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Lesson Plans (With Examples) and Why They Matter to the Teaching and Learning Process.

Any competent study session should always have an excellent lesson plan

All teachers and instructors that impart knowledge in learners can vouch for the significance of an excellent lesson plan. It is a form of teaching that utilizes structure and order to simplify the learning process for both the teacher and student.

It is the obligation of the instructor to design lesson plans before the actual study session. Creating a lesson plan begins with an analysis of the expected outcomes of the specific study period. Such a teaching aid helps learners to attain the set study objectives and critical points in a class. An excellent lesson plan helps the teacher take control of the learning process and assess how much information the learners can recall.

Three critical constituents of a lesson plan.

An excellent lesson plan should comprise three critical constituents:

(1) purposes and goals of the lesson,

(2) instruction and study activities, and finally,

(3) assessments to see what the learner has captured. Here is a breakdown of what each component entails.

1. Purposes and goals of the lesson.

The teacher should note down of the aims and objectives of a study session in advance. These set of goals assist the instructor in creating relevant and informative lessons that will ensure the student gain all key points. As a teacher, your lesson plan must answer each of the following crucial queries:

• What is the main focus of the study subject?

• What are the key points that learners should gain? At this point you decide on the objective and purpose of the class.

2. Instruction and study activities.

After identifying the goals and purpose of the course, the next logical step is to identify the teaching aids and methods that can help the learner understand the lessons better. The instructor should have several explanation techniques or theoretical events that relate to the topic within the study.

All these techniques aim at simplifying the topic so that the learners can comprehend it much easily. An instructor should plan all activities with time in mind. All events must happen and end by the time the class finishes.

3. Assessments that gauge levels of student retention.

Every excellent lesson plan should end with an assessment. Teachers should ponder over the relevant questions to ask at the end of the class or what to give out as assignments.

Such questions should aim at testing the students’ acquaintance and understanding in the concluded lesson.

Examples of Lesson Plans Formats We Designed based on Expert Insight from Academic Sources.

GRADE 1-3 LESSON PLAN:

The Little Old Lady Who Was Not Afraid of Anythin Lesson Objective The learner will be able to tell the order of the events as they occur separately and in the correct order with 100 percent accuracy. Lesson Overview: The Little Old Lady falls under Reading/Comprehension of Literary Text/Fiction (TEKS/ELPS: 110.12(B). This regulation requires that the learner understands, deduces, and draws conclusions on the elements and structure of fiction and back their understanding with evidence from the text.

The learner is expected to describe the plot and give a synopsis of the story's start, middle, and end with keen attention to the events' order.

List of Materials/Resources:

• The book The Little Old Lady Who Was Not Afraid of Anything by Linda Williams

• a shirt

• Shoes

• An old lady’s hat

• Gloves

• Pants

• A pumpkin head

• Story stick activity

• scarecrow labeling activity Instructional Sequence

Phase 1: Engaging the student.

The teacher should mentally engage the learner in an introductory even or question. It helps capture student's interest and allows teachers to understand the level of student knowledge on the topic.

The teacher will explain that The Little Old Lady Who Was Not Afraid of Anything by Linda Williams is a book that entails order of events that take place story or in our daily lives; and encourage the scholar to be keen on the order of events.

The teacher should then introduce the different clothing: a shirt, hat, a pumpkin head, shoes gloves, and pants. This way, students will learn each item. At this point, the teacher should also explain that these items are props to be used throughout the story. Teacher to carry out interactive reading while trying to walk through the woods as learners follow.

Phase 2: Exploring the Concept.

The learner gets into the story and explores the concept further. They should make little explanation to define the occurrences in their own words. At this stage, students must talk about experiences in their understanding and from another party’s point of view.

Split learners into small groups (3 to 4). Half of the small groups you come up with should take on story stick activity while the other half should tackle scarecrow labeling. Make sure the groups switch when they are done.

Phase 3: Define and Explain Main Concepts.

The teacher explains the whole concept using the many instructional strategies, e.g., lecture reading, demonstration, reading, or multimedia. Learners complete activities to further understand how the explanations fit into what they already know.

Phase 4: Expound the Concept.

Learners demonstrate how much they understand the concept. The teacher allows learners to apply theory to different situations and provide details with the information and experiences they have so far. A teacher should lead discussions among students so students can get a deeper understanding of these concepts.

Phase 5: Evaluating Learners' Understanding of Concept.

This component is the last stage of the model. Its purpose is to further elaborate student's understanding.

Evaluate student understanding throughout all stages of the instructional model. This is the phase where the teacher should gauge the extent to which leaner has developed a reasonable understanding of the concept. In the end, the learner should come up with their own sequencing book on a topic of their own.

References:

Lesson Plan for The little old lady who was not afraid of anything (Williams et al., 1986)

How to narrate The Little Old Lady Who Was not afraid of anything (Lori Pratt, 1999)

http://makinglearningfun.com/themepages/LittleOldLadyCutandPaste.htm

http://www.monet.k12.ca.us/curriculum/librarylessons/Lessons/1st/1_Little_Old_Lady_Who_Was_Not_Afraid.pdf

https://thepreschooltoolboxblog.com/wp-content/uploads/2013/10/The-Little-Old-Lady-Who-Was-Not-Afraid-of-Anything.pdf

http://www.havefunteaching.com/files/worksheets/reading/sequencing/sequence-worksheet-pumpkin.pdf

The Little Old Lady Who Was Not Afraid of Anything – scarecrow accordion book

Lesson Plan for English Grade 4-6: Transitive and Non-transitive Verbs.

Lesson Objectives.

When this class comes to an end, the learner should comfortably

• Spot transitive and intransitive verbs

• Construct correct sentences using intransitive and transitive verbs

Lesson Content.

Transitive verbs

Intransitive verbs

List of learning materials and resources.

Marker or chalk Instructional Sequence

Introduction.

Help learner refresh their knowledge on verbs by asking questions.

Introduce verbs then narrow down to transitive and intransitive verbs

Lesson.

The teacher should discuss;

A transitive verb, mentioning that it needs a receiver or direct object to make complete sense.

Intransitive verbs, making it clear to learners that they do not take direct objects or receivers.

Expounding on the differences between transitive and intransitive verbs.

Have learners break down sentences and spot transitive verbs and direct objects/receivers; this way, they can easily differentiate transitive from intransitive verbs. (Melissa, 2011)

Help them understand that intransitive verbs are most times followed by an adverb or preposition. (Melissa and Katherine, 2014)

Also, it helps them understand the difference between direct and indirect objects in sentences.

Learners should then identify and differentiate transitive from transitive verbs when they in the sentences the teacher writes on the board.

Wrap-up

When the action “goes across” to a direct object/receiver, the verb is transitive. If it doesn't go across, then the verb is intransitive. (Enila, 2017)

Evaluation

After breaking down these differences, the learner should be knowledgeable enough to compose a short paragraph (give a simple topic) that includes; a transitive verb, intransitive verb, a direct object, and an indirect object. (Ceri et al., 2003)

Final Test

What’s the main difference between intransitive and transitive verbs?

Construct a sentence with “feed” as a transitive verb and include a direct object.

References:

Everyday talk informs toddlers’ novel verb generalizations. Melissa A. Smith First Language, 2011, Volume 31, Number 4, Page 404

Syntactic generalization with novel intransitive verbs. MELISSA KLINE and KATHERINE DEMUTH Journal of Child Language, 2014, Volume 41, Number 03, Page 543

The Early Acquisition of Verb Constructions in Albanian: Evidence from Children’s Verb Use in Experimental Contexts. Enila Cenko. Academic Journal of Interdisciplinary Studies, 2017, Volume 6, Number 1.

Testing the abstractness of children's linguistic representations: lexical and structural priming of syntactic constructions in young children. Ceri Savage, Elena Lieven, Anna Theakston, and Michael Tomasello. Developmental Science, 2003, Volume 6, Number 5, Page 557.

Conclusion An excellent lesson plan assists both the instructor and the learner. It builds the teacher's confidence as they know what to expect within a lesson before it occurs. It also aids in presenting information in a systematic, understandable manner that makes it easier for a student to understand and retain it.

Lesson plans can even help the teacher anticipate queries that the learner might bring up. Since various institutions have different lesson plan formats, you should refer to the set guidelines before creating one.