LESSON PLANNING this is as the sequence of learning

within a lesson that allows pupils to

A  Lesson plan is a teacher's daily guide for
make progress in skills, knowledge, or
what students need to learn, how it will be
both. lesson that allows pupils to
taught, and how learning will be measured.
make progress in skills, knowledge, or
Lesson plans help teachers be more
both.
effective in the classroom by providing a
detailed outline to follow each class period. Three Phase Lesson Plan
This is the simplest model. Normally
introduced in the early phases of teacher
What is the purpose of lesson plan? training, this model breaks learning into
three large chunks using terminology that
 Lesson planning communicates to
all teachers will be familiar with: starter,
learners what they will learn and
main, and plenary.
how their goals will be assessed, and
it helps instructors organize content,
 Starter: A starter is the opening
materials, time, instructional
activity that engages pupils and sets
strategies, and assistance in the
the tone for the rest of the lesson.
classroom.
Generally, it should be something
 It’s a teacher's daily guide for what
that requires minimal instruction,
students need to learn, how it will
and enables learners to switch on to
be taught, and how learning will be
learning.
measured.
 Main: This is the main task of
 Lesson plans help teachers be more
the lesson. Most children learn
effective in the classroom by
more effectively when a task
providing a detailed outline to follow
is broken down into smaller
each class
steps. In teacher training, it is
often referred to as the
Phases of a Lesson Plan 'development'.
 Plenary: Plenaries are used by
When it comes to the phases of a lesson
teachers to review the lesson
plan, there are different schools of thought.
objectives and consolidate
In this Teaching Wiki, we provide a brief
learning. Pupils and teachers
overview of the main theories.
can reflect on the learning,

The phases of a lesson plan could be: ask questions, discuss next

steps and celebrate good work
 the way in which you approach the and positive learning
creation of a lesson plan, or outcomes.

 The planned phases of learning within Four Phase Lesson Plan

a lesson. Building on the three-phase approach to
lesson planning, this model essentially
 This Teaching Wiki covers different
breaks the main part of the lesson into two
approaches to the planned phases of
parts.
learning. Another way to think about
  The first phase is an introduction or
starter activity, which includes the
presentation of the learning
objectives for that lesson.
 In the second phase, the teacher
presents new information about the
topic, possibly demonstrating a skill,
or developing learners’ knowledge.
 The third phase gives the children a
chance to put their new knowledge
or skills into practice.
 The fourth phase is the plenary or
learning review, where the children
and the teacher summarize,
evaluate, and review the learning.
The 5E Model was authored by
academics in 1987 as part of the
Biological Science Curriculum
Study. Since then, it has been
widely adopted by education
providers. The five phases are:
 Engage: A learning concept is
introduced.
 Explore: Pupils explore the new
concept through learning
experiences.
 Explain: The teacher helps pupils
to understand the concept.
 Elaborate: Pupils apply what
they’re learned.
 Evaluate: The teacher and the
pupils review, evaluate, and
assess their learning.
Six Phase Lesson Plan
In more recent times, the six phase
lesson plan has become popular in schools.
Essentially, it’s the same as the five phase
lesson plan.
The additional phase comes after the first /
starter / engage / preparation phase. At this
point in the lesson, the teacher shares the
learning outcomes and the success criteria
with the pupils.
Good Learning Objectives Matter
 Good learning objectives are not
simply a list of topics to be covered
in a course, rather they should
illustrate the skills and applicable
knowledge students will master.
 Good learning objectives benefit
both students and instructors.
 Instructors who adopt learning
objectives begin to write them for
the entire course, individual units,
and even for each lecture.
Why good learning objectives are
important to students
Learning objectives communicate
specifically what students should be
able to do.
For instance*, students in an entry-level
language class can have clear ideas of what
they will get out of the class, if they read
course learning objectives like these:
By the end of the course, with reasonable
effort, you will be able to:
 comprehend simple conversations and
stories on everyday topics
 write simple texts such as
descriptions, narrations, letters
 use appropriate verbal and nonverbal
communication demonstrating proper
etiquette for daily activities in a
variety of cultural contexts.
Learning objectives tell students what
is important.
From the above example, the students will
know that focusing on daily basic
conversation using proper etiquette might
be more important than
memorizing conversational vocabulary.
Learning objectives should be used to
guide students as they work through
the course, and to assess their
learning progress.
Excellent learning objectives provide a guide
for students when reviewing materials and
preparing for assessments. Learning
objectives are the most powerful if they are
actionable and measurable.
Aligning Goals, Objectives and
Standards in Lesson Plans
 The goals, objectives and standards
components of a lesson plan help to
guide the direction of your lesson
plan; therefore, it is essential to
make sure they are all connected to
the same concepts.  not alignment amongst the goals,
 The goal of a lesson plan is the
target you are trying to reach.  It
helps to provide the framework that
you will use when developing your
lesson objective.   and ending sounds in a word, an
 The lesson objective is a clear and
measurable statement that tells you
what the students will be able to do
at the end of the lesson.  which direction the lesson plan is
  Finally, the standards are clear
written descriptions, developed by
each state, of what a child should be
able to do at a particular age (early
learning standards) or grade level
(K-12 standards).   Since all these
components are focused on the
overall concept of the lesson, they
must be related, or aligned in the
same areas.
 So, what do we mean by
alignment?  Simply put, we mean
that they all need to be focused on
the same area of development or
academic concept.  For example, if
your goal is on sequencing a story,
create an objective about how
students would demonstrate their
knowledge of sequencing a story. 
  “When aligned, the major course
components work together to ensure
that students achieve the desired
learning objectives” (Engage, 2019,
para. 3). 
  In addition, you would need to
locate a state standard that was
focused on sequencing the events in
a story.  When all of these elements
of a lesson plan are connected, the
lesson will flow smoothly, and your
students will have a greater chance
at mastering the lesson objective.
 On the other hand, when there is
objectives and standards of a lesson
plan, the lesson becomes disjointed. 
If you have a goal focused on
identifying the beginning, middle
objective centered around reading
sight words, and a standard about
writing letters, you will not know
headed.  The lesson does not clearly
address if one is teaching sounds,
reviewing sight words, or writing
letters.   
 Alignment in a lesson plan ensures
that all the components are working
together to support student
success.  If you start with aligned
goals, objectives, and standards,
 you will set your lessons up for
success!
Writing Goals and Objectives
 “If you’re not sure where you are
going, you’re liable to end up some
place else.” ~ Robert Mager, 1997
 Instructional goals and objectives
are the heart of instruction. When
well- written, goals and objectives
will help identify course content,
structure the lecture, and guide the
selection of meaningful and relevant
activities and assessments.
 In addition, by stating clear
instructional goals and objectives,
you help students understand what
they should learn and exactly what
they need to do.
Course Goals
 A course goal may be defined as a
broad statement of intent or desired
accomplishment.
 Goals do not specify exactly each
step, component, or method to
accomplish the task, but they help
pave the way to writing effective
learning objectives.
 Typical course goals include a
number of subordinate skills, which
are further identified and clarified as
learning objectives.
 Course goals often do not specify
student outcomes or how outcomes
will be assessed. If you have
difficulty defining a course goal,
brainstorm reasons your course
exists and why students should
enroll in it.
 Your ideas can then generate
course-related goals. Course goals
often originate in the course
description and should be
written before developing learning
objectives. You should also discuss
course goals with your colleagues
who teach the same class so that
you can align your goals to provide
students with a somewhat consistent
experience of the course.
General Goal Examples
 Students will know how to
communicate in oral and written
formats.
 Students will understand the effect
of global warming.
 Students’ perspective on civil rights
will improve.
 Students will learn key elements and
models used in education.
Learning Objectives
 We cannot stop at course goals; we
need to develop measurable
objectives. Once you have written
your course goals, you should
develop learning objectives.
 Learning Objectives are different
from goals in that objectives are
narrow, discrete intentions of
student performance, whereas goals
articulate a global statement of
intent.
 Objectives are measurable and
observable, while goals are not.
Comparison of Goals and Objectives
Goals are:
  Broad, generalized statements about also align with overall course
what is to be learned objectives.
 General intentions
 Well-stated objectives clearly tell the
 Intangible
student what they must do ... and
 Abstract
under what conditions the
 Cannot be validated
performance will take place.
 Defined before analysis
 Written before objectives
ABCD Model of Learning Objectives

Objectives are:
A. Audience: Who will be doing the
behavior?
 Narrow, specific statements about
B. Behavior: What should the learner
what is to be learned and performed
be able to do? What is the
 Precise intentions
performance?
 Tangible
C. Condition: Under what conditions do
 Concrete
you want the learner to be able to
 Can be validated or measured
do it?
 Written after analysis
D. Degree: How well must the behavior
 Prepared before instruction is
be done? What is the degree of
designed
mastery?
Goals should be written from the instructor’s
 Writing a learning objective for
point of view
each behavior you wish to
Objectives should be written from the measure is good instructional
student’s point of view practice.
 This practice will allow you to
 Well-stated objectives clearly tell the
break down more complex
student what they must do by
objectives (ones with more than
following a specified degree or
one behavior) into smaller, more
standard of acceptable performance
discrete objectives.
and under what conditions the
 Writing a learning objective for
performance will take place.
each behavior you wish to
measure is good instructional
  In other words, when properly
practice.
written, objectives will tell your
learners exactly what you expect
Behavioural Verbs
them to do and how you will be able
to recognize when they have  The key to writing learning
accomplished the task.   objectives is using an action verb
to describe the behavior you
  Generally, each section/week/unit
intend for students to perform.
will have several objectives (Penn
 You can use action verbs such
State University, n.p.).
as calculate, read, identify,
Section/week/unit objectives must
match, explain,
 translate, and prepare to Mager, R. F. (1997). Measuring instructional results:
describe the behavior further. How to find out if your learning objectives
 On the other hand, words such have been achieved. (3rd ed.). Atlanta, GA:
as understand, appreciate, CEP Press.
internalize, and value are not
Mager, R. F. (1997). Preparing learning objectives: A
appropriate when writing
critical tool in the development of effective
learning objectives because they
instruction. (3rd ed.). Atlanta, GA: CEP Pres
are not measurable or
observable.
 Use these words in your course
goals but not when writing
learning objectives. See Verbs to
Use in Creating Educational
Objectives (based on Bloom’s
Taxonomy) at the end of this
guide.
 Overt behavior: If the behavior is
covert or not typically visible
when observed, such as the
word discriminate, include an
indicator behavior to clarify to
the student what she or he must
be able to do to meet your
expectations. For example, if you
want your learners to be able to
discriminate between good and
bad apples, add the indicator
behavior “sort” to the
objective: Be able to discriminate
(sort) the good apples from the
bad apples.
 Also, avoid using fuzzy
phrases such as “to understand,”
“to appreciate,” “to internalize,”
and “to know,” which are not
measurable or observable. These
types of words can lead to
student misinterpretation and
misunderstanding of what you
want them to do.

References Directions: Read the question carefully

Multiple choice

Encircle the correct Answer.

1. It is the opening activity that engages

pupils and sets the tone for the rest of the
lesson.
a.Main
b.Plenary
c.Starter
2. Used by teachers to review the lesson
objectives and consolidate learning.
a.Plenary
b.Main
c.Starter
3. The teacher helps pupils to understand
the concept.
a. Evaluate
b. Explain
c. Elaborate
4. Pupils examine the new concept through
learning experiences.
a. Engage
b. Elaborate: 
c. Explore
5. Pupils reflect what they’re learned.
a. Elaborate
b. Explain
c. Evaluate

True or false

1. Lesson planning communicates to learn

and how their goal will be assessed.

2. Lesson Plan is not necessary for teacher’s

daily guide for students.

3. The three phase of lesson plan are main,

starter, and evaluate.

4. A good learning objectives are not

simply a list of topics to be covered in a
course.

5. Main is the opening activity that engages

pupil’s sets on the tone for the rest of the
lesson.

6. Engage is where a learning concept is

introduced.
7. There are no phases in Lesson Planning.

8. Objectives must be tangible.

9. Abstract is not needed in lesson

planning.

10. The goal of lesson planning is the

target that you are trying to reach.

Essay