Effect iv e l es son

pla nn in g
LABORTE JR., MSDRM
ALBERTO Z.
 gOALS

Describe the value of effective

lesson planning.

Discuss and utilize various

components of effective lesson
plans.
 a tt e mp tin g to t eac h wit hou t insp irin g
A teacher who is
s ire to le ar n is ha mm erin g on a c old
the pupil with a de
iron.
- Horace Mann
 EFFECTIVE TEACHERS

1 2 3 4
Value the Plan strategic
Know the Understand the
diversity of the lessons using
Content development
student within research-based
of student.
the class. activities.
 EFFECTIVE TEACHERS

5 6 7 8
Use multiple Create a Adapt and Use effective
assessments to suitable modify communication.
evaluate learning instructions.
progress. environment.
EFFECTIVE TEACHERS

9 10
Collaborate Engage in
with all sustained
members of professional
the learning growth
community. experience.
 instructional planning
strategies
Plans are developed to provide students with meaningful learning
experiences.
Plans connect to related learning opportunities.
Teaching is based on instructional strategies that focus on best practices
and research.
Teaching is based on instructional strategies that focus on best
practices and research.
 good planning

Keeps the teacher and students on track.

Achieves the objectives.

Helps teachers to avoid "unpleasant" surprises.
Provides the roadmap and visuals in a logical sequence.
 good planning

Provides direction to a substitute.

Encourages reflection, refinement, and improvement.

Enhances students achievement.

 poor planning

Frustration for the teacher and for the students.

Aimless wandering.
Unmet objectives.
No connection to prior learnings.
Disorganization
Lack of needed materials.
A waste of time
 ingredients of a good
lesson
Objectives
Essential Questions
Pre-Assessment
List of Materials
Warm-Up and Introduction (Activating Strategy)
Presentation
Practice (Graphic Organizers)
 u re o f a le ss on a n d th e m ore pr e cis e
The greater the stru ct
at is to b e ac co m p lish ed , th e h igh er
the directions on w h
the ac h ie v em e nt r at e.
ong, The First Days of Teaching
- Harry Wr
 objectives

A description of what the students will be able to do at the end of the

lesson.
Be SMART (Specific, Measurable, Attainable, Realistic, and Time-Bound)

NOTE: Avoid vague and unclear tasks.

 curriculum framing
questions
Target the HOTS (Higher Order Thinking Skills) Requires Comparison,
Synthesis, Interpretation, Evaluation, etc.
Ensure student projects are compelling and engaging.

Focus on Important Topics

Connect learning to other disciplines and other topics of the
study.
Address compelling questions.
 How do essential
questions help teachers?
They help teachers focus on important topics.
They raise questions important questions across areas.
They center around major issues, problems, concerns, interests, or themes
that also occur in other units.
They help teachers promote authentic inquiry.
 How do essential
questions help students?
Essential questions bring meaning and focus to the study of events and
topics throughout a project or course, which otherwise may seem
arbitrary or unrelated.
They engage students' imagination and connect the subject with their
own experiences and ideas.
They help students to make compare, contrast and make analogies.

They encourage in-depth discussion and research and set the stage for
further questioning.
 curriculum framing
questions
Essential Questions- Broad, Open Ended
How can I make difference?

Unit Questions- Project-Specific; aid students in understanding the

concepts of a project.
What can our school do to help save an endangered species?

Content Questions- Fact-Based, Lower-Level Blooms

What makes a species endangered?
 pre- assessment

What are the characteristics of the learners in the class?

What do the students already know and understand?

How do my students learn best?

What modifications in instructions that I need to make?

 materials

PLAN! PREPARE! HAVE ON HAND!

Envision your needs.

List all resources.

Have enough manipulatives (when needed) for groups or

individuals.
cognitive levels of questioning
blooms taxonomy
REMEMBERING

UNDERSTANDING

APPLYING

ANALYZING
EVALUATING
CREATING
PROCEDURES AND PRESENTATION

Provide a quick review of previous learnings (Foundation Building).

Provide modeling of new skills.
A picture tells a thousand words!
I hear, see....I do!
Provide specific activities to assist students in developing the new
knowledge and assess to guide lessons.
Use relevant vocabulary.
Limit lecture maximum of 15 minutes.
 practice
applying what is learned
Provides multiple learning activities.
Supports guided practice (teacher controlled)
Use a variety of questioning strategies to determine the level of
understanding.
Journaling, Conferencing
Encourages independent practice.
The practice may be differentiated.
Use Graphic Organizer to categorize information.
Allow students to move to ensure active engagement.
 closure

Lesson Wrap-Up: Leave students with an imprint of what the lesson

covered.
Students summarize the major concepts.
The teacher recaps the main points.
The teacher sets the stage for the next phase of learning which may
be a remediation or extension activity.
 assessment

Assess the LEARNING!

Teacher-made test.
In-Class or Homework Assignment.
Project to apply in a real-life situation.
Recitation and summaries.
Performance assessments.
Use of Rubrics
Portfolios/Journals
Informal assessments
 reflection

What went well in the lesson?

What problems did I experience?

Are there things I could have done differently?

How can I build on this lesson to make future lessons successful?

 o brings us tools and enables us to
A teacher is one wh
use them.

- Jean Toomer
 reference

Effective lesson planning by LaVonne McClain, NBCT, M.Ed.

Instructional Coach