Components of Lesson Plan 00

Components of lesson plan
Class: B.Ed 4th Year

Course Title: Pedagogy II (Sc)
Course Code: P-II 604 (Sc)
Name of Course Incharge: Ms. Sadia Saleem
Learning Objectives:
By the end of this lesson students will be able to:
 Elaborate the components of lesson plan
COMPONENTS OF LESSON PLAN

Whether you teach several subjects or teach in a specific content area, lesson plans matter. The
quality of your lesson plans will in great part determine how efficiently class time is used and
how much content your students learn each period. Lesson plans don’t have to be lengthy. The
main thing is to make sure they contain the main elements of the lesson. They’re meant to guide
your instruction so you can maximize classroom time.
TEACHING MATERIALS
What will you need to teach this lesson? This includes student supplies as well as your own.
Don’t forget about technology such as your document camera and laptop. Make sure you have
everything situated so you’re ready to roll when your students arrive. You don’t want to be
scrambling around in the middle of a lesson trying to locate the protractors which
you thought were in that bottom cabinet, only to realize at the last minute they’re not there.
Having your resources lined up ahead of time saves valuable class time and gives you great
peace of mind. When your materials are in place, you can devote all your energy to teaching the
lesson.
Your materials list may look something like this:
 Materials
 lined paper
 pencils
 rulers
 Kagan chips
 document camera
 laptop
OBJECTIVES
What exactly do you want your students to be able to do by the end of the lesson? This should be
clearly communicated to your students orally at the very beginning of the lesson and posted in a
highly visible location in your classroom. The objectives should be the ongoing focus of your
lesson. Maximize your effort to create successful learning outcomes with SMART
objectives. SMART stands for specific, measurable, attainable, relevant, and time-bound. It's
helpful to have a specific place in your room where you regularly post your objectives, and to
have a set routine in terms of how you introduce the objectives, such as asking your students to
read them aloud with you at the beginning of class each day. Communicating the learning
objectives to your students, both verbally and in writing, serves to motivate them to work with a
clear purpose in mind, and it makes it easier for you and your students to stay on target
throughout the lesson.
CONTENT
The subject-matter that is intended to be covered should be limited to the prescribed time. The
matter must be interesting and it should be related to pupil’s previous knowledge. It should be
related to daily life situations.
METHODS
The most appropriate method is chosen by the teacher. The method chosen should be suitable to
the subject-matter to be taught. Suitable teaching aids must also be identified by the teacher.
Teacher may also use supplementary aids to make his lesson more effective.
ACTIVATE PRIOR KNOWLEDGE

Involve your students in the discussion by asking them to share their thoughts based on gripping
stories they’ve read. Some responses you may get are: “interesting characters," “interesting plot,"
“suspense," “ability to relate to the characters or plot.” Set the stage by tapping into your
students’ background knowledge previous life experiences, prior learning, or both to prepare
them for the new concept you’re about to introduce. The point is to make connections between
what your students already know and what you're going to teach them. For example, if you’re
about to present a lesson on using metaphors and similes in writing, start out by discussing what
makes a story engrossing to a reader. Perhaps you have taught other forms of figurative language
such as hyperboles and personification, earlier in the school year. Review these briefly. These
discussions will lead right into your lesson of using metaphors and similes as additional ways to
make a story captivating to readers!
What does it mean to activate prior knowledge, and how can teachers accomplish this? The term
simply refers to tapping into a student's previous experience with the topic. For example, if the
new learning is oceanic life, a teacher could activate students' prior knowledge by connecting to
other life forms they studied, or asking students to share experiences about the ocean. In fact,
many instructional methods can be used to activate prior knowledge, including:
 Brainstorming
 Games
 Journaling
 Conversations
 Concept Mapping
ACQUIRE NEW KNOWLEDGE

During this instructional time, teachers promote higher order thinking and prompt students to use
inquiry skills in order to master content. Why do this? Instead of a serve-and-return method of
instruction, which simply has students listen and repeat content, the 4-A model fosters a more
rigorous learning model, one that has students thinking deeply about content. This is
accomplished in countless ways, such as having guest speakers, using interactive learning logs,
role-playing, and teaching mini-lessons. This is the typical 'instructional methods' portion of
lesson plans with an emphasis on pushing towards high-level skills.
For one lesson in the oceanic life study, a teacher may have students watch a video of life in the
ocean, then read about how mammals and fish interact to survive. Another day she may have a
zoologist speak to the students, then have students respond to the experience by writing a letter
asking further questions.
INSTRUCTIONS
This is the “meat” of your lesson plan. It’s where you present the new concept that is included in
the lesson objectives. Prepare your students for success by pre-teaching key vocabulary
words that are essential to understanding the concept or text you will introduce to them. When
students know these key words in advance, they can focus more of their energy into learning the
concept or understanding the text. Speak clearly and concisely. Less is more as long as you stay
on topic. Use the board or a document camera as you model what you’re teaching. If the lesson
involves a process, then show the process. Speak aloud as you model through it, explaining each
step as you go along. Be sure to take your time. Modeling is a critical part of direct instruction.
When students watch and listen to you apply the concept, they are much better able to
understand what you're trying to teach them. It is important to model multiple examples of the
concept you're introducing and Circulate the room as students participate in collaborative
activities, offering assistance as needed.
APPLICATION
During this portion of the 4-A plan, teachers plan for ways students can take in the new
information, consolidate it, and apply it in new and useful ways. Students apply their knowledge
by sharing their ideas, creating a product, participating in activities, doing a case study, and so
on. In our oceanic example, students may create a 3-dimensional model of the ocean, applying
all the information they learned to demonstrate understanding.
EVALUATION
Teacher must evaluate his lesson to find the extent to which he has achieved the aim of his lesson
evaluation can be done even by recapitulation of subject-matter through suitable questions.
ASSESSMENT
Finally, teachers plan on methods to assess students both during and at the end of learning. These
assessment Can be complete in a typical way for example, quizzes and tests and use more
formative methods as well, such as giving a “thumbs up” , using think pair and share ete.
References
https://crlt.umich.edu/gsis/p2_5
https://www.indeed.com/career-advice/career-development/lesson-plan-components
https://study.com/academy/popular/components-of-a-good-lesson-plan.html
https://owlcation.com/academia/Components-of-an-Effective-Classroom-Lesson-Plan
https://www.slideshare.net/maheswarijaikumar/components-of-lesson-plan
https://elttguide.com/the-5-key-components-of-a-lesson-plan/

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Components of lesson plan

Class: B.Ed 4th Year

COMPONENTS OF LESSON PLAN

ACTIVATE PRIOR KNOWLEDGE

ACQUIRE NEW KNOWLEDGE

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