LESSON PLANNING TEMPLATE

Title of Lesson: Date:

Scripture Passage Lesson Description: overview of the lesson in terms of topic; activities and purposes.
What is unique about this lesson?
Materials: resources; books; equipment; worksheets, (needs to be Age Level/Audience
listed in details so that you begin to think time and usage)
Review: (this is the place What questions will you use to review the previous week’s lesson; it is imperative that you are linking past to present. Challenge
to put in the review of the your students to rehearse and re-acquaint with what they have learned with what they will learn. What doctrine or doctrinal principle
past week’s lesson was included in the last lesson that will be also included in this lesson and the lessons to follow?
objectives and seek
practical ways the
students applied the
principles and/or truths

Stated Objective(s) Some questions to consider:

(CATo) = Cause the
Audience/Student to
know:
(this reflects the
goals/objectives for your
lessons…what do you
want your
class/Audience/Students
to know after this lesson)
Principles: (biblical truths
that never change)
Where are you going? How will you get there? How will you know when you have arrived? Think through these steps as you put
together your lesson plan
P = prayer/preparation/processes/planning
A = active activities to introduce the lesson (this also includes a review of where you have been the week before)
C = coordination/checking/
E = evaluation (what have you gleaned/ where do you go next, what did you learn from this lesson that you can practically
implement; what might have worked better for next time)

Lesson overview Gather this from your worksheet that you have put together during the week from the scriptural principles and the divisions and the
paragraph (this is for you general sentence that you wrote which gives the totality summary of this passage.
as a reminder of the whole
lesson)

Introduction to Lesson Open each lesson with your goals and objectives. Students need a direction and a point of reference. This can be accomplished
through writing it on a chalkboard or speaking it or on a written sheet that is given to the student.
This is where you want to plug in your “ice breaker” activity or you want to introduce an illustration or use a prop to get your
 students thinking about what is ahead. This can be something you also include class members ahead of time to bring in articles such
as a staff or a model of a Bible story etc. Get the class involved in this step so they take ownership of the lesson.
What will be used to introduce the ideas and objectives of this lesson? What will you the teacher use to get students' attention and
motivate them in order to hold their attention? How can you tie lesson objectives with student interests and past classroom activities?
What do you expect the students to glean from this lesson?
This is a good place to actually write out how you would pass this lesson on to another teacher…what would you say, do. Will you
use: a demonstration? (if using this what materials; steps need to be followed and the time involved)An explanation? (write out the
outline of what you will actually do to explain the information…such as explaining the geographical area or how Nineveh
disappeared. A discussion (what questions have you formulated that will follow the Bloom’s Taxonomy pattern to challenge your
students to think critically)? Will you divide the class into buzz groups? (what discussion questions are prepared ahead of time for
them to discuss and what is the goal you are seeking to achieve); Will you use a lecture? (If this is chosen; it is imperative that your
audience have a copy of your outline that they can follow. Then combine with audience involvement such as small quick
discussions; question/answer; illustrations and visuals such as a chalkboard, overhead projector; charts; maps; have a simple and
clear outline that you stick to…see below for p’s and t’s;

TEACHING
STRATEGIES
A. Lesson Divisions
B. Lesson Questions
C. P’s & T’s (people and
time – if you need this as
a reminder to yourself)
It is important here to write out your divisions with the number of people = “p’s” and the time “t’s” that you will use for each
division of your lesson. Use your study guide sheet to follow as your guide. For each division you should plan on a time for one
activity to walk through this section. That means an illustration, a prop or just walking through the questions one by one, see above.
Children need activities; adults need critical thinking questions and small group discussion time. Watch your time and the number of
people who you include in this time.
Example:
(P 2) (T 10:15 a.m.) {Ask two people the following question starting at 10:15 a.m.} According to II Cor. 10:5, Paul states that
spiritual weapons are mighty for use against mind wandering. What are the two spiritual weapons that God gives us?

(P 3) (T 10:18) How do you use those weapons in your personal life? Would you share those ideas with the class.
Check for Understanding as you teach by asking different types of questions. Use the student’s/teacher’s answer key questions to
guide the discussion.
Activities or What do you wish to include to further reinforce what the passage is teaching; such as: activities/questions/thinking time will be used
reinforcement in the lesson time? What materials are needed; what time is needed; how many students are to be involved? How will you close out
the lesson? What application activities or questions will you give as a challenge to your students?

Application This is where you begin to develop those questions that will prick the hearts and open a dialog to allow the Holy Spirit to engage
their hearts and minds. A good application has 4 “p’s”1 ( it should be personal, possible, and practical and lastly provable).

1
Warren, Richard with Shell, William A; “12 Dynamic Bible Study Methods”; Victor Books; 1978. p. 37.
 (These are inserted here but also need to be developed throughout the lesson)
You should plan to include a challenge application question at the end: what are we going to do with what we have learned today?
Is there a memory verse will you have your class include in their practical application?

PERSONAL What questions came out in the lesson that will need further follow-up and discussion? What activities could you plan for them to
EVALUATION: use outside of class that replicates what you used in class and that can be done without your direction? What assignment will you
plan to give out as a test or measure of this lesson which will be assessed the following Sunday.
How did you do on your timing? How many people participated?
Class or Personal Prayer If you desire to record these this might be the place to do so. This is an optional section.
Needs

©G. Austin 2010 update