CAMBRIDGE SCHOOLS

LESSON PLANNING TEMPLATE

NAME:
SUBJECT:
WEEK OF:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
LESSON
OBJECTIVE
OR
LEARNER
OUTCOME
BELL ACTIVITY
INSTRUCTIONAL
ACTIVITY
ASSESSMENT
HOMEWORK
OTHER
NOTES
CAMBRIDGE SCHOOLS
COMMON LESSON PLANNING TERMS
LESSON OR LEARNING OBJECTIVE
The learner outcome. It represents what the learner should know or be able to do. The objective should be clearly stated and in
measurable terms.
BELL ACTIVITY
The bell activity is a short problem/question/work sheet/activity that help the student shift gears from the last lesson or changing time
to the new lesson or period. The bell activity should either be a summary exercise from the previous days lesson or a lead in activity
that gets students thinking about the objective of the day. It may also be a form of diagnostic questioning or formative assessment that
will serve as a measure of where the student is at in his/her learning and guide further instruction. !hile students are working on
this activity the classroom maintains order while the teacher takes attendance and deals with readmits and other administrative tasks.
INSTRUCTIONAL ACTIVITY
This represents how the actual instruction will be delivered and reinforced or how you will present the information so that the
students master the objective. "ommon forms include lecture presentations discussion of reading lab work large group small
group one#on#one instruction $if needed% etc.
ASSESSMENT
&ssessment can be formative or summative. It answers the questions of whether or not the student accomplished the objective where
the problems are and what adjustments can be made to clear up any misunderstandings. &ssessment can take many forms including a
simple thumbs up or thumbs down large group performance or response labs directed questioning qui''es reports papers
homework assignments progress checks summative chapter or unit tests. (o matter what form of assessment is used the teacher
must always analy'e the results and adjust instruction accordingly.
REINFORCEMENT
)einforcement involves the use of procedures or activities that help to drive home the lesson and reinforce the appropriate learning of
the objective. *orms of reinforcement include but are not necessarily limited to+ ,uided practice- independent practice- homework-
closure statements.
ELEMENTS OF INSTRUCTION
There are seven common elements of good lesson design as originated by .unter and reinforced by !ong and others. They include+
/. 0ell &ctivity+ & short problem/question/work sheet/activity that helps the student shift gears from the last lesson or changing
time to the new section or period. The bell activity should either be a summary exercise from the previous days lesson or a
lead in activity that gets students thinking about the objective of the day. It may also be a form of diagnostic questioning or
formative assessment that will serve as a measure of where the student is at in his/her learning and guide further instruction.
!hile students are working on this activity the classroom maintains order while the teacher takes attendance and deals with
readmits and other administrative tasks. 1tudents also begin to focus on the lesson for the day.
2. 1tatement of the objective+ In simple terms the 3objective4 is the learner outcome as a result of the lesson. The objective
should be clearly stated in terms of what the student should know and be able to do. It should be posted in the same location
daily. &ssignments should also be clearly posted in the same location daily.
5. Teacher input+ 1imply put this represents the instructional delivery model that will be used to teach to the objective. "ommon
models include+ 6yad- Triad+ 7arge ,roup- 1mall group- 7ab &ctivities- Independent activities- &udio#8isual &ctivities.
9. :odeling+ This represents the reason for learning the lesson. It is the4 how to4 or 3why4 to learn the objective.
;. ,uided <ractice+ ,uiding a group through an appropriate incremental step driven process for reinforcing the objective.
=. Independent practice+ <ractice that does not require help or guidance that reinforces the learning such as homework
assignments.
>. "losure+ !rap up of what was learned why it is important and how it applies to future learning.
NOTIONS THAT TRANSCEND THE ELEMENTS OF INSTRUCTION
/. )elevancy
a. To the objective
b. <ast present future
c. To real life
2. :onitoring and &djusting
a. "ontinually checking for understanding and adjusting instruction as necessary so that all students are clear.
b. 8arious questioning patterns
/. one question ? one response
2. @ne question ? numerous responses
5. Thumbs up/down
9. @ne question ? all respond
FIVE STEPS FOR PLANNING A LESSON
/. Identify the objective and write it clearly to indicate what it is that the student should know and be able to do.
2. 0rainstorm en route learning or what it is that the student should already know in order to take on the new learning.
5. !eed out non essential information that may only confuse the new learning. Aust stick to the essentials.
9. 1equence the lesson
a. 0uild on what the student should already know
b. )elate it to the new learning and future learning
;. 6iagnostic questions
a. .elp define where the student is at
b. .elp the instructor to adjust instruction as necessary