STAFF DEVELOPMENT WORKSHOP FOR KING’S FAMILY ACADEMY STAFF ON

DEVELOPMENT OF EFFECTIVE LESSON PLAN

VENUE: King’s Family Academy, Makurdi
DATE: 21st April,2023

LEARNING OUTCOMES: By the of this session, participants will be able to:

 Explain the meaning of lesson plan.
 State the basic component of lesson plan and their importance
 Prepared and effective lesson plan

INTRODUCTION: The paper aims to provide the staff of KFA an understanding

of meaning, basic component/importance, and preparation of an effective lesson
plan.
The training has been simplified to ensure all staff understand all the concept
for the purpose of preparation and delivering of a good lesson plan.

 MEANING OF LESSON PLAN: According to the Illinois State Board of Education, “a lesson plan is
a teacher’s detailed description of the course of instruction or “learning trajectory’’ for a lesson’’.
The Oxford University Press states that a lesson plan is a written description of a lesson that is being taught.
It outlines the objectives, materials and activities that will be used in the lesson. As well as the assessment
methods that will be used to evaluate student learning.
However, according to the above definition. A lesson plan can be summed up as a detailed plan or outline
that provides a structure for a lesson. It is a guide for a teacher to follow when teaching a lesson, and it
typically includes objectives, materials, and activities that are aligned with the curriculum.
A planned lesson serves as a guide for teachers to assist them in the orderly presentation of a lesson to the
students in a bid to facilitate learning.
In a lesson plan, teachers explained the step-by-step procedures that they’ll follow in presenting the lesson
to their students. Lesson plans usually consist of classroom activities expected of the students and teachers
during the lesson period.

 CONSIDERATIONS FOR LESSON PLAN: A teacher who plan for a lesson plan must consider the
following while writing a lesson plan;
 1. STUDENTS: The points to consider are: Abilities, interests, background, attention span, ability to
work in group, background knowledge, special needs & preferences.
2. CONTENTS: the teacher consider subject matter, school curriculum, national curriculum standards
3. MATERIALS: this include technology, software, community resources, equipment.

 LESSON PLAN COMPONENTS

SUBJECT: The subject in a lesson plan is the main idea that the lesson is focusing on. It is the content
that the lesson is teaching, such as Mathematics, English, or Science. At school, each lesson usually
covers only one subject

CLASS: In a lesson plan, the term ‘’class’’ refers to a group of students who are taught together. When
writing lesson plan, it is important to clearly specify which class the lesson is meant for.
TIME: This is the time allocated for a particular lesson. In a lesson plan, time can be listed in terms of the
duration of the lesson. Such as ‘’10:30 – 11:05. A good teacher should properly utilize his or her period. Plan
your lesson activities to suit the time.
DURATION: Duration refers to the length of time that an activity or learning process is expected to take. In
a lesson plan, duration is typically listed in terms of the amount of time that will be dedicated to each
activity or task. For example, a teacher may write down the duration of the activity as ‘’40 minutes’’ or ‘’35
minutes,’’ indicating how much time will be devoted to that lesson. It could be the duration of a single or
double period, depending on the time allocated to the lesson on the school timetable.
PERIOD: In a lesson plan, the period(s) during which the lesson will be taught should be clearly stated. This
can help ensured that the lesson is scheduled appropriately and that there is enough time allocation for all
of the planned activities.
SEX: This is the gender status of the class for the planned lesson. If the lesson is to be taught to a class with
both male and female students, then it should be stated as ‘’mixed.’’
AVERAGE AGE: This refers to the average age of the students who will be participating in the lesson. The
average age is the sum of a set of ages divided by the number of the students in the class.
NUMBER IN CLASS: This is the total number of students that the lesson is being planned for. If the total
number of students is 20, then it should be stated on your lesson plan.
DATE: The date is an important element of a lesson plan, as it helps to ensure that the plan is followed the
correct sequence and allows for effective planning and organization
TOPIC: A ‘topic’’ in a lesson plan is a more specific aspect of the subject that the lesson is focusing on. The
topic is what the lesson will cover in more detail. For example, if the subject of the lesson is mathematics,
the topic might be ‘’ solving linear equations’’
SUB-TOPIC: A subtopic is a specific topic or theme that is a part of a larger topic or subject. I n a lesson plan,
a subtopic can be used to provide more detailed information or to focus on a specific aspect of the main
topic. Sub-topics can help break up a lesson and make it more manageable and easier to understand. They
can also help to make the lesson more engaging by providing a variety of information and activities for
students.
CONTENTS: The contents of the lesson should be arranged in psychological and logical fashion.
Sequence them from: Simple – Concrete – Complex - Abstract
BEHAVIOURAL OBJECTIVES: The behavioral objectives, learning outcomes, or objectives are specific,
measurable goals that a teacher set for students to achieve during a lesson. They describe the specific
actions or behaviors that students should be able to demonstrate by the end of the lesson, and they are
typically written in terms of what students will be able to do rather than what they will know or
understand. Often objectives use SMART criteria, they should be specific, measurable, attainable, relevant
and time-based.
When writing a lesson plan, it is important to consider what level of Bloom’s taxonomy you want your
students to reach by the end of the lesson. According to Bloom (1956), the objectives have been classified
into three domains, namely, cognitive, affective, and psychomotor.
1. Cognitive Domain (Mental Process): this deals with knowledge, comprehensiveness, application,
analysis, synthesis, and evaluation. For example, list, mention, define, state, outline e.t.c
2. Affective Domain (Values): This deals with the interests, feelings, and attitudes of students. E.g,
assess, appreciate, etc.
3. Psychomotor Domain (Skill): This deals with imitating and manipulating skills, e.g., to draw, paint,
point, construct, dismantle, etc. this domain will give the teacher an idea of areas to look for
changes in his/her students.
The behavioral objectives for a lesson can be written as follows:
‘’BY the end of the lesson, the students should be able to:
1. Define………
2. Mention……….
3. Sketch………….’’
Do not use ‘’ say, know or understand,’’ as they are open to many interpretations and could be difficult to
evaluate.
The objectives should also be specific so that they can be achieve in a lesson. The teacher should state
exactly the number of responses he/she wants the students to give. for example, ‘’ List three (3) types of
transportation.’’
INSTRUCTIONAL MATERIALS: Instructional materials are known as resources or tools that an educator uses
to support and enhance students learning in the classroom. These instructional materials could include a
wide range of items, such as worksheets, textbooks, handouts, multimedia resources and charts among
others. It’s important when creating a lesson plan to carefully consider the instructional materials that will
be used in the lesson and how they will support the learning objectives and activities. For example, if the
lesson focuses on a specific topic, such as the packaging of farm products, a teacher might provide
materials such as empty bottles, tin can, bags, cardboard boxes, etc. used for packaging agricultural
produce. Kindly note that textbooks aren’t instructional materials except for subjects like English Language,
mathematics, Literature-In-English, etc.
INSTRUCTIONAL TECHNQUES: In the simplest terms, instructional strategies/techniques are the methods
teachers use to achieve learning objectives. Most common instructional strategies are : demonstration,
problem-solving, lecture, Games, class or small group discussion, brainstorming etc.
REFERENCE MATERIALS: a good lesson plan is a product of one form of research or the other. under this
item, write the textbooks, websites or any other material from which you draw the content of the lesson.
PREVIOUS KNOWLEDGE: Previous knowledge focuses on students’ prior experiences or knowledge on a
topic to help them make new connections with that topic during the lesson.
PRESENTATION: t this is the stage details, in order of progression, the steps or procedure you will follow to deliver
the lesson adequate enough to achieve the lesson objectives. It is actual teaching itself. This stage begins with
introduction as step 1 and then other steps the teacher adopts to teach the lesson. This also include teacher’s and
students’ activities, learning point and whiteboard work.

INTRODUCTION: it is typically used to introduce the topic of the lesson, engage students’ attention, and
assess their prior knowledge. The introduction should be brief and to the point.
EVALUATION/ASSESSMENT: Assess as to what extent the preset objectives were achieved. Assessment
should correlate with the pre stated objectives. This can be done through quiz, test, class discussion, hand
on experiment, cooperative learning activities, etc.
SUMMARY/CONCLUSION: A summary provides a brief overview of the main points or content, while a
conclusion offers a final statement or judgment based on the information presented.
ASSIGNMENT: This step gives details of assignment given to the students during the lesson and evaluation.
If you giveng the assignments from a textbook, reference the book, chapter and page(s).
NOTE: AT THE END OF THE CLASS: Every teacher teaches three lessons;

 the one we plan to teach

 the one we actually teach
 the one we wish we had taught
 LESSON PLAN TEMPLATE

SUBJECT:

C LASS:

NO. IN CLASS:

SEX:

AVERG. AGE:

PERIOD:

DURATION:

DATE:

TOPIC:

SUB-TOPIC:

CONTENTS: 1.

2.

3.

BEHAVIOURAL OBJECTIVES:

At the end of the lesson the students should be able to:

1.

3.

INSTRUCTIONAL MATERIALS:

INSTRUCTIONAL TECHNQUES:

PREVIOUS KNOWLEDGE:

INTRODUCTION:

PRESENTATION: the teacher presents the lesson step by step as follows

LEARNING POINT TEACHER’S ACTIVITY STUDENT’S ACTIVITY WHITE BOARD WORK

EVALUATION

SUMMARY/
CONCLUSION

ASSIGNMENT/CLASS
WORK
 LESSON PLAN SAMPLE

SUBJECT: Mathematics

C LASS: Primary Two

NO. IN CLASS: 15

SEX: Mixed

AVERG. AGE: 5 years

PERIOD: 10:30 – 11:10 am

DURATION: 40 Minutes

DATE: 21-08-2023

TOPIC: Basic Operations

SUB-TOPIC: Addition

CONTENTS: 1. Addition of 2-digit numbers without exchanging or remaining

2.Addition of 3-digit numbers without exchanging or remaining

3. Addition of 2-digit numbers with exchanging or remaining

4. Addition of 3-digit numbers without exchanging or remaining

BEHAVIOURAL OBJECTIVES: At the end of the lesson the Pupils should be able to:

1. Add 2-digit numbers without exchanging or remaining using both actual and written base-ten
block

2. Addition of 3-digit numbers without exchanging or remaining using both actual and written base-
ten block

3. Mention the number of tens and unit in 2-digit numbers

INSTRUCTIONAL MATERIALS: Number Beads, Bean seed, cards, Counters such as sticks, bottle tops, charts on
addition of 3-digit numbers etc

INSTRUCTIONAL TECHNQUES: Demonstration, discussion and gaming method

PREVIOUS KNOWLEDGE: the pupils are presumed to have learnt addition of 1-digit numbers

PRESENTATION: the teacher presents the lesson step by step as follows

LEARNING POINT TEACHER’S ACTIVITY STUDENT’S ACTIVITY WHITE BOARD WORK

INTRODUCTION The teacher asks the Count the number of ADDITION
pupil to count the chairs and tables on Addition of 2-digit
number of tables and their respective roll Addition of 3-digit
 chairs on each roll in and add the number up
their class and have
them sum it up. He
then write the topic of
the day on the board
Addition of 2-digit Guides pupils to solve Use counters to count 1. 14 + 15 = 1 5
numbers without problems of 2-digit the numbers together +14
regrouping number as the solve the ==
problem on the board. 2. 53 + 25 =
Then solve 43 + 12 = 55 3. 67 + 21 =
36 + 32 =68
Addition of 3-digit Guides pupils to solve Solve addition of 3- 143 + 126 = 269
numbers without problems of 3-digit digit number
regrouping number using chart. E.g
143 + 126
Arranging numbers on Leads pupils to arrange Arrange counters in
place value counters in bundles of bundles of tens and
tens and write e.g 35 unit
sticks = 3 bundles of
sticks and 5 pieces
Place value addition of 2- Lead pupils to count count and say numbers 96 = 9 tens + 6 units
digit numbers and say numbers in in expanded form and 75= 7 tens + 5 units
expanded form and be be able to write that 58 = 5 tens + 8 units
able to write that form form as
e.g 96 = 9 tens + 6 units 96 = 9 tens + 6 units
75= 7 tens + 5 units
58 = 5 tens + 8 units

EVALUATION Give the pupils the Solve the problems 1. 32+23

following problem to given and turn it in 2. 41+25
solve and make 3. 521 + 258
corrections after 4. write the number of
marking tens and unit in
1. 32+23 a. 79 b. 53
2. 41+25
3. 521 + 258
4. write the number of
tens and unit in
a. 79 b. 53
SUMMARY/ Summaries the key Copy the correction correction
CONCLUSION point and make
corrections on the
pupils works

ASSIGNMENT/CLASS Gives pupils the Copy the assignment Solve the following
WORK following homework: 1. 123 + 254
Solve the following 2. 752 + 137
1. 123 + 254 3. 87 =…tens +….units
2. 752 + 137 4. 77 = ….tens + …units
3. 87 =…tens +….units 5. 19 = 10 + ……..
4. 77 = ….tens + …units
5. 19 = 10 + ……..