Key Elements of a Lesson Plan

By: Elizabeth Cross

Lesson plans contain many key elements that provide details of how to begin, follow though, and end a lesson. Summary of a Lesson Plan: this is the first thing that should be done for a lesson plan. It allows for a previous lesson review and/or a new topic that is going to be introduced. This section is typically one or two sentences at the most. Grade Level: here is where the grade that is being taught, example 3rd grade. Skill Level: this allows for the teacher to know what skill level group he/she will be teaching, e.g. below level, on-level, above level, and all skill levels. Typically a teacher will teach all levels at the beginning of the lesson and then move on to the different skill level groups. Grouping Structure: Allows for different types of grouping structures for students to work in. Students can work in groups, as a class whole or individually, also allowing the different skills levels to work and learn from each other. Objectives: show what is to be taught and which standard the lesson is being tied into. Procedure: is what the students are going to by doing during the lesson, step-bystep instructions for the lesson. Assessment: is key to a lesson, this shows weather or not the students have understood the material and if not what they are not understanding. Homework: is optional but is a good thing, it allows the students additional practice or time to finish work from the day. Materials: are what is going to be needed for a lesson.

Lesson Plan
By: Elizabeth Cross Summary of the Assignment: Students will be able to correctly put a peanut butter and jelly sandwich together, using sequencing skills. Target Population: 3rd grade All skill levels Students will be paired up in groups of two Objective: W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Students will be able to correctly put a peanut butter and jelly sandwich together, using sequencing skills and following directions. Procedure: (T) will introduce sequencing skills on the white board. (S) will complete a worksheet on sequencing. (S) will write down how they believe a peanut butter and jelly sandwich should be made in sequence. (S) will break in to teams of 2 and exchange their direction with the other student. (S) will take turns reading the directions while the other student constructs a peanut butter and jelly sandwich to the exact directions they have written down. After each student has completed making their peanut butter and jelly sandwich the students will then go back and fill in or correct any missing directions. Assessment: (S) will turn in their direction sheet with the revisions to be grade for accuracy.