GUIDE TO

LESSON
PLANNING
FOR STUDENT-TEACHERS STUDYING FOR THE
ASSOCIATE DEGREE IN PRIMARY EDUCATION
AT ST. JOHN’S COLLEGE JUNIOR COLLEGE

2020
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SAINT JOHN’S COLLEGE JUNIOR COLLEGE

LESSON PLAN

Subject: _____________ Date: _____________ Duration: _________ Grade: ___________

Unit Topic: ________________________ Lesson Topic: __________________________

Learning Outcome Number(s): _________________________________________________

Connections/Linkages: ________________________________________________________

Students' Previous Knowledge & Experience:

Lesson Objective:

Materials and Texts: Sources of Information:

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Lesson Content:

Skills:
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Attitudes:

Suggested Activities/Procedures:

Introductory Activities (____ mins.):

Developmental Activities/Procedures (____ mins.):

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Culmination & Closure (____ mins.):

Homework (if applicable)

Reflection:

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 Basic Elements of a Lesson Plan Explanatory Notes

Note: Writing on a lesson plan should succinct – that is, information should be accurately and fully communicated using as few words
as possible.

Element Explanation Preferred Format / Style and Examples (in italics)

The subject should not be a subject component such as

phonics, grammar, spelling:
Subject The timetable subject. Examples: Language Arts; Mathematics; General Science;
Social Studies; Expressive Arts; Spanish; HFLE; Physical
Education.

Date The day the lesson is delivered Any recognized date format. - Mon 2nd Feb 2020

Duration The number of minutes the lesson lasts. 75 mins.

All instruction should occur as part of a unit lasting
3-6 weeks. It is not necessary for units in one
Unit Theme subject area to be the same as units in another.
Unit themes can be found in the curriculum
documents.
1-3 words. Unit titles should be as specific as possible while
still describing the topic– African Communities rather than
Early Civilization. e.g. Plant Habitat; The Solar System; The
Constitution; Heat; Maya Cities and Villages; Caribbean
Landforms; Hurricanes

A brief statement of the main content. It must align
with the unit topic. It can be expressed in terms of
concepts, skills or attitudes. It will usually be a
Lesson Topic general concept, except in Language Arts when it
will usually be a broad area of skill. Students can
use the Curriculum Content Standards and/or sub
topics to guide them.
1-5 words
Types of Plant Habitat; Levers; The National Assembly;
Cleaning Your Body;
In Language Arts the Content Standard short title, or part of it,
may be used: Listening for Information; Narrating Fictional
Events; Writing Stories.

Learning The revised curriculums for primary school contain Examples:


Element Explanation
grade-level specific learning outcomes that state
Outcome what students should know and be able to do.
Number Ensure to write the number as well as the
sentence.
This is the link to other subject areas. More often it
Connections/
will be how the topic relates to the students’
Linkages
everyday experiences and future development.
Students' Knowledge, that is directly relevant to the topic
Previous that students are expected to bring to the lesson.
Knowledge/ This could have been gained in previous lessons
Experience or in outside of school experiences.
Objective Briefly, what the lesson is designed to achieve in
terms of the most important new or change in
knowledge, skills, or attitudes that should be
exhibited by the students during (and usually
towards the end of) the lesson.
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Preferred Format / Style and Examples (in italics)
45.10 Write suing similes and metaphors to enhance
description.
1.8 Use concept of zero to describe real life situations.
Example: Math (fractions), P.E. (coordination).
Often a single item. If there is more than one item use a
bulleted or numbered list. The statement will often start with
“students have” or “students can”.
Use measurable behaviors/verbs. Avoid vague phrases such
as “students are familiar with shapes”, "students are aware...",
"students understand...". It is also recommended that you
explain how you are aware that the students have the previous
knowledge or the experience.
Examples
Students have created geometric shapes in previous lessons.
Students can identify different polygons from exercises done in
class.
Students can name their area representative from discussions
in their social studies lessons.
The format should be that of a behavioral objective.
A single sentence containing a condition, an observable action
verb, a performance and, an extent. (See left)
Sentences with more than one performance verb should be
avoided.

Element Explanation
Condition:
The circumstances in which the students will
perform the task.
An Observable Action Verb:
The main verb in the sentence should be of an
action that the teacher can observe, (see next
column).
The Performance or Action:
This statement, beginning with the verb,
specifically describes what the student is expected
to do as they demonstrate new knowledge, skills
and attitudes. In most lesson plans, this will be
the same or very similar to the culminating activity.
The Extent or Criterion:
This indicates the standard of performance
expected, usually by further defining the
performance. For example: using two digit
numbers, in not less than three paragraphs, with a
topic sentence and three supporting details,
clearly and accurately.
With the exception of Language Arts, a single
objective per lesson would be enough.
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Preferred Format / Style and Examples (in italics)
Examples:
 After listening to a story, students will identify at least 5
words that begin with the /ch/ sound.
 Using colored paleta sticks, students will correctly add
two 3-digit numbers.
 While participating in a debate about drug use among
teenagers, students will coherently contribute one idea
supported by evidence.
The condition may include (a) materials given or prohibited to
the students, e.g. using a calculator, using a checklist, without
using a dictionary, with a ruler; (b) time limits for the completion
of the task; (c) the location, e.g. in the reading corner; (d) the
type of grouping, e.g. individually, in groups of three, as a
whole class; (e) after a prior activity, e.g. after discussing birds
with their partner, after listening to the Three Little Pigs story (f)
during another activity, e.g. while conducting an experiment.
Examples of observable action verbs include:
recall, list, define, compare, contrast, measure, read aloud,
draw, design, construct, evaluate, analyze, calculate, convert,
debate, discuss, demonstrate, present, justify, interpret,
predict, sequence, rewrite, select, state, group, categorize,
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Element Explanation Preferred Format / Style and Examples (in italics)

illustrate.

Certain verbs should not appear in objectives because they

indicate a process that cannot be observed by the teacher.
These include: learn, understand and know.

Materials and resources that are used by the

Bulleted list. There should be enough information to identify the
students during the lesson. This should include:
texts, and so on. It is not acceptable to write the words
- texts that students will read
“handout” without an identifying title. It is not necessary to give
- other sources of information students will use
full references.
Materials and (e.g. pictures, video, PowerPoint presentation,
The Three Little Wolves and the Big Bad Pig.
Texts pre-recorded music)
Adding Fractions Handout
- specialized stationery
Language Tree Unit 3 (Tom’s Adventure)
Note: Materials that are used for most lessons
Card, elastic bands, tape, glue.
should not be included (i.e. pens, paper, exercise
Compass and ruler
books, primary school curriculum)

Sources of Sources of information used by the teacher in Bulleted list. There should be enough information to identify the
Information preparation of the lesson, for example, textbooks, texts, sites and so on.
Internet sites, and so on. Where appropriate, a
page number should be included.

For internet sites, include the name of the page and then the
link

Example: Singing Through Transitions. Retrieved from

http://www.communityplaythings.com/resources/articles/2017/s
inging-through-transitions

Element Explanation
Content What will be taught in terms of:
 Concepts – that is information, ideas, opinions,
theories, laws, procedures, facts, formulas,
and so on.
 Thinking Skills – that is mental and intellectual
skills as described by Bloom’s taxonomy of
educational objectives.
 Practical Skills – that is relating to movement
and coordination, including basic locomotor
and manipulative skills such as running or
grasping and more complex skills such as
dancing, drawing, constructing, expressing
through gestures and so on.
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Preferred Format / Style and Examples (in italics)
For books, write the title and the page number
Example: Elementary Social Studies p38-45
For videos, include the name of the video and then the link
Example: The Empty Pot. Retrieved from
https://www.youtube.com/watch/?v=mZqmNJvsGkM
The names of search engines (e.g. google, pinterest, etc)
should not be used.
Sources that are used for most lessons should not be included
(i.e. the curriculum)
Sentence fragments can be used. For skills, attitudes and
behaviors it is usual for the statement to start with a verb.
Examples:
1. The internal angles of a polygon with a given number of
sides is always the same, irrespective of whether the shape
is regular (e.g. square) or not.
2. For any polygon, the sum of internal angles equals the
number of sides x 180
3. Predict the relationship between shapes and angles
4. Create polygons on a geoboard
5. Measure angles using a protractor
6. Focus on completing the task
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Element Explanation Preferred Format / Style and Examples (in italics)

 Attitudes & Behaviors – including paying

attention, being motivated to complete
activities, volunteering to participate, showing
pleasure and enjoyment, recognizing the value
of something, expressing appreciation, making In the above list, 1 & 2 are concepts; 3 is a thinking skill, 4 & 5
judgments about morals, values and are practical skills, 6 is an attitude.
behaviors, working independently and so on.
Use small phrases instead of utilizing isolated
verbs.

One or two activities that are designed to:

Short sentences beginning with the words “The Students”
- Engage and motivate students
wherever possible.
Introductory - Introduce them to the lesson topic
Students play “Polygon Race”.
Activities - Indicate real world applications, and
Selected students chose a question from a box and choose a
- Link the lesson topic to their previous knowledge
classmate to answer it.
and experience

Developmental Any number of activities designed to developed Bulleted list.

Activities/ students’ grasp of the lesson as they move
Procedures towards being able to achieve the objective.
Developmental activities are usually more As above, activities are best expressed as what the students
structured that the culmination. This structure will do rather than what the teacher will do. Example:
might be provided through teacher's help, the use
of artifacts and additional sources of information,
working with peers, and so on. In many lessons Students will:
this section will feature collaborative small-group
work.  practice the poem "the math signs"
Developmental activities will usually follow a  ...
logical sequence. They should show progression,  ...
that is, students gaining an ever deeper
understanding of the concepts or students gaining
independence as scaffolding is removed. Thus It is not necessary to include every single step in an activity.
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Element Explanation Preferred Format / Style and Examples (in italics)

There needs to be just enough information for you to know

what to do.

activities should not just be a series of ways of

doing the same thing and all activities should be a
logical way of helping the students achieve the
objective.
Examples:
Students will match “plot cards” with the appropriate part of the
story.
In groups students predict the answer to this question: As the
number of sides increases, will the sum of internal angles
increase or decrease?

Culmination:
The final major activity of the lesson. It is the point
in the lesson when students demonstrate whether
Culmination & they have attained the objective.
Similar to the other activities.
Closure Closure
The ending of the lesson, for example brief wrap-
up and review. It is not always necessary to
include a closure.

A brief description of work to be done outside of

lesson time. It is not necessary to set homework
every lesson. Lower division students should not It is useful to indicate in the procedures at what point in the
Homework
get more than 30 mins of homework daily, rising lesson homework will be set.
no more than 90 mins for those in the upper
division.

Reflection A statement, often containing many sentences, The reflection is usually written in continuous prose using
written by the teacher after the lesson has been complete sentences.
implemented that demonstrates reflective thinking
about the lesson. It will often include explanations
of what went well, what did not go as expected,
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Element Explanation Preferred Format / Style and Examples (in italics)

Vague statements, e.g. “The lesson was good because the

and what could have been done differently. It
students enjoyed it” or “it was a wonderful lesson and everyone
should include reflection on students’ learning that
was happy” should be avoided. Reflection can also refer to
specifically relates to how well they did or did not
ways in which the teacher’s beliefs about teaching, the subject
behave, complete activities and/or grasp concepts
matter or the students were confirmed or challenged.