LESSON PLAN TEMPLATE (DIDACTIC)– GUIDED
COMPONENTS
TEACHER
SCHOOL
SUBJECT
TOPIC
SUBTOPIC
CLASS
DURATION OF
THE LESSON
NO. OF STUDNETS
RATIONALE /
  • ‘What’ is the knowledge and skills to be taught?
  • ‘Why’ should the lesson be taught/ the students should learn the lesson?
  • ‘How’ should the lesson be taught?
  • Where’ is the topic located in the syllabus/ or topic lessons/ or unit?

OBJECTIVES / Statements: What should the student learn so the teacher can assess if learning has occurred? By the end of the lesson the learner should be able to:
PREREQUISIT SKILLS AND KNOWLEDGE / Concepts that need to be mastered in advance - what learners know and are able to do before the lesson…
21st Century Skills / Abilities and skills that students need to develop in order to succeed in the information age - Problem solving, Critical thinking, Creativity & innovation, Collaboration, communication, Global citizens, Information and Communication Technology
RESOURCES – ICT / ICT toolkit – Productivity tool (word, presentation, excel) , open education resources and software
RESOURCES – NON ICT / Non-ICT toolkit – Blackboard & chalk, text books, realia – real objects from the environment

LESSON PROCESS (40 min or 80 min lesson)

The lesson is divided into 3 main activity stages – Introduction, Main Activities, Conclusion

STAGE / Time / TEACHER’S ACTIVITIES / LEARNER’S ACTIVITIES / Assessment Indicators of learning
INTRODUCTION
(10 min) / 5 min /
  • Generally, the teacher reviews concepts required for the lesson;
  • Demonstrates the use of software;
  • Gives instructions, explains the tasks.
/
  • Try to move away from a teacher-talk only lesson.
  • Get students involve in the lesson Get them to participate with the use of pivotal questions and interactive strategies.
/ Teacher observation - whole class, individual and group work
MAIN ACTIVITIES
New Knowledge
(Teacher guided instruction) / 20 min or 60 min / Step 1
Teacher needs to guides the students /
  • Need to prepare pivotal questions to engage students in critical thinking
  • Need to prepare Activity Sheet – instructions, record data and draw conclusions.
  • Need to design / adapt the lesson to the students’ ability level.
/ The teacher should monitor to make sure they are on task and intervene if the students are off task
Reinforcement
(Student activity) / Step 2
The teacher needs to present the students with an activity where they can apply the new knowledge. / Ensure that the activities are engaging and require them to think.
Reflection
(Teacher & student review) / Step 3
Ask students to demonstrate what they have learned and present any difficulties that they may have had / Students can present their results, share their findings and ask questions
CONCLUSION
(10 min) / 10 min / Finally the teacher will sum up the whole lesson. / Students can take notes and ask final questions.
Assessment and follow-up. / 5 min / Could be a paper & pencil worksheets; or from school textbooks; or a quiz using a computer software / Students can spend time on their own to explore further the worksheets or the software after the class is over – in the computer lab if the school has one – or at home for homework. / Student portfolios of individual & group work

Examples of questions you can ask in class

Here are some questions classified using Bloom's taxonomy, in order of increasing demand from 1) remembering to 2) understanding to 3) applying to 4) analyzing, to 5) evaluating to 6) creating type questions for gradually building students higher-order thinking and knowledge:

Remembering
  • What do you remember about ...?
  • How would you define ...?
  • How would you recognise ...?
  • What would you choose ...?
  • Describe what happens when ...?
  • How is ...?
  • Which one ...?
  • Why did ...?
/ Understanding
  • How would you clarify the meaning ...?
  • How would you differentiate between ...?
  • What did you observe ...?
  • How would you identify ...?
  • What would happen if ...?
  • Can you give an example of ...?
/ Applying
  • How would you develop... to present ...?
  • What would be the result if ...?
  • How would you present ...?
  • How would you change ...?
  • Why does ... work?
  • Can you develop a set of instructions about ...?
  • What factors would you change if ...?

Analysing
  • How can you classify ... according to ...?
  • How can you compare the different parts ...?
  • What explanation do you have for ...?
  • Discuss the pros and cons of ...?
  • What is the analysis of ...?
  • How is ... similar to ...?
/ Evaluating
  • What criteria could you use to assess ...?
  • What data was used to evaluate ...?
  • What choice would you have made ...?
  • What is the most important...?
  • How could you verify ...?
  • Is there a better solution to ...?
  • What do you think about ...?
  • Do you think this is a bad or a good thing?
/ Creating
  • What alternative would you suggest for ...?
  • What changes would you make to revise ...?
  • Predict the outcome if ...?
  • What could you invent ...?
  • How would you compile the facts for ...?
  • If you had access to all resources how would you deal with ...?
  • Compose a song about ...
  • Design a ... to ...

Source:OER4Schools (2013) The OER4Schools Professional Learning Resource at: