This slide show will explain the basic sections of a lesson plan for teaching. It gives examples of a 10 minute horse management lesson plan under each of these sections as well. After you have done some sort of activity to narrow the topic and understand the flow of the different levels for this topic then follow along to devise your plan.

1. Learn teaching requirements while discovering
passion and leadership skills in order to be
successful at teaching in the HB certification test.
This is just the
plan. We did
more in class…
with Amanda Biles
Teaching at the HB

2. Writing an Effective HM Plan
Start with the activity to narrow down your
topic and address the flow of the standard.
Use the following lesson plan sections
outlined. Your lesson plan may become
longer than one page.
Follow the descriptions and examples.

3. The Lesson Plan Outline

4. Safety First
What safety concerns are there for both
horse management and mounted?

5. Title
Title and Subtitle
Title: is concise, reads well and accurately
represents the class.
Subtitle:
reinforces the title with more detail but is not
redundant (does not repeat title).
It describes class so students know what will be
learned.

6. Title Example
Title: Tan Coat Colors Clarified
Subtitle: A buckskin, dun and palomino
model their true colors.

7. Level Taught
You typically teach to the level below the
standard your main concentration is on.
Read through all the levels you have on
the topic you choose.
Example: Concentration on D2 while
appropriate for D1 and D3.

8. Number of Students
Add this to your lesson plan.
You may have a specific idea or a range.
A game may need a certain amount.
You may need partners.
Example: 4-5 students

9. Time Limit
10 minutes for horse management
20 minutes for riding lesson

10. Standards
Reiterate, put in your own words, the
levels and standards you wrote earlier.
Example:
D2 – Name and describe six colors of horses.
D3 – Describe the characteristics of a color.
C2 – Differentiate between dun and buckskin.

11. Materials and Resources
List of the props and other materials you
need in order to conduct the class.
Pictures
Handouts and other items to give to students
Props
You might finalize this after you make props.
Show the D manual page reference and other
references you use.

12. Materials Example
A separate 18”x18” large photo with the color
term for each written on it, a buckskin, dun
and palomino.
Six cutouts of each, a completely tan horse, a
black mane and tail, a white mane and tail,
dun markings (face mask, leg barring and
dorsal stripe).
Six handouts of the three colors and terms.

13. Safety Issues
If you have any safety concerns make
sure to include them in your plan.
For riding plans, always include a safety
check prior to mounting for warm-up.

14. Introduction and Attention Grabber
How will you gain the attention of your students?
Introduce yourself.
Ask the names of your students.
Example: Handout the cutouts to each student.
Introduce myself. Ask each student to quickly say
their first name and a horse color. If they become
stumped, ask for any color, does not have to be a
horse color.

15. Learning Objective
Tell your students what you expect by the
end of the lesson. This is your goal for
your students: by the end of this class you
will be able to…X, Y and Z.

16. Objective Example
By the end of this class you will be able to
describe three horse colors, a (hold up the
picture) buckskin, a (hold up picture) dun,
and a (hold up picture) palomino.
You have cutouts that I gave you and you
will show me the differences of these
colors.

17. Prerequisite Material
Does the standard you are teaching build
from a previous standard? If so, quickly
review it hear.
For riding this could be addressed during
or after warm-up.

18. Example
Ask students, “What color mane and tail
does a black horse have?” (answer black)
Ask students, “What color mane and tail
does a bay horse have?” (answer black)
Ask, “Do you know what color mane and
tail a buckskin horse has?” (answer black)

19. Procedure
Outline the core of your lesson plan.
This is the main part, the bulk of your
lesson.
Explain how you will use your props.

20. Procedure Example
Have students get their cutouts in front of them, ready but not on the horse
yet. Tell the common body color.
Explain the terms face masking, leg barring and dorsal stripe. Show them
how to place these on their horse cutout. Have them add the black mane
and tail.
Show the pictures and ask them which one it looks most like. Tell them it is
a dun. Tell them the dun is the only color with the face masking, leg barring
and dorsal stripe.
Still showing pictures, tell them a palomino has a white mane and tail. Have
them make their horse cutout into a palomino. (the white mane and tail)
Tell them a buckskin has a black mane and tail. Have them make it.
Ask them what they can add to make it a dun. Ask them for the terms
dorsal stripe, leg barring and face masking as they place them.

21. Activity and Feedback
Have the students apply what you taught.
How will you provide feedback to your
students?
How will you let them know if the do not
meet the standard?
Provide ways for students to improve.

22. Activity and Feedback Example
Remove the pictures. Tell them they are to make
the correct colors.
Say the colors and have them make them.
Correct students if they place cutouts incorrectly.
Tell them they are correct when they do place
them right.
If a student has trouble give them the handout
(only them) to help them.

23. Evaluation
Do your students exceed, meet or not
meet standards?
This could be a quiz, fill-in or
demonstration.
Let them know how they did.

24. Evaluation Example
Have them each make one of the colors,
their choice, a buckskin, dun or palomino.
Have them tell me what color it is and
have them explain the color to me.

25. Summary and Questions
Review the objectives.
Discuss the class difficulties.
Ask if your students have questions.
Ask them what they learned.

26. Summary and Questions Example
You were all able to (or most were able to)
describe the colors of buckskin, dun and
palomino.
Do you have any questions?
Ask them what they learned.
Tell them to keep the cutouts, give them the
handout and tell them to teach these colors to
someone else in their club.

27. Reflection
Write date you gave the lesson, # of students,
level of students.
Fill this out after you give the lesson.
Did your lesson plan work? Why or why not?
Did students understand what was expected of
them?
What worked especially well?
What will you change for next time?

28. Reflection Example
1/23/14 – 5 students – 2, D2’s and 3, D3’s
Change the color from tan to gold – make
a glitter background horse cutout.
Ask only for first names and rating level
(instead of name and color to save time).
Students like the props and lesson flow.

29. Now Make It Neat and Tidy
Make it flow. Practice it.
Could someone else teach your lesson
from your lesson plan and props the way
you envision it being taught?
Type it up.

30. Questions and Horsework
Finish your horse management lesson
plan. Type it. Make props. Bring it to the
next meeting.
Do your mounted lesson plan activity. Go
through the C3 standard to figure flow of it.
Write both mounted lesson plans.

31. Thanks!
You can e-mail questions and your plan for
review.