The document provides guidance on effective lesson planning for teachers. It outlines that effective lesson plans include clear objectives, engaging introductions and activities, guided and independent practice opportunities, and assessments. It emphasizes that thorough planning is important for staying organized and achieving learning goals. Key components of strong lesson plans are objectives, materials, procedures, instructional strategies, and evaluations. Proper planning helps teachers maximize instructional time and keep students engaged and on task.

1. EFFECTIVE LESSON
PLANNING

2. EFFECTIVE TEACHERS…
Know the content
Understand the
development of the
student
Value the diversity of
the students
Use multiple
assessments to
evaluate progress
Create a suitable
learning environment
Adapt and modify
instruction
Use effective
communication
Collaborate with all
members of the
learning community
Engage in sustained
professional growth
experiences

3. INSTRUCTIONAL PLANNING
AND STRATEGIES
Plans are developed to provide students
with meaningful learning experiences
Plans connect to related learning
opportunities
Teaching is based instructional strategies
that focus on best practice and research
Teaching is supported by strategies that
foster interest and progress

4. https://www.youtube.com/watch?v=7bI
Q4-3XSxU

5. GENERAL POLICY
Plans are a legal document
Usually required weekly to the supervisor
Plan books (district, purchased, self-
made notebooks)
Substitute plans
Must include
 TEKS
 Objectives
 Needed materials
 Bell Ringer
 Procedures
 Closing

6. GOOD PLANNING
Keeps the teacher and students on track
Achieves the objectives
Helps teachers to avoid “unpleasant”
surprises
Provides the roadmap and visuals in a
logical sequence
Provides direction to a substitute
Encourages reflection, refinement, and
improvement
Enhances student achievement

7. POOR PLANNING
Frustration for the teacher and the
student
Aimless wandering
Unmet objectives
No connections to prior learnings
Disorganization
Lack of needed materials
A waste of time
Poor management

8. TEKS
Objective – expected student behavior
Warm –up and introduction
Procedure
Materials – worksheets, film, text, etc.
Presentation
Practice
Application
Closure
Evaluation – test, assignment, teacher observation, etc.
•Maximize Instructional Time
•Integrate Diverse Teaching Strategies
•Have All Students On Task
A GOOD LESSON
INCLUDES:

9. LET’S BEGIN…
The format of a lesson
should..
 Go one step at a time
 Have a picture for
every step
An effective lesson plan is a set of plans for building
something – it “constructs” the learning.

10. https://www.youtube.com/watch?v=dM
dTBep3W9c
Goofy cartoon

11. The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.
Harry Wong, The First Days of Teaching

12. OBJECTIVES
A description of what the student
will be able to do at the end of the
lesson
Provides alignment with district and
state goals (TEKS)
 Use behavioral verbs to describe the
expected outcomes (ACTION)
 No-no’s: appreciate, enjoy, love, etc.

13. WARM-UP AND
INTRODUCTION
Grab the attention of the students
PROVIDES THE INTEREST/MOTIVATION factor
Set the tone for the lesson connected to the
objective
 A question
 A story
 A saying
 An activity
 A discussion starter
BE CREATIVE

14. PRE-ASSESSMENT
What are the characteristics of the
learners in the class?
What do the students already know
and understand?
How do my students learn best?
What modifications in instruction
might I need to make?

15. PROCEDURES AND
PRESENTATION
Sets up a step-by-step plan
Provides a quick review of previous
learning
Provides specific activities to assist
students in developing the new
knowledge
Provides modeling of a new skill
 A picture is worth a thousand words.
 I do, We do, You do!

16. MATERIALS
Plan! Prepare! Have on hand!
 Murphy’s Law
Envision your needs.
List all resources.
Have enough manipulatives (when
needed) for groups or individuals.

17. PRACTICE
APPLYING WHAT IS LEARNED
Provide multiple learning activities
Guided practice (teacher controlled)
 Use a variety of questioning strategies to
determine the level of understanding
 Journaling, conferencing
Independent practice
 Practice may be differentiated
BUILD ON SUCCESS

18. LEARNING ACTIVITIES
Graphic organizers
Creative play
Peer presenting
Performances
Role playing
Debates
Game making
Projects
Cooperative
groups
Inquiry learning
Direct instruction
Differentiation
Direct Instruction

19. CLOSURE
Lesson Wrap-up: Leave students with
an imprint of what the lesson covered.
 Students summarize the major concepts
Displays internalized student knowledge
 Teacher recaps the main points
 Teacher sets the stage for the next phase
of learning

20. EVALUATION
Assess the learning-Rubric
 Teacher made test
 In-class or homework
assignments
 Project to apply the
learning in real-life
situation
 Recitations and
summaries
 Performance assessments
 Use of rubrics
 Portfolios
 Journals
 Informal assessment

21. REFLECTION
What went well in the lesson?
What problems did I experience?
Are there things I could have done
differently?
How can I build on this lesson to
make future lessons successful?

22. THE SUBSTITUTE…
NOW WHAT?
The Key to substitute success – DETAILED
LESSON PLANS
 Discipline routines
 Children with special needs
 Fire drill and emergency procedures
 Helpful students, helpful colleagues (phone #’s)
 Classroom schedule
 Names of administrators
 Expectations for the work
 Packet of extra activities

24. A teacher is one
who brings us tools
and enables us to
use them.
Jean Toomer

25. Lesson Plans:
Review
Reflection/Open Discussion:
Main components of a lesson plan
Critical thinking skills
Characteristics of a good lesson
Teacher responsibilities

26. Use daily in questioning to develop higher
order of thinking skills...critical thinking
skills.
 KNOWLEDGE
 COMPREHENSION
 APPLICATION
 ANALYSIS
 SYNTHESIS
 EVALUATION
Lesson Plans
Bloom’s Taxonomy

27. Lesson Plans
Bloom’s Taxonomy
KNOWLEDGE
•remembering;
•memorizing;
•recognizing;
•recalling identification
and
•recall of information
•Who, what, when,
where, how ...?
•Describe
COMPREHENSION
•interpreting;
•translating from one
medium to another;
•describing in one's own
words;
•organization and
selection of facts and
ideas
•Retell...
APPLICATION
•problem solving;
•applying information to
produce some result;
•use of facts, rules and
principles
•How is...an example
of...?
•How is...related to...?
•Why is...significant?

28. Lesson Plans
Bloom’s Taxonomy
ANALYSIS
•subdividing something to
show how it is put
together;
•finding the underlying
structure of a
communication;
•identifying motives;
•separation of a whole into
component parts
•What are the parts or
features of...?
•Classify...according to...
•Outline/diagram...
•How
does...compare/contrast
with...?
•What evidence can you
list for...?
SYNTHESIS
•creating a unique,
original product that may
be in verbal form or may
be a physical object;
•combination of ideas to
form a new whole
•What would you
predict/infer from...?
•What ideas can you add
to...?
•How would you
create/design a new...?
•What might happen if you
combined...?
•What solutions would you
suggest for...?
EVALUATION
•making value decisions
about issues;
•resolving controversies
or differences of opinion;
•development of opinions,
judgments or decisions
•Do you agree...?
•What do you think
about...?
•What is the most
important...?
•Place the following in
order of priority...
•How would you decide
about...?
•What criteria would you
use to assess...?

29. GREAT TEACHING starts with
GREAT PLANNING
Characteristics of great lesson plans
Clear instructions, explanations,
timelines, expectations, and
assessment
Interactive; hands on activities
Engaging and FUN!
Allow students to feel a sense of
shared exploration and discovery
Give students choices

30. GREAT TEACHING starts
with GREAT PLANNING
Students engaged & motivated
Break assignments into small chunks
Hands-on manipulatives
Ask open ended questions
Make lesson relevant
Allow students to develop own questions
to research
Integrate diverse teaching strategies
Talk at appropriate level

31. Foundational Habits
Be Explicit
Model
Reinforce

32. SET STUDENT GOALS
They’re all about High
Expectations
Keys to great goal setting
Regular Routine – “mini goals”- focus
on small, immediate, action-oriented
Very Specific Actions-what, when,
how??
Level Appropriate
Followed by reflection- students need to
evaluate- leads to feeling of
accomplishment and future goal setting

33. The 5 Most Important
Things You Can Do For
Your Students
CARE
SET HIGH EXPECTATIONS
CREATE ORDERLY, STRUCTURED
CLASSROOM
EARN RESPECT- stay calm, exercise
self control
TREAT EACH STUDENT WITH
COURTESY AND RESPECT

34. LESSON PLAN
Preparation Summary:
Do’s… Don’t’s…
 Always date your
plans
 Indicate daily plans
(even if carrying over
activities)
 Indicate open-ended
writing and critical
thinking activities
(daily for LA/Lit.,
weekly for Math,
Science and Social
Studies)
 When appropriate,
indicate specific
exercises for Ask
 Plan differentiated
instruction
 Closely correlate NJ
Core Curriculum
Content Standards.
 Indicate where Crisis
Management folder
can be found
 Be overly concise, use
verbs and highly
descriptive phrases
 Hesitate to embrace a
typeset format.
Reference Staff
Handbook for sample.
 Write illegibly, if not
typing.
Optional/Preferred:
Indicate…
1. Homework
2. Field learning
experiences
3. Guest presentations
4. Highlight
interdisciplinary
activities
5. Video-aided learning
and follow up
(reflective) activity

35. Credits
EFFECTIVE LESSON
PLANNING
Presented by Vicki Duff
Mentor Training Coordinator
Department of Education
609-292-0189
victoria.duff@doe.state.nj.us
Unit Assessment and
Instructional Planning:
An Approach to Facilitate
Standards-Based Learning
Sue Stevens, Tina Scott, Cheryl Gettings
suestevens@cutting-edge-consulting.com
245-3737
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