Block -3 unit 4

Lesson plans:- Meaning and Importance

Structure
4.1 Introduction

4.2 Objectives

4.3 Why is lesson planning important?

4.4 Need of lesson planning

4.5 Characteristics of good lesson plan

4.6 Herbartian approach of teaching

4.7 Prerequisites of lesson planning

4.8 Strategies for effective lesson planning

4.9 Preparation of lesson planning

4.10 Samples of lesson plan

4.11 Let us sum up

4.12 Questions for reflection

4.13 Answers to check your progress

4.14 Reference and suggested reading

4.1 Introduction

A lesson plan is a teacher’s detailed description of the course of instruction or

‘learning trajectory’ for a lesson. A daily lesson plan is developed by a teacher to guide class
learning. Details may vary depending on the preference of the teacher, subject being
covered, and the needs of the students. There may be requirements mandated by the
school system regarding the plan. A lesson plan is the teacher’s guide for running the
particular lesson, and it includes the goal( what the students are supposed to learn), how
the goal will be reached( the method, procedure) and a way of measuring how well the goal
was reached ( test, worksheets, homework etc.)
4.2 Objectives
After going through this unit, you will be able to:

 Create a well organized lesson plan

 Understand the needs of the student and learning style
 Be prepared and confident while teaching in the classroom
 Help the students to achieve the aim/objective of the lesson

4.3 Why is lesson planning important?

Every teacher is required to prepare a lesson plan because this is considered as
guide for the day’s lessons. Lesson planning is important because it gives the teacher a
concrete direction of what she/he wants to take up for the day. Research has shown that
student learning is correlated to teacher planning. One major explanation is that when plan
is ready, teachers can focus on its implementation. When teachers do not have to think so
much about what they need to do next they are able to focus on other parts of the lesson.

Lesson planning is important because it helps teachers ensure that the day-to-day
activities that go on in their classrooms are providing students with an adequate level of
long –term progress toward the goals outlined in their scope and sequence, as well as their
individual education plans when necessary.

An effective lesson plan includes several elements: learning objectives, quality

questions, supplies and activities. It is important to have the learning objectives in mind
because those should drive the development and implementation of all activities in the
classroom. Quality questions are inquiries that the teacher plans to direct at the students
over the course of the lesson. Sometimes these questions are rhetoric in nature, but more
often they are designed to help the student think at a higher level than simple memorization
and comprehension. It is important to come up with a plan for assessment to determine
whether the class has met its targets.

Lesson planning is a complex yet essential part of the teaching process that
changes over time as teachers gain more hands-on experience.

4.4 Need of lesson planning

FAIL TO PLAN = PLAN TO FAIL
  Through lesson planning the subject is organized properly.
 It keeps the teacher free from the faults of thoughtless teaching.
 It makes the proper atmosphere for learning process.
 The teacher also gets a clear idea about when they should start evaluation and
when they should proceed to the next lesson.
 Lesson plans helps in organized teaching and saves time.
 Lesson plans allow the teacher to apply appropriate strategy.
 Teacher will be more prepared and confident while teaching the lesson.

4.5 Characteristics of good lesson planning

Learning to plan is just like any other skill. It takes time and practice. At first
lesson planning may seem like a time consuming process but by creating detailed lesson
plans as a beginner teacher one is able to develop routines that can become more
automatic over time.

1) Lesson planning should be in a written form.

2) In lesson planning, the general and important objectives should be clearly defined.

3) The lesson plan should relate to suitable teaching method and its use.

4) A continuity component reviews and reflects on content from the previous lesson.

5) Subject, time , class, average age of the students should be mentioned in the lesson

plan.

6) Important examples should be included in lesson planning.

7) Inspirational or motivational methods should be experimented in lesson planning.

8) In lesson planning, the time for each topic should appropriately be pre determined.

9) In lesson planning, the techniques and supportive materials of education like charts,

maps and other audio-visual materials and its utilization should be written.

I have always realized that when you start teaching it is 90% planning and 10%
management. But for an experienced teacher, it is 10% planning and 90% management. If,
having developed a set of effective management skills and teaching routines, having
experienced how to be resourceful with very little, and above all having learned to trust
your learners, you are ready to fly on your own. It’s then that you will experience the
(almost) unbearable lightness of teaching.
4.6 HERBARTIAN APPROACH OF TEACHING
While Herbart emphasized only four steps, i.e. clarity, association, system and
method, his followers modified the four steps. Thus, the five steps are termed as Herbartian
five steps of teaching.

Preparation/Introduction

Some questions are asked from the pupils in order to test their previous
knowledge so that curiosity may arouse in them for learning of new knowledge. By testing
their previous experiences pupils are prepared for acquiring new knowledge.

Statement of aim

Here, the topic becomes clear to the pupils and the teacher himself is supposed to
write the topic on black- board in clear words.

Presentation

The lesson is developed with the cooperation of the pupils. Opportunities are
provided to pupils to learn themselves by stimulating their mental activity. The teacher tries
to receive most of the point from the pupils by questioning so that the new knowledge may
get related to the previous knowledge.

Comparison and Association

In this, the facts, events and application taught are related mutually by
comparison to enable the pupils to understand the taught material. The teacher establishes
a relationship between two subjects and also between the facts and events of one subject
and the facts and events of other subject. The compares them so that the new knowledge
may get stabilized and clarified in the minds of the pupils.

Generalization

Herbart termed this step as ‘system’. After explaining the main lesson, the pupils
are provided with opportunities to think. They formulate such principles and rules which
may be used in various situations of the future life.

Application

In Application it is observed whether the acquired knowledge may be applied to the

new situations. The teacher verifies this by asking recapitulate question or by providing
opportunities to apply the acquired knowledge in the new situations. This stabilizes the new
knowledge and validity of the rules may also be proved.
HERBARTIAN LESSON PLAN MODEL

Date……………..

Class……………………

Period……………………

Subject…………………………

Topic…………………………..

1.General Objectives

These objectives are formulated by the teacher in his subject keeping in view the entering
behaviors of the learners. For example: 1. to develop the knowledge of grammar among the
students.

2.Specific Objective

These objectives are formulated on the basis of general objectives and considering the
nature of the topic and level of students. These are specified in terms of knowledge, skill or
appreciation. These objectives are written in behavioral terms. For Example:(i) Students will
be able to recall the definition of noun. (ii) Students will be able to enumerate the examples
of noun.

3.Introduction.

Here, the teacher employs his insight and experiences for liking new knowledge with the
previous knowledge of the students. The topic is not introduced directly but it is usually
emitted by the students’ responses by asking introductory questions.

4.Teaching Aids

Audio-visual aids are selected according to the proposed topic.

5.Previous knowledge

Students’ previous knowledge is mentioned. For example: Students are familiar with figure
of speech. They know that nouns are naming words.

6.Statement of Aim

The teacher gives his statement of teaching topic by incorporating the students’ responses.
For Example: “Today, we will study about the noun and its kinds.”

7.Presentation
 The teacher prepares the developing questions after introducing the topic. The question
are arranged in logical sequence, i.e., from simple to complex, considering the structure of
the topic.

8.Explanation

The teacher is supposed to explain the answers of the given developing question. As whole
of the content-matter is in the question-answer form.

9. Black board Summary

The teacher has to prepare the black-board summary of his teaching point and explanations.

10.Review Questions

The purpose of these questions is to practice the students’ learning and to evaluate their
performance whether they have comprehended the teaching unit or not. These review
questions are asked only after rubbing the black-board summary. For example:

Q.1.What is the definition of Noun?

Q.2. Give some examples of Noun…..

11.Home assignments

At the end of the lesson plan, home assignment is given to the students on the same
teaching unit. The purpose of home work is to practice, to organize and to study the topic
for better understanding and retention.

Advantages

1.Organized Teaching

Each step has been organized in a logical order which provides an opportunity to the fresh
teacher to become aware of future mistakes. Originality is never affected and the teaching
goes on in a very organized way.

2.Acquiring thoughts as apperception.

Herbart believed that when the new thought related to the thoughts lying in unconscious
mind of the pupils are presented, the thoughts of unconscious mind come to the conscious
mind, establish relationship with the new thought and again go to the unconscious mind.
Herbart termed this material process of acquiring thoughts as apperception.

3.Use of Inductive and Deductive Methods

While presenting the new knowledge, help of various examples is sought through
generalization and rules are derived. It is an inductive method. In the step application, these
rules are to be executed, this is a deductive method. Thus, both indicative and deductive
methods are used in this five steps approach.

4. Recapitulation

Such question is asked while recapitulating which, on answering, result in the learning and
application of the acquired knowledge in new situations.

5. Correlation Possible

Herbart considered entire knowledge as a single unit. The knowledge of the pupils is
acquired in a single unit. This allows to establishing a correlation between previous and new
knowledge and between all subjects of the curriculum.

Disadvantages

1.Mechanical Method of Teaching

The use of these steps takes away the freedom of the teacher as he cannot incorporate his
independent thought in any step. This reduces his originality. Hence, Herbartian approach is
a mechanical method of teaching.

2.No Place for Individual Differences

While using Herbartian approach. Similar questions are asked to the entire. This overlooks
individual differences.

3.Useful in Knowledge Lesson only

Herbartian approach is useful in the knowledge lesson only, not in appreciation and skill
lessons.

4.Teacher More Active

In Herbartian approach, the teacher has to be more active. It is more desirable if the pupils
remain more active than the teachers. As this teaching method is not activity-centered,
pupils don’t get any motivation for learning.

5.No need of Generalization

Generalization is not needed while teaching language, geography, history, music and arts
etc. Thus, all the five steps are not needed while teaching.

6.Uninteresting

This approach stresses upon the teaching of all the subjects of curriculum in a similar
sequence overlooking the interests, attitudes, abilities, and capacities of the pupils
according to their mental development. The entire teaching becomes monotonous. The
pupil does not show any interest in acquiring new knowledge. Thus, Herbart‟s teaching
method is not interesting

7.Difficulty of Correlation.

Considering the knowledge as a complete unit, Herbart emphasized correlation between

different subjects for the unity in the mental life of the pupils, but following these five steps
teachers impart the knowledge of different subjects to the pupils differently. They seek to
establish a correlation between various subjects in order to bring integration in the mental
life of the pupils which is essentially difficult, if not impossible. So, in nutshell it can be
concluded that Herbartain Five-Step Approach, is an impressive and psychological teaching
method. It includes both inductive and deductive methods. A correlation among all the
subjects of the curriculum is possible by its use. There is a provision of recapitulation in the
step under application.

However, some educationists point out that this method is useful only
for knowledge lessons. Generalization is not needed in every lesson. Herbart’s method is
mechanical. There is no place for individual differences. It does not motivate the pupils to
learn by doing. The correlation between the different subjects is essentially difficult. Glower
points out that in Herbartian approach, emphasis is laid on teaching only instead of learning.
This reduces the freedom of the teacher. Pupils also become passive. Neither is their
character formed nor do they reach their desired goals. However, the pupil-teachers should
follow this approach with necessary changes keeping its merits in view.

Check Your Progress

Note: a) Write your answer in the space provided after each item.

b) Compare your answers with those given at the end of the unit.

1. Write 6 characteristics of good lesson planning.

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2. Why some educationists consider “Herbart’s” method is mechanical?

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4.7 Prerequisite of Lesson Planning

When should we plan a lesson?

Avoid planning lessons several days or weeks ahead of time because a teacher will not be
aware of the students’ needs or what problems they might be faced with at that particular
time. It is best to plan lessons daily and bring them into class because as the lesson is
progressing (as students are interacting with their teacher and with the language they are
studying) things evolve and develop, depending on what has happened and what is
happening moment to moment, and this way the teacher has a better and more accurate
understanding of what students need to focus on in future lessons.

Why should we plan a lesson?

Lesson planning is essential because:

 It helps the teacher conduct his/her lesson in an orderly fashion and it allows
students to know what they are going to be learning and how it fits into the course
syllabus.
 Students also feel that the lessons are sequenced properly. Having a good lesson
plan will also increase confidence in the teacher; on the other hand, not having a
plan will result in complete failure for both teacher and students. In addition, a
detailed plan clearly demonstrates that the teacher has taken the time, as well as,
put in the thought and effort into making the lesson.
 Teachers who do not produce a lesson plan are often lazy, or feel that they can
create a lesson (known as jungle path lessons) based on what is happening in the
room at that moment. This can sometimes work, but to continue to never have a
lesson plan proves to be ineffective, besides, your students will become frustrated
and feel a sense of negligence or carelessness on the teacher’s part as well as not
getting their money’s worth.
 Planning detailed lessons will avoid problems in class. This will give the teacher
confidence that they have done their best to plan for any eventuality, or at least
minimize some problems.

It is important to note that lesson planning is a thinking process, not the filling in of a
lesson plan template. Lesson plan envisaged a blue print, guide map for action, a
 comprehensive chart of classroom teaching learning activities. A systematic approach for
the teaching of concepts, skills and attitudes.

1) Needs, capabilities and interest of the learner should be considered.

2) Prepared on the sound psychological knowledge of the learner.

3) Provide a new learning experience; systematic but flexible.

4) Related to social and physical environment of the learner.

5) Setting objectives

The first thing a teacher does is create an objective, a statement of purpose for the
whole lesson. An objective statement itself should answer what students will be able to do
by the end of the lesson. Harry Wong states that “ Each (objective) must begin with a verb
that states the action to be taken to show accomplishment. The most important word to use
in an assignment is a ‘verb’, because verb states how to demonstrate if accomplishment has
taken place or not.” The objective drives the whole lesson, it is the reason the lesson exist.
Care should be taken when creating the objective for each day’s lesson, as it will determine
the activities the students engage in. The teacher also ensures that lesson plan goals are
compatible with the developmental level of the students.

6) Selecting lesson plan material

A lesson plan must correlate with the text book the class uses.

7) Lesson planning and tools

Making use of technology is an absolute best way of meeting the target of lesson
plan. Teacher can use various technology like Projectors, Computer, Internet, etc. to give
that interesting learning atmosphere to the students.

4.8 Strategies for effective lesson planning

A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Before you plan your lesson, you will first need to
identify the learning objectives for the class meeting. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning. A
successful lesson plan addresses and integrates these three key components:

 Objectives for student learning

 Teaching/learning activities
 Strategies to check student understanding
 Specifying concrete objectives for student learning will help you determine the kinds of
teaching and learning activities you will use in class, while those activities will define how
you will check whether the learning objectives have been accomplished (see Fig. 1).

Steps for Preparing a Lesson Plan

Below are six steps to guide you when you create your first lesson plans. Each step is
accompanied by a set of questions meant to prompt reflection and aid you in designing your
teaching and learning activities.

(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the end
of class. To help you specify your objectives for student learning, answer the following
questions:

 What is the topic of the lesson?

 What do I want students to learn?
 What do I want them to understand and be able to do at the end of class?
 What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of their
importance. This step will prepare you for managing class time and accomplishing the more
important learning objectives in case you are pressed for time. Consider the following
questions:

 What are the most important concepts, ideas, or skills I want students to be able to grasp
and apply?
 Why are they important?
 If I ran out of time, which ones could not be omitted?
 And conversely, which ones could I skip if pressed for time?

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the specific
activities you will use to get students to understand and apply what they have learned.
Because you will have a diverse body of students with different academic and personal
experiences, they may already be familiar with the topic. That is why you might start with a
question or activity to gauge students’ knowledge of the subject or possibly, their
 preconceived notions about it. For example, you can take a simple poll: “How many of you
have heard of X? Raise your hand if you have.” You can also gather background information
from your students prior to class by sending students an electronic survey or asking them to
write comments on index cards. This additional information can help shape your
introduction, learning activities, etc. When you have an idea of the students’ familiarity
with the topic, you will also have a sense of what to focus on.

Develop a creative introduction to the topic to stimulate interest and encourage thinking.
You can use a variety of approaches to engage students (e.g., personal anecdote, historical
event, thought-provoking dilemma, real-world example, short video clip, practical
application, probing question, etc.). Consider the following questions when planning your
introduction:

 How will I check whether students know anything about the topic or have any
preconceived notions about it?
 What are some commonly held ideas (or possibly misconceptions) about this topic that
students might be familiar with or might espouse?
 What will I do to introduce the topic?

(3) Plan the specific learning activities (the main body of the lesson)

Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning styles.
As you plan your examples and activities, estimate how much time you will spend on each.
Build in time for extended explanation or discussion, but also be prepared to move on
quickly to different applications or problems, and to identify strategies that check for
understanding. These questions would help you design the learning activities you will use:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
 What will students need to do to help them understand the topic better?

(4) Plan to check for understanding

Now that you have explained the topic and illustrated it with different examples, you need
to check for student understanding – how will you know that students are learning? Think
about specific questions you can ask students in order to check for understanding, write
them down, and then paraphrase them so that you are prepared to ask the questions in
different ways. Try to predict the answers your questions will generate. Decide on whether
you want students to respond orally or in writing. You can also ask yourself these questions:
 What questions will I ask students to check for understanding?
 What will I have students do to demonstrate that they are following?
 Going back to my list of learning objectives, what activity can I have students do to check
whether each of those has been accomplished?
 An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions will be
productive for discussion and what questions might sidetrack the class. Think about and
decide on the balance between covering content (accomplishing your learning objectives)
and ensuring that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You can
do this in a number of ways: you can state the main points yourself (“Today we talked
about…”), you can ask a student to help you summarize them, or you can even ask all
students to write down on a piece of paper what they think were the main points of the
lesson. You can review the students’ answers to gauge their understanding of the topic and
then explain anything unclear the following class. Conclude the lesson not only by
summarizing the main points, but also by previewing the next lesson. How does the topic
relate to the one that’s coming? This preview will spur students’ interest and help them
connect the different ideas within a larger context.

(6) Create a realistic timeline

How easy it is to run out of time and not cover all of the many points they had planned to
cover. A list of ten learning objectives is not realistic, so narrow down your list to the two or
three key concepts, ideas, or skills you want students to learn. Instructors also agree that
they often need to adjust their lesson plan during class depending on what the students
need. Your list of prioritized learning objectives will help you make decisions on the spot and
adjust your lesson plan as needed. Having additional examples or alternative activities will
also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to
adapt to the specific classroom environment. Here are some strategies for creating a
realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time for
each
 When you prepare your lesson plan, next to each activity indicate how much time you
expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to sum up
key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what
seems to be more productive rather than sticking to your original plan

Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep them
more engaged and on track. You can share your lesson plan by writing a brief agenda on the
board or telling students explicitly what they will be learning and doing in class. You can
outline on the board or on a handout the learning objectives for the class. Providing a
meaningful organization of the class time can help students not only remember better, but
also follow your presentation and understand the rationale behind in-class activities. Having
a clearly visible agenda (e.g., on the board) will also help you and students stay on track.
Reflecting on Your Lesson Plan
A lesson plan may not work as well as you had expected due to a number of extraneous
circumstances. You should not get discouraged – it happens to even the most experienced
teachers! Take a few minutes after each class to reflect on what worked well and why, and
what you could have done differently. Identifying successful and less successful organization
of class time and activities would make it easier to adjust to the contingencies of the
classroom. For additional feedback on planning and managing class time, you can use the
following resources: student feedback, peer observation, viewing a videotape of your
teaching, and consultation with a staff member.

Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that describes
each and every possible classroom scenario. Nor does it have to anticipate each and every
student’s response or question. Instead, it should provide you with a general outline of your
teaching goals, learning objectives, and means to accomplish them. It is a reminder of what
you want to do and how you want to do it. A productive lesson is not one in which
everything goes exactly as planned, but one in which both students and instructor learn
from each other.

4.9 Preparation of lesson planning

Following points should be kept in mind while preparing a lesson plan:

1) Lesson number

2) Date

3) Time

4) Class

5) Subject

6) Average age of children

7) Topic of the lesson

8) Aims of the lesson

a) Specific aim

b) General aim

9) Material aids
10) Previous knowledge

11) Introduction

12) Statement of the aim

13) Presentation

14) Comprehensive question

15) Black-board summary

16) Application or Recapitulation

17) Home-work

Topic of the lesson

For effective teaching the reading material is divided into various topics. If a topic is
small in size, then it works as a lesson for the day. But if it is lengthy, then it is divided into
sub topics, according to our ideas and accordingly each heading is also determined.

Aims of the lesson

Before lesson is taught, it is necessary to decide its aim or objectives. Every lesson
has following two types of aims:

a) General aims: By general aims we mean aims related to the subject. In these aims, no
change is made as they are definite and have direct relation with the full subject.

b) Specific aims: Those aims which are not related to the full subject, instead, they are
related toa part of the lesson and with a particular context. These are changed in
accordance with the changes in lesson and context.

Material aids

In order to make the teaching successful, effective and interesting, a teacher uses
material aids or devices and techniques. The time and manner of which should be included
in the lesson plan.

Previous knowledge

Previous knowledge is the knowledge, which the students already possess before
teaching them a new lesson. In previous knowledge not only the previous reading material,
but all the experiences of the child, which he has achieved till now is included. By taking into
consideration the previous knowledge, this will also be kept in mind, but previous
knowledge of the students should be in accordance to the selected lesson.

Introduction

Before starting a new lesson, a teacher should prepare his students to acquire new
knowledge. Here a question arises, how can a teacher may ask 3 or 4 questions based on
the students’ previous knowledge, in order to inculcate interest, enthusiasm and curiosity
among his students for accepting the new lesson. In order to make the student accept and
adopt a new lesson, following methods can be used:

a) Asking questions based on the lesson

b) Narrating a story

c) Showing a picture

d) Explaining the subject

e) Narrating poems

g) Presenting any example or incident etc.

Statement of aim

After completing the introduction of the lesson, students get a picture of the
objectives of that lesson. After giving the introduction, teacher should tell the specific aims.
While students are acquainted with the specific aims of lesson, enthusiasm is generated
among them. Secondly, they choose the correct way for the study of the lesson. Their
attention is centralized towards the reading subject and the teacher will feel comfortable
while teaching.

Presentation

After statement of aim, when the attention of both, the teacher and the students
are centralized towards the lesson, the teacher should use the principle of selection and
division. For the development of the units, a teacher is required to use various educational
techniques like questions, examples, explanation, narration and exhibition.

Comprehensive questions

Comprehensive questions are those questions, which are asked by the teacher
from his students after teaching every unit of the lesson, in order to ascertain, whether the
children have properly understood the lesson or not. Comprehensive questions are usually
of two types – first related to the teaching matter and second related to the language.

Black – board summary

 The black board summary should always be formed with the help of students,
but not much time should be devoted to this purpose. Black –board summary consists of
important sentences which should be small, clear, relevant and written in a serial form so
that students can adopt lesson matter easily and comfortably.

Recapitulation

Recapitulation exercise should be done so that whatever has been taught to the
students till now, can be retain in their brains. The teacher comes to know about the
success or failure in achieving his aim.

Home – work

Home assignment should be given to the students related to that lesson.

Check Your Progress

Note: a) Write your answer in the space provided after each item.

b) Compare your answers with those given at the end of the unit.

3. When should we plan a lesson?

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4. Why material aids are useful in teaching?

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4.10 Samples of lesson plan

 Lesson Plan 1
Date : …………………… Class : VII A

Subject : English (Grammar) Period : II

School : ………………………………………. Duration : 40 mins

Topic : Adjective

General Objective:

1. To make the students acquainted with the rules of English grammar.

2. To enable the students to use grammar rules practically.

3. To enable the students to speak and write correct English.

4. To develop their interest and confidence in English language.

Specific Objectives:

1. To expose the students the use of adjectives and its various kinds.

2. To give them practice of adjective through exercise.

Previous Knowledge:

The students are familiar with the parts of speech.

Material Aids:

Ordinary classroom equipments, Charts and pictures.

Statement of the aim:

Well students, today we shall learn about ‘Adjective.’

Teaching Teaching Pupil- Students’ Black-board Evaluation

Point Objective Teacher Activity work/Material
Activity Aids
Developing To expose Q. What is Ans. Sir, this A picture To develop
grammar the students this? is a doll. the students
the use of Q. Which Ans. Sir, the the use of
adjectives part of doll adjectives
and its speech does represent and its
 various kinds a doll noun. various
represent? Ans. Sir, the kinds.
Q. What is colour of her
the colour of dress is red.
her dress? Ans. No
Q. What response.
does the
word ‘red’
represent?
Developing There was a 1. What is 1. The ‘bird’ Fill in the
grammar brown bird. ‘bird’ in is noun in Adjective is a blanks:
Rahul is grammar? grammar. word used 1.
healthy boy. 2. What is 2. The colour with a noun
Green parrot the colour of of the bird is to add
was flying in the bird? brown. something to
the sky. 3. What is 3. The ‘boy’ its meaning.
‘boy’ in is noun in
grammar? grammar.

4. What type 4. He is a
of boy he is? healthy boy.
5.What is 5. The parrot
‘parrot’ in is noun in
grammar? grammar.
6. What is 6. The colour
the colour of of parrot is
the parrot? green.
Home Work Define Students will
Adjectives write on
with proper their note-
examples. books.

Lesson Plan 2
Date: …………………… Class: VI

Subject: English Period: III

School: ………………………………… Duration: 40 mins.

Topic : Sohrab and Rustam(Prose)

General Objective:

1. To make the students to speak and write correct English.

2. To enable the students to read the lesson with correct pronunciation.

3. To develop the vocabulary of the students.

4. To develop the writing ability in students.

Specific Objectives:

1. To enable the students to understand the story ‘Sohrab and Rustam’.

2. To enable the students to understand the ideas, expressed in the passages of the lesson.

Previous Knowledge:

The students are familiar with stories of warriors.

Material Aids:

Ordinary classroom equipments, Charts and pictures.

Statement of the aim:

Today we shall study about the lesson “Sohrab and Rustum”. It is the story of two great
warriors Sohrab and Rustum. Rustum was the father of Sohrab.

Teaching Teaching Teacher’s Students’ Material Evaluation

point objective activities activities aids
Development Students Q. What is Ans. Sir, this Pictures and To develop
of speaking speak in this? is a sword. charts pre
skills simple Q. What is Ans. Sir, this knowledge
English this? is a spear. and proceed
Q. What is Ans. Sir, this simple to
this? is a shield. complex
Q. What do Ans. Sir,
you know warriors use
about the it.
lesson No response
‘Sohrab and
Rustum’?
Development Students Rustum was
of reading read the …………………
skill passage Teacher reads
correctly the passage
with correct
pronunciation
 Now teacher Students
listens to the read the
students passage one
by one
Development Students are Pronunciation
of now able to drills:
pronunciation pronounce Teacher Students Black board Pronounce
skill the words pronounces pronounce these words:
correctly some difficult these words Worried
words as: with the Married
Warrior teacher Happily
Beautiful Please
Palace
Princess
Students are Silent Students Fill in the
now able to reading: read the blanks
read the Teacher passage
passage remain silent
accurately during the
silent reading

Home work 1. Who was Students will

Rustum? write on
2. What was their note-
the name of books.
his wife?
3. Where did
they live?

Lesson Plan 3
Date: ………………………. Class: VIII

Subject: English Period: Ist

School: …………………………….. Time: 40 mins.

Topic: The Ferryman (Poetry)

General Objective:

1. To enable the students to enjoy the beauty of the poem.

2. To enable the students to appreciate poetry.

3. To develop the imagination of the students.

4. To enable the students to enjoy the rhythm and style of the poem.

5. To enable the students to understand the thoughts contained in the poetry.

Specific Objectives:

1. To enable the students to enjoy the beauty of the poem ‘The Ferryman’.

2. To enable the students to appreciate the rhythm and style of the poem.

3. To enable the students to understand the ideas, expressed in the poem.

Previous Knowledge:

Students have already learnt the similar poems.

Material Aids:

Ordinary classroom equipments, Charts and pictures.

Statement of the aim:

Well students, today we shall recite an interesting poem ‘The Ferryman’.

Teaching point Teaching Teacher’s Students’ Method Evaluation

objective activities activities and
Material
aids
Introductory
Questions: Question
Q. What are Ans. Bus, and answer
the means of car, train method
travelling? etc. are the
Q. What are means of Pictures
the means of travelling.
voyage? Ans. Boat,
Q. What is ship etc. are
called the the means
man who of voyage.
rows the Ans. The
boat? man who
Q. What is the rows the
synonym of boat is
boatman? called
boatman.
No
response
Development The students The teacher The Reading
of reading skill read the reads the students method
poem with poem with hear
rhythm rhythm and attentively
gesture
Pronunciation
drill:

Improvement The students The teacher The student Direct Pronounce

in know the writes down a pronounce method the word of
pronunciation pronunciation few words on the words same sound
and of the words the board and
development in and tell the pronounce
word sound words of the same
same sound correctly.
Then he ask
the students
to pronounce
the words

Testing of The students Imitation The

rhythm and read the reading: students
pronunciation poem with The teacher read the
correct ask the poem
rhythm and students to
proper read the
pronunciation poem with
proper
rhythm and
pronunciation
Comprehending The students The teacher
vocabulary tell the writes the
meaning of meanings and
the following tough words
words as
Devices,
Ferryman etc.
Explanation of Teacher The
the poem explains the students
poem will listen
carefully
Reading aloud Once again The
by the teacher the teacher students
will give a will listen to
model the teacher
reading of a carefully
 stanza
Comprehension Q.1. What is Ans. 1. The
questions the meaning child wants
of this line to impress
“And my eyes the
are blue” boatman
through the
beauty of
his eyes. It
is blue.

Home work Learn the Students

poem with will write on
rhythm their note-
books.

4.11 Let us sum up

In this unit we have discussed the need of lesson planning. We have discussed the
Herbartian approach of teaching. Lesson planning is very essential as it helps the teacher
conduct his/her lesson in an orderly fashion and it allows students to know what they are
going to be learning and how it fits into the course syllabus. It will help pupil teacher to plan
his lesson in orderly manner. The samples may help the teacher to construct the lesson plan
and also exploring more opportunities for integration of alternative resources in your
classroom.

4.12 Questions for reflection

 Does the lesson plan fit a particular framework?

 What are the benefits of lesson planning.
 Why should we plan a lesson?
 What might a detailed lesson plan look like?
 In your opinion what should be included in a lesson plan. Discuss.
 4.13 Answers to check your progress

1. 1) Lesson planning should be in a written form.

2) In lesson planning, the general and important objectives should be clearly defined.

3) The lesson plan should relate to suitable teaching method and its use.

4) A continuity component reviews and reflects on content from the previous lesson.

5) Subject, time , class, average age of the students should be mentioned in the lesson

plan.

6) Important examples should be included in lesson planning.

2. Some educationists point out that this method is useful only for knowledge lessons.
Generalization is not needed in every lesson. Herbart’s method is mechanical. There is no
place for individual differences. It does not motivate the pupils to learn by doing. Glower
points out that in Herbartian approach, emphasis is laid on teaching only instead of learning.
This reduces the freedom of the teacher. Pupils also become passive.

3. Avoid planning lessons several days or weeks ahead of time because a teacher will not be
aware of the students’ needs or what problems they might be faced with at that particular
time. It is best to plan lessons daily and bring them into class because as the lesson is
progressing things evolve and develop, depending on what has happened and what is
happening moment to moment, and this way the teacher has a better and more accurate
understanding of what students need to focus on in future lessons.

4. In order to make the teaching successful, effective and interesting, a teacher uses
material aids or devices and techniques.

4.14 Reference and suggested reading

 Kaur Manmeet: English Lesson Plan(IGNOU help book for English lesson plan
in English)
 Lesson Plan Steps (Herbartian Approach). Retrieved
from http://freenaleen.blogspot.in/2013/12/lesson-plan-steps-herbartian-
approach.html
 Serdyukov, Peter, and Ryan, Mark. Writing Effective Lesson Plans: The 5-Star
Approach. Boston: Allyn & Bacon, 2008.
 Unit Plans for Teacher. Retrieved
from http://www.education.com/reference/article/unit-plans-teachers/