article about lesson plan

7/24/2019 Article About Lesson Plan

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ACKNOWLEDGEMENT

We are thankful to god for giving us the strength and spirit in undergoing

our mathematics coursework pertaining to our assessment in Semester 4

Planning and Teaching Mathematics. Although there are some difficulties and

problems faced, we still manage to overcome them and successfull finish our

research.

!irst of all, we want to conve our bountiful thanks to Puan Siti "ahaimah,

our Planning and Teaching Mathematics lecturer, as he has given us ade#uate

assistance and guidance in accomplishing the goals of our research. We also

want to thank our beloved parents and famil for supporting us all this time.

A token of thanks to all respondents for lending us their thinking caps in

helping us with our research. As the saing alwas goes, $A !riend in %eed is A

!riend &ndeed $. We would also like to thank our trusted friends and colleagues

for their helping hands. 'ast and not least, we would like to thank those who had

helped us directl or indirectl with our work. We could not have done it withoutthe commitment given from all of ou.

T(A%) *+-


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ARTICLE ABOUT LESSON PLAN

Article 1

Write a Lesson Plan Guie

(ow to evelop a 'esson Plan

We have received several #uestions regarding how to write a good lesson plan.

We went ahead and asked our e/perts, did some research, and have included

some tips and guidelines below.

To !e"in# as$ %oursel& t'ree !asic (uestions)

Where are your students going? How are they going to get there? How will you

know when they've arrived?

Then begin to think about each of the following categories which form the

organi0ation of the plan. While planning, use the #uestions below to guide ou

during each stage.

Goals

1oals determine purpose, aim, and rationale for what ou and our students will

engage in during class time. se this section to e/press the intermediate lesson

goals that draw upon previous plans and activities and set the stage b preparing

students for future activities and further knowledge ac#uisition. The goals are

tpicall written as broad educational or unit goals adhering to State or %ational

curriculum standards.

What are the broader ob2ectives, aims, or goals of the unit plan3curriculum What

are our goals for this unit What do ou e/pect students to be able to do b the

end of this unit


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O!*ecti+es

This section focuses on what our students will do to ac#uire further knowledge

and skills. The ob2ectives for the dail lesson plan are drawn from the broader

aims of the unit plan but are achieved over a well defined time period.

What will students be able to do during this lesson nder what conditions will

students5 performance be accomplished What is the degree or criterion on the

basis of which satisfactor attainment of the ob2ectives will be 2udged (ow will

students demonstrate that the have learned and understood the ob2ectives of

the lesson

Prere(uisites

Prere#uisites can be useful when considering the readiness state of our

students. Prere#uisites allow ou, and other teachers replicating our lesson

plan, to factor in necessar prep activities to make sure that students can meet

the lesson ob2ectives.

What must students alread be able to do before this lesson What concepts

have to be mastered in advance to accomplish the lesson ob2ectives

Materials

This section has two functions6 it helps other teachers #uickl determine a7 how

much preparation time, resources, and management will be involved in carring

out this plan and b7 what materials, books, e#uipment, and resources the will

need to have read. A complete list of materials, including full citations of

te/tbooks or stor books used, worksheets, and an other special considerations

are most useful.

What materials will be needed What te/tbooks or stor books are needed

8Please include full bibliographic citations7 What needs to be prepared in

advance 8Tpical for science classes and cooking or baking activities7

'esson escription


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This section provides an opportunit for the author of the lesson to share some

thoughts, e/perience, and advice with other teachers. &t also provides a general

overview of the lesson in terms of topic focus, activities, and purpose.

What is uni#ue about this lesson (ow did our students like it What level of

learning is covered b this lesson plan 8Think of 9loom5s Ta/onom6 knowledge,

comprehension, application, analsis, snthesis, or evaluation.7

Lesson Proceure

This section provides a detailed, step:b:step description of how to replicate the

lesson and achieve lesson plan ob2ectives. This is usuall intended for the

teacher and provides suggestions on how to proceed with implementation of the

lesson plan. &t also focuses on what the teacher should have students do during

the lesson. This section is basicall divided into several components6 an

introduction, a main activit, and closure. There are several elaborations on this.

We have linked to some sample lesson plans to guide ou through this stage of

planning.

;< &ntroduction

(ow will ou introduce the ideas and ob2ectives of this lesson (ow will ou

get students5 attention and motivate them in order to hold their attention (ow

can ou tie lesson ob2ectives with student interests and past classroom

activities What will be e/pected of students

;< Main Activit

What is the focus of the lesson (ow would ou describe the flow of the

lesson to another teacher who will replicate it What does the teacher do to

facilitate learning and manage the various activities What are some good


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and bad e/amples to illustrate what ou are presenting to students (ow can

this material be presented to ensure each student will benefit from the

learning e/perience

Rule o& T'u,! - 1)

Take into consideration what students are learning 8a new skill, a rule or

formula, a concept3fact3idea, an attitude, or a value7.

=hoose one of the following techni#ues to plan the lesson content based on

what our ob2ectives are6

emonstration >>? list in detail and se#uence of the steps to be performed

@/planation >>? outline the information to be e/plained

iscussion >>? list of ke #uestions to guide the discussion

;< =losure3=onclusion

What will ou use to draw the ideas together for students at the end (ow will

ou provide feedback to students to correct their misunderstandings and

reinforce their learning

;< !ollow up 'essons3Activities

What activities might ou suggest for enrichment and remediation What

lessons might follow as a result of this lesson

Assess,ent.E+aluation

This section focuses on ensuring that our students have arrived at their

intended destination. *ou will need to gather some evidence that the did. This

usuall is done b gathering students5 work and assessing this work using some

kind of grading rubric that is based on lesson ob2ectives. *ou could also replicate

some of the activities practiced as part of the lesson, without providing the same


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level of guidance as during the lesson. *ou could alwas #ui0 students on

various concepts and problems as well.

(ow will ou evaluate the ob2ectives that were identified (ave students

practiced what ou are asking them to do for evaluation

Rule o& T'u,! - /)

9e sure to provide students with the opportunit to practice what ou will be

assessing them on. *ou should never introduce new material during this activit.

Also, avoid asking higher level thinking #uestions if students have not et

engaged in such practice during the lesson. !or e/ample, if ou e/pect students

to appl knowledge and skills, the should first be provided with the opportunit

to practice application.


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ARTICLE /

How to Write a Lesson Plan

Guie Note

Writing a good lesson plan can be trick the first few times. (owever, like

anthing else, proper preparation is the ke to success. "ead on to learn how to

write a lesson plan that las out clear learning ob2ectives and meets state

curriculum guidelines.

Lesson Plan Writin" Ti0s

;. *ou ma need to modif our lesson plan format to fit the lesson.

. A good lesson plan should provide enough information that another

teacher could follow it.

B. 'esson ob2ectives should be specific and measurable.

4. +b2ectives should align with state curriculum guidelines.

Introuction

Writing a good lesson plan is essential for ever teacher. 'esson plans are

often submitted as part of our annual evaluations. The can also be our

lifeline if ou have to call in sick suddenl. Although there are man

different methods of writing a lesson plan, such as the (erbartean method

or Madeline (unter5s method, the onl CrightC wa is the method that works

best for ou. The following guide covers most of the different sections ou

ma want to include on our lesson plans. (owever, ou will find that ou

rarel need all the following

Sections on ever lesson plan ou write.


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Basic In&or,ation

At the top of an lesson plan should be an overview of the lesson as well

as an basic logistical information or re#uirements related to it. This

section should include the following6

1. Unit Na,e)The name of the unit the lesson is a part of.

2. Lesson Title)The title of this specific lesson.

3. Grae Le+el)The grade level for which the lesson is designed.

4. Su!*ect Area)The sub2ect matter the lesson covers.

5. Lesson Descri0tion)The lesson description should be a brief overview of

what the lesson is about including the topic focus, activities and purpose.

(owever, ou can also use this section to provide thoughts, e/periences

and suggestions for other teachers or future use.

6. Re(uire Materials)'isting what materials ou or our students will need

for the lesson will help ou when preparing the lesson. Ask ourself, CWhat

materials, resources and technolog do & need for the lessonC This

includes te/tbooks, handouts, calculators, computers, printers, &nternet

connection, etc.

7. Ti,e Esti,ates.Ti,e Allotte)(ow man class meetings or hours do

ou think will be needed to complete this lesson

8. Sa&et% Precautions)escribe an special concerns for safet or welfare

that might arise during this lesson.

9. Stuent Proucts)Are there an things that the students will be creating

during the lesson @/amples of products include reports, newsletters,

diagrams, drawing, database, media presentation, etc.

Prere(uisites S$ills

The prere#uisite skills or Cpresent level of performanceC section is where

ou list the s$ills t'e stuents ,ust 'a+e in orer to succee it' t'e

lesson. This should include an technological skills the will need. *ou


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should also list what concepts the students should have mastered before

beginning this lesson. !or e/ample, a student should master multipling

one:digit numbers before beginning multiplication of two:digit numbers.

O!*ecti+es# Goals an Stanars

+b2ectives, or goals, are arguabl the most important part of an lesson

plan. The ob2ectives will help determine the aim and rationale for what

our students are doing in class that da. Tpicall, these will be guided b

our state5s curriculum standards. *our ob2ectives should be broken down

into two ma2or tpes6 long:range and short:range. The long:range

ob2ective will give the overall goal of the lesson plan while the short:range

ob2ective will tell what specificall the students will accomplish that da .

(ere are some guidelines for writing good ob2ectives6

;. +b2ectives should contain the t%0e o& acti+it% or s$ill#the criteria or

stanarsb which competence will be assessed, conitions re(uire

to meet the ob2ective and t'e co,0etence le+el stuents ill reac'.

. +b2ectives should be ,easura!le# s0eci&ic an o!ser+a!le.

B. As$ %oursel& t'e &olloin" (uestionswhen writing our ob2ectives6

;. What is the overall purpose of the unit plan or curriculum goal

. What should the students be able to do b the end of the unit

B. What should the students be able to do b the end of the lesson

4. To what degree should the students be able to do the task

successfull

D. (ow will ou know or be able to prove that the students have

achieved the ob2ective

+ne of the best tools a teacher can use to write goals is Bloo,2s

Ta3ono,%. 9loom5s Ta/onom divides learning into three different

domains6 cognitive 8knowledge or mental skills7, affective 8feelings,

emotions or attitude7 and pschomotor 8phsical skills7. @ach categor is


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then broken down into si/ levels of difficult. Most teachers will focus on

the cognitive section of the ta/onom. !or more information on 9loom5s

Ta/onom, check out one of the following links6

;. About.com6 se 9loom5s Ta/onom to Move *our Students Through The

'earning Process

. 'ee niversit6 9loom5s Ta/onom

B. =alState T@A=(6 Eerb Wheel 9ased on 9loom5s Ta/onom

4. Teachers on the Web6 Appling 9loom5s Ta/onom

D. Performance, 'earning, 'eadership, F )nowledge6 'earning omains or

9loom5s Ta/onom

State Curriculum Standards

@ver state has its own set of curriculum standards. Most of the time,

lesson plans will be designed to fit one of those standards. Therefore, it is

a good idea to list with which standards the lesson aligns. @ver state has

these standards listed on its official website.

NETSS Performance Indicators

The %ational @ducation Technolog Standards for Students 8%@TS


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Introduction or Anticipatory Set

The introduction, or anticipator set, can make or break our lesson. &t is

the moment where ou capture the students5 attention and motivate them.

Some of the best e/amples of great anticipator sets are done b "obin

Williams in Dead Poets Society. (owever, ou don5t need to be a

comedian with a great script to provide our students with terrific

anticipator sets. &nstead, simpl do the following6

;. se an attention:getting stor or action to help focus the students5

attention.

. "eview what has alread been learned to provide scope and structure

while connecting previous lessons together.

B. &nform students of the ob2ective or ob2ectives of the lesson.

4. @/plain what is e/pected of the students.

D. 1ive students an background information the might need to know

about a topic.

*our instructional procedure and methods should be a detailed, step:b:

step description of everthing that ou will do during the lesson. Much of

how ou write this section will depend on the tpe of instruction that ou

plan on using.

Types of Instruction

When most people think of instruction, the think Clecture.C &n a good

lesson plan, this will not alwas be the case. (ere are a few of the

different instructional methods ou can use6

;. Direct Instruction)irect instruction is a term used for the ma2orit of

teacher:centered instructional approaches. &t is good for teaching basic


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facts and skills. Almost all methods of direct instruction include four

steps6 introduction and review, presentation of new information, guided

practice and independent practice. @/amples of direct instruction

include6

;. Lecture)Although it is fre#uentl critici0ed, lecture is still the

most common method of teaching.

. De,onstration)emonstrations are used most commonl to

teach science, computer skills and similar procedures.

B. Lecture4Discussions)'ecture:discussions start with a lecture

followed b discussion about the topic b the teacher and the

students.

. Case Stuies)=ase studies are not appropriate for elementar

students, but are a great wa to help older students develop analtic

and problem:solving skills. &t involves having students work together in

groups to anal0e or solve a case presented to them.

B. Coo0erati+e Learnin")=ooperative learning not onl helps students

learn an academic skill, but promotes social skills. The trick is to make

sure that each student in the group activel participates as a member

of his or her group.

4. Discussion)iscussions are e/cellent for use after a lecture or video,

but can be difficult to manage with larger groups.

D. Disco+er% Learnin")iscover learning re#uires students to use prior

knowledge and e/periences to discover new information. &t re#uires

the students to have some prior knowledge and needs to be well

structured.


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G. In(uir% Learnin")&n#uir learning re#uires the students to solve a

problem that the teacher has given them. +ne of the most commonl

used e/amples of in#uir learning is WebHuests. &n#uir learning

re#uires a high amount of participation b the students.

I. 5i"sa)Jigsaw is a cooperative learning strateg in which each

student is a member of two groups6 a home group and a learning

group. Students meet with their learning group to master a skill or idea.

The then report back to their home group where the teach the other

members of their group about what the learned.

K. K4W4L)):W:' stands for a three column chart labeled )now Want to

)now and 'earned. The students fill out the first column before the

lesson begins. Then, the fill in the middle column with things that the

would like to learn during the lesson. +nce the lesson is over, the fill

out the final column with what the learned. This chart can be done

individuall or b the class as a whole.

L. Learnin" Centers)'earning centers involve self:contained areas

where students work alone or in groups to complete a task.

;.Role Pla%)"ole plaing is when students tr to solve problems b

acting them out. &t is usuall followed b a discussion where studentscan e/plore their feelings and gain insight about their attitudes.

;;. Sca&&olin")Scaffolding is when a teacher begins the lesson b

modeling the skill and then slowl withdraws his or her assistance

allowing the students to take responsibilit for their own learning.

;.Si,ulations)Simulations are fre#uentl used in social studies and

science classrooms. &n toda5s technological societ, this usuall

involves use of the computer. sing simulations promotes the use of

critical and evaluative thinking b the students.

;B.T'in$# Pair# S'are)&n think, pair, share, students are divided into

groups of four. The teacher presents them with an issue or #uestion

and gives each student time to think about it. The are then paired up

with another member of their group and each shares their answer.


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Students are then paired up with a different member of the group and

share the answers that the first pair had come up with.

Conclusion or Closure

The closure, or conclusion, is the summar of the lesson. &t is when ou

should review ke points and summari0e the main ideas. This is also a

time when ou can preview future lessons and allow students to show off

their work.

6ollo4U0 Acti+ities

+nce the instruction is completed, ou will need to provide was forstudents to practice their new skills or use their knowledge either as part

of or before assessing how well the have learned the lesson. This falls

under one of five categories6 guided practice, independent practice,

assessment, supplemental activities and remediation.

Guided Practice

1uided practice is done after the lesson, but before students is re#uired todo things independentl. &t gives the students an opportunit to practice

what the have learned while ou monitor them. This helps prevent

students from practicing errors. *ou will need to closel monitor this

session and give students feedback on their progress.

Independent Practice

When ou think of independent practice, the word ChomeworkC usuallcomes to mind, and this will be the case for most of the Cindependent

practicesC a student does. &ndependent practice allows a student to

practice and internali0e new skills or information. Some of the different

was ou can provide a student with independent practice include6


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;. Assigned #uestions

. Worksheets

B. =lo0e procedure

4. 1raphic organi0ers

D. Journals

G. 'earning 'ogs

I. "esponse Journal

K. Stortelling

L. "esearch pro2ects

Assessment and Evaluation

Students love to ask, and teacher hates to hear, the #uestion, CWill there

be a test on thisC Testing is not the onl method of evaluating if a student

has mastered a skill. Sometimes assessment comes b evaluating the

independent work that the did. Whatever method for assessment ou

use, make sure that it aligns with our ob2ectives and instructional method.

*ou will also need to state what is needed for ou to determine if the

student has mastered the lesson5s ob2ectives.

Supplemental Activities

*ou should list an supplemental work that can be used to e/tend

learning. These are often great things to use as e/tra credit work.

Remediation

"emediation activities are was ou can reteach the learning to students

who re#uire additional instruction or practice. "emediation is usuall done

after the assessment.


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Moi&ications

9eing able to modif a lesson to accommodate students with disabilities or

limited proficienc in @nglish is a skill ever teacher needs to have. &n the

beginning, it can be helpful to communicate with a special education

teacher or the student5s parents to find what methods have worked well in

the past. *ou can find e/amples of was to modif lesson plans at an of

the sites listed below6

Aitional Resources

After all this e/planation, ou ma find it helpful to see how other people

have written their lesson plans. There are two was ou can do this6 b

checking out some of the lesson plan templates available online or b

looking at actual lesson plans.


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SUMMAR7

Successful teachers are invariabl good planners and thinkers. &n m career

as a teacher and teacher educator, & have read and evaluated thousands of

lesson plans written b education students at all levels. +n a consistent basis, &

see mistakes that distort or weaken what the plans are supposed to

communicate. 'esson:planning skills can be improved b first thinking carefull

about what the lesson is supposed to accomplish. There is no substitute for this.

&n teaching students how to develop lesson plans, the following are mistakes &

have observed that teachers make most often, the ob2ective of the lesson does

not specif what the student will actuall do that can be observed, the lesson

assessment is disconnected from the behavior indicated in the ob2ective, the

materials specified in the lesson are e/traneous to the actual described learning

activities, the instruction in which the teacher will engage is not efficient for the

level of intended student learning. The student activities described in the lesson

plan do not contribute in a direct and effective wa to the lesson ob2ective. A

lesson plan that contains one or more of these mistakes needs rethinking and

revision.

The purpose of a lesson plan is reall #uite simpleN it is to communicate. The

lesson plans we develop are to guide us in helping our students achieve intended

learning outcomes. Whether a lesson plan fits a particular format is not as

relevant as whether or not it actuall describes what we want, and what we have

determined is the best means to an end. &f we write a lesson plan that can be

interpreted or implemented in man different was, it is probabl not a ver good

plan. This leads one to conclude that a ke principle in creating a lesson plan is

specificit. There is however, one an onl one set of connecting roads that

represents the shortest and best route. 9est means that, for e/ample getting to

)uala 'umpur b using an unreliable car is a different problem than getting there

using a brand new car. What process one uses to get to a destination depends

on available resources and time. So, if ou agree that the purpose of a lesson


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plan is to communicate, then, in order to accomplish that purpose, the plan must

contain a set of elements that are descriptive of the process. 'et5s look at what

those elements should be.

The development of a lesson plan begins somewhere, and a good place to

start is with a list or description of general information about the plan. This

information sets the boundaries or limits of the plan. This is a good list of these

information items, the grade level of the students for whom the plan is intended,

the specific sub2ect matter , if appropriate, the name of the unit of which the

lesson is a part and the name of the teacher. The parts each part of a lesson plan

should fulfill some purpose in communicating the specific content, the ob2ective,

the learning prere#uisites, what will happen, the se#uence of student and teacheractivities, the materials re#uired, and the actual assessment procedures. Taken

together, these parts constitute an end 8the ob2ective7, the means 8what will

happen and the student and teacher activities7, and an input 8information about

students and necessar resources7. At the conclusion of a lesson, the

assessment tells the teacher how well students actuall attained the ob2ective

This is the actual plan. &f ou have done the preliminar work 8thinking,

describing the inputs7, creating the plan is relativel eas. There are a number of

#uestions ou must answer in the creating the plan, what are the inputs This

means ou have the information necessar to begin the plan what is the output

This means a description of what the students are supposed to learn, what do &

do This means a description of the instructional activities ou will use, what do

the students do This means a description of what the students will do during the

lesson how will the learning be measured This means a description of the

assessment procedure at the end of the lesson.

LESSON PLAN


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Teacher 6 Mohd !ai0 @hsan 9 Mar0uki

Sub2ect 6 Mathematics

Topic 6 B : Shapes

Time 6 G minutes 8double period7

ate 6 K3I3K

%o. of students 6 BK

=lass 6 B 9i2ak

'earning area 6 B shapes

1eneral ob2ective 6 To enable students to understand B shapes

Specific ob2ectives 6 Teach the student to,

i. Sa the shapes

ii. "ecogni0e all the shapes

iii. )now the properties of B shape

iv. =an related B shape in life

'earning outcome 6 After the lesson end student will,

&. Sa all the shape correctl

&&. =an recogni0e all the shapes

&&&. )now all the properties of the shapes&E. =an related the B shapes in real life

Previous

)nowledge 6 a7 Student know about d shapes

b7 Student know about plain shapes

Teaching aids 6 Multimedia Presentation from =

Moral Ealue 6 =ooperation

Training Skills 6 =ompare, "elated, and Problem Solving


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Allocation of

time

=ontent Teaching:learning

activities

%otes

&nduction

8D minutes7

Teacher tells students

what the will learn.

Teacher use real thing

to introduce the

concept of B

shapes. @/amples

books, pencil bo/ and

pen

))9)6 relate

the concept of

B shape using

concrete and

manipulative

material

Step ;

8 minutes7

Model concept of B shapesusing concrete and

manipulative materials

Teacher ask students

what is their previous

knowledge about and

B shapes related to

students dail life

Teacher open the

multimedia

presentation

Teacher introduce the

B shapes to

students

Teachers teach the

characteristics of all

the shapes shown.

Pictures of

shapes

Multimedia

presentation.


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Step

8 minutes7

Activities

Teacher design a activities

using the multimediapresentation

Teacher prepare the

activities

Teacher gives clearl

instruction.

Teacher preview the

demo about the

activities.

!irst pupil will read

the #uestion, other

pupils will go front

and tr to answer the

#uestion.

@ach student solve

the activities that

prepared b teacher

b using Microsoft

power point

Activities b

using power

points program

)9)) 6

cooperation

problem solving

Step B

8; minutes7

Teacher prepares worksheet

to the students. Teacher also

prepares enrichment

worksheet to the good

students.

Teacher

distributes the

worksheet to the

student and gives the

instruction to do the

worksheet.

Teachers guide

the weak pupils to do

the worksheets

Worksheet ;

Worksheet


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Step 4

8D minutes7

Teacher summari0e the topic Teacher emphasi0es

the step to identif the

shapes and

properties with

grouping.

Teacher to #uestion

and answers with the

students

))9)6 making

conclusion.


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RE6LECTION ON T8E LESSON PLAN

M ob2ectives in teaching this topic to B 9i2ak class were to introduce and

make them understand about B shapes. These ob2ectives tie in with the

)ementerian Pela2aran Mlasia that is, the student describes and anal0es B

shapes, the student can recogni0e the shapes, the student know the properties

of the shapes and the student can related them to real life. The student is

e/pected to sa the shapes, can recogni0e the shape perfectl, know the shapes

carefull and can relate the shapes in their own life. &n addition, & thought & might

tie in to real thing around them.

=omments or #uestions b the students helped me to make further

e/planations to enlighten the students more. Since this topic involved a real past

e/perience, the students were able to observe how the teachers responded to

the program appropriatel. uring the student participation in the, & helped with

encouraging words, feedback, and praise. The students en2oed tring to pla

some of the activities that & give. 'ater, & observed students practicing these

learning in their real life. 'ike related B shapes to their cupboard at the back of

the class.

M teaching is lack of activities. The activities should relate to the lessongiven. & also must take the student out of the class to show them the real B

thing. So the can easil understand about B. & also must prepare about

upcoming behaviors that show up in the class. !rom m teaching & can see some

students are going bored. So & must come up with so man activities that avoid

them to become boredom. M ma2or mistakes are & felt that students learn more

effectivel when the know what the are supposed to be learning.

So & suggest for m self, prepare what to teach carefull. & must include

man activities to avoid the students become boredom. & also must ask the

headmaster to take the students outside the class to show the real thing of B

shape. & also must prepare about the upcoming behavior from the student. As the

student is should feel the student didnOt know about anthing about the topics. &

also must check the student for understanding b #uestioning them.


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RE6ERENCES

19 'tt0)..,at'9a!out9co,.o.al"e!raor$s'eets.u.Wor$s'eets9't,

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article about lesson plan

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