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EFFECTIVE LESSON
PLANNING
 EFFECTIVE TEACHERS…
Know the content Create a suitable
Understand the learning
development of the environment
student Adapt and modify
Value the diversity of instruction
the students Use effective
Use multiple communication
assessments to Collaborate with all
evaluate progress members of the
learning community
Engage in sustained
professional growth
experiences
INSTRUCTIONAL PLANNING
AND STRATEGIES
Plans are developed to provide students
with meaningful learning experiences
Plans connect to related learning
opportunities
Teaching is based instructional strategies
that focus on best practice and research
Teaching is supported by strategies that
foster interest and progress
https://www.youtube.com/watch?v=7bI
Q4-3XSxU
 GENERAL POLICY
Plans are a legal document
Usually required weekly to the
supervisor
Plan books (district, purchased, self-
made notebooks)
Substitute plans
Must include
 TEKS
 Objectives
 Needed materials
 Bell Ringer
 Procedures
 Closing
 GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant”
surprises
Provides the roadmap and visuals in a
logical sequence
Provides direction to a substitute
Encourages reflection, refinement, and
improvement
Enhances student achievement
 POOR PLANNING
Frustration for the teacher and the
student
Aimless wandering
Unmet objectives
No connections to prior learnings
Disorganization
Lack of needed materials
A waste of time
Poor management
 A GOOD LESSON
INCLUDES:
TEKS
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation
Practice
Application
Closure
Evaluation – test, assignment, teacher observation, etc.

•Maximize Instructional Time

•Integrate Diverse Teaching Strategies
•Have All Students On Task
 LET’S BEGIN…
The format of a lesson
should..

 Go one step at a time

 Have a picture for
every step

An effective lesson plan is a set of plans for building

something – it “constructs” the learning.
https://www.youtube.com/watch?v=dM
dTBep3W9c
Goofy cartoon
The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.

Harry Wong, The First Days of Teaching

 OBJECTIVES

A description of what the student

will be able to do at the end of the
lesson
Provides alignment with district
and state goals (TEKS)
 Use behavioral verbs to describe the
expected outcomes (ACTION)
 No-no’s: appreciate, enjoy, love, etc.
 WARM-UP AND
INTRODUCTION
Grab the attention of the students
PROVIDES THE INTEREST/MOTIVATION factor
Set the tone for the lesson connected to the
objective
 A question
 A story
 A saying
 An activity
 A discussion starter

BE CREATIVE
 PRE-ASSESSMENT
What are the characteristics of the
learners in the class?
What do the students already
know and understand?
How do my students learn best?
What modifications in instruction
might I need to make?
 PROCEDURES AND
PRESENTATION
Sets up a step-by-step plan
Provides a quick review of
previous learning
Provides specific activities to
assist students in developing the
new knowledge
Provides modeling of a new skill
 A picture is worth a thousand words.
 I do, We do, You do!
 MATERIALS

Plan! Prepare! Have on hand!

 Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives (when
needed) for groups or individuals.
 PRACTICE
APPLYING WHAT IS LEARNED

Provide multiple learning activities

Guided practice (teacher controlled)
 Use a variety of questioning strategies to
determine the level of understanding
 Journaling, conferencing

Independent practice
 Practice may be differentiated
BUILD ON SUCCESS
LEARNING ACTIVITIES
Graphic organizers Cooperative
Creative play groups
Peer presenting Inquiry learning
Performances Direct instruction
Role playing Differentiation
Debates Direct Instruction
Game making
Projects
 CLOSURE
Lesson Wrap-up: Leave students with
an imprint of what the lesson covered.
 Students summarize the major concepts
Displays internalized student knowledge
 Teacher recaps the main points
 Teacher sets the stage for the next phase
of learning
 EVALUATION
Assess the learning-Rubric
 Teacher made test
 In-class or homework
assignments
 Project to apply the
learning in real-life
situation
 Recitations and
summaries
 Performance assessments
 Use of rubrics
 Portfolios
 Journals
 Informal assessment
 REFLECTION

What went well in the lesson?

What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to
make future lessons successful?
 THE SUBSTITUTE…
NOW WHAT?
The Key to substitute success – DETAILED
LESSON PLANS
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (phone #’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities
 A teacher is one
who brings us tools
and enables us to
use them.
Jean Toomer
 Lesson Plans:
Review
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities
 Lesson Plans
Bloom’s Taxonomy
Use daily in questioning to develop higher
order of thinking skills...critical thinking
skills.

 KNOWLEDGE
 COMPREHENSION
 APPLICATION
 ANALYSIS
 SYNTHESIS
 EVALUATION
 Lesson Plans
Bloom’s Taxonomy
KNOWLEDGE COMPREHENSION APPLICATION
•remembering; •interpreting; •problem solving;
•memorizing; •translating from one •applying information to
•recognizing; medium to another; produce some result;
•recalling identification •describing in one's own •use of facts, rules and
and words; principles
•recall of information •organization and •How is...an example
•Who, what, when,
selection of facts and of...?
where, how ...? ideas •How is...related to...?
•Retell... •Why is...significant?
•Describe
 Lesson Plans
Bloom’s Taxonomy
ANALYSIS
•subdividing something to
show how it is put
together;
•finding the underlying
structure of a
communication;
•identifying motives;
•separation of a whole into
component parts
•What are the parts or
features of...?
•Classify...according to...
•Outline/diagram...
•How
does...compare/contrast
with...?
•What evidence can you
list for...?
SYNTHESIS EVALUATION
•creating a unique, •making value decisions
original product that may about issues;
be in verbal form or may •resolving controversies
be a physical object; or differences of opinion;
•combination of ideas to •development of opinions,
form a new whole judgments or decisions
•What would you •Do you agree...?
predict/infer from...? •What do you think
•What ideas can you add about...?
to...? •What is the most
•How would you important...?
create/design a new...? •Place the following in
•What might happen if you order of priority...
combined...? •How would you decide
•What solutions would you about...?
suggest for...? •What criteria would you
use to assess...?
GREAT TEACHING starts with
GREAT PLANNING

Characteristics of great lesson plans

Clear instructions, explanations,
timelines, expectations, and
assessment
Interactive; hands on activities
Engaging and FUN!
Allow students to feel a sense of
shared exploration and discovery
Give students choices
 GREAT TEACHING starts
with GREAT PLANNING

Students engaged & motivated

Break assignments into small chunks
Hands-on manipulatives
Ask open ended questions
Make lesson relevant
Allow students to develop own questions
to research
Integrate diverse teaching strategies
Talk at appropriate level
 Foundational Habits

Be Explicit

Model

Reinforce
 SET STUDENT GOALS
They’re all about High
Expectations
Keys to great goal setting
Regular Routine – “mini goals”- focus
on small, immediate, action-oriented
Very Specific Actions-what, when,
how??
Level Appropriate
Followed by reflection- students need to
evaluate- leads to feeling of
accomplishment and future goal setting
 The 5 Most Important
Things You Can Do For
Your Students
CARE
SET HIGH EXPECTATIONS
CREATE ORDERLY, STRUCTURED
CLASSROOM
EARN RESPECT- stay calm, exercise
self control
TREAT EACH STUDENT WITH
COURTESY AND RESPECT
 LESSON PLAN
Preparation Summary:
Do’s… Don’t’s…
 Always date your  Be overly concise, use
plans verbs and highly
 Indicate daily plans descriptive phrases Optional/Preferred:
(even if carrying over
activities)  Hesitate to embrace a
 Indicate open-ended typeset format. Indicate…
writing and critical Reference Staff
thinking activities Handbook for sample.
(daily for LA/Lit., 1. Homework
weekly for Math,  Write illegibly, if not 2. Field learning
Science and Social typing.
Studies) experiences
 When appropriate, 3. Guest presentations
indicate specific
exercises for Ask 4. Highlight
 Plan differentiated interdisciplinary
instruction
 Closely correlate NJ activities
Core Curriculum 5. Video-aided learning
Content Standards.
 Indicate where Crisis
and follow up
Management folder (reflective) activity
can be found
 Credits
Portions of this power point were taken from the following sources:

EFFECTIVE LESSON
PLANNING
Presented by Vicki Duff
Mentor Training Coordinator
Department of Education
609-292-0189
Unit Assessment and
victoria.duff@doe.state.nj.us
Instructional Planning:
An Approach to Facilitate
Standards-Based Learning
Sue Stevens, Tina Scott, Cheryl Gettings
suestevens@cutting-edge-consulting.com
245-3737