Common Elements of a Good Lesson Plan

Title/Concept/Topic - A short phrase that identifies the main idea of the lesson should be stated at the beginning of the lesson plan to help identify the lesson and create the focus.

Rationale/Relevance - Providing a sound justification for instruction establishes the importance of learning the concept and significance to the student.

Content/Standards - Identifying the related academic criteria links learning to the PA Academic Standards and established curriculum.

Learning Goals/Objectives - Objectives should be stated in behavioral terms, detailing student expectations as a result of the lesson.  They should not only indicate what should be learned, but also how the learning will be assessed.  As such, they should be measurable and serve as the focal point of the lesson.

Materials - Listing all materials (including such things as textbooks, paper, visuals, equipment, etc.) needed to teach the lesson helps overall organization and facilitates presentation.  The teacher should be thoroughly familiar with all supplies used in the lesson.

Procedures - The instructional procedures should include an introduction/review of prior learning, concept development, guided practice, independent practice, and a conclusion/review of current learning.  They should list the steps in presenting content and follow a logical sequence of development.  The introduction of the lesson should create an anticipatory set and connect instruction to prior learning.  It can be used to motivate the students and prepare them for the lesson.  Content delivery (lecture, discussion, demonstration, small group work, etc.) should be suited to the students and subject matter.  There should be a definite conclusion to the lesson, summarizing learning and providing feedback to the students.

Homework Assignments - Identify specific tasks the students are to complete outside of class time.  The assignment should reinforce content delivered in the lesson.

Student Evaluation/Assessment Procedures - Formal or informal evaluation of student learning should be used to determine mastery of stated objectives.  This assessment should serve as the basis for planning future instruction.

Adaptations/Accommodations - Provisions for individual student differences to ensure success may be based on prior observation of student learning styles and unique abilities/needs.  Subject matter or content delivery may also influence necessary accommodations.

Self-Evaluation - A critical analysis of the lesson and teacher performance should be done as soon as possible after the conclusion of the lesson.  The analysis should consider student achievement, instructional strategies and presentation, behavior management, and suggested improvements.  Self-reflection and evaluation helps refine teaching skills.