--and hence the world--for the

better.
Join us for more Firki courses which will look in more detail at specific
aspects of the role of the teacher including coaching on:

Classroom Values
Classroom Management
Vision and Goal-Setting

And many more....

Don't hesitate to get in touch with us if you'd like to know more details
about Firki. Please e-mail Shradha Narayanan and we'll be delighted
to get in touch.