LESSON PLANNING

PRESENTATION
LESSON PLANNING
Like the plan done in business to make sure
it is running and functioning well. In
education, for the system to be successful,
the teacher has to go through scheming and
lesson planning.
Since lesson planning is an extension of
schemes of work or certain aspects that are
found under the scheming are also applicable
to lesson planning.
According to Kasambira(1983) a lesson
plan is a short carefully written outline
which contains information on the
teacher's objectives ,topic ,skills or
strategies and activities for each
specific period. In short, lesson plans
are specific learning activities which
involve a given scheme of work.
You may doubt that there is a
point to lesson planning. lf you
have had much experience of
standing in front of classes
without a lesson plan, you will
know how unsatisfactory that can
feel. Planning boosts confidence.
By taking care of certain
questions in advance - what,
how, and with what you are
going to teach - you free yourself
 Lack of planning wastes, and
demotivates, your class. The most
important point, however, is that lesson
planning enables you to optimize things.
Without planning, you may find you are
able to get by or even produce an
adequate lesson, but you will not be
teaching with maximum effect. When
planning lessons, therefore, ask yourself
not 'What can I teach them?' but 'What's
the best thing I can teach them?', not 'How
can I teach this?' but 'What's the best way I
can teach it?( Haynes ,2007)
To ensure that learning is to occur
carefully and in an organised
classroom, your lesson plan should
have well thought out activities
based on clearly stated objectives ,
introduction ,content and conclusion
stated logically. It is only through
thoughtful planning that you and the
learners can work together towards
clearly understood purposes.
In your daily lesson plans you
provide materials to be learnt by
.Your lesson plan can be used for future
reference and can improve on weakness. You
should ensure there is coherence with the
respect of learners and content which can be
assessed by the administration or supervisors.
These will check on how well you can prepare
and implement what had been planned in the
learning and teaching situation. Ability to
prepare a professional teaching plan can be
tested and evidenced.
Major considerations you can take before
lesson planning are who is to be taught ? A
good lesson plan takes a cognitive level of
learners to be taught . What kind of class is
it? The ability levels of learners whether
mixed or not. Is it a sharp class ? What is to
be taught and the materials of the lesson
should be in line with the objectives of the
lesson. Objectives will then guide you on what
to emphasise ,that is what is in alignment
with the aims of the syllabus and schemes of
work. How is it to be taught ?The
determination of methods is now clear to
serve the purpose of the lesson based on
ways of conducting learning. However the
The formatted detailed lesson plan vary from
institution to another institution. But generally
must include the subject to be taught as per
class timetable ,number of
pupils ,date ,topic ,theme ,content to be
taught ,concept ,moral values,
objectives ,sources of matter, teaching and
learning aids ,assumed knowledge of the
learners experiences ,introduction should be
interesting and related to the lesson
topic ,lesson development stages and the
conclusion to consolidate the new concepts
After the lesson you evaluate the lesson taught
immediately considering the effectiveness of
the method of command and instruction ,the
media used ,the performance of the learners
and identifies the weaknesses and strength of
the lesson. So that it is now easier to state the
remedial, extension work ,The way forward to
the next lessons is now easier to be drafted.
 RATIONALE FOR LESSON
PLANNING

Let us now look at why you need to carry out

lesson planning before you teach.
Guide
The lesson plan acts as a guide to
what the teacher will do and what
pupils will learn. It does this by setting
the objectives, body of knowledge
skills and attitudes to be achieved in
the classroom. In the same manner, a
compass guides a sailor at the sea; a
lesson plan guides the teacher in the
classroom.
Expanding of Content
The scheme of work lists learning activities in a
general way. Coombs (1995, observes that the
scheme of work does not have a lot of detail. This idea
is also supported by Kasambira (1997) who notes that
lesson plans are specific learning activities that
emanate from schemes of work. So the lesson plan
expands the content. The lesson plan identifies the
topic, content, objectives, media, learning activities
and define ways of assessing whether learning has
taken place.
Supervision Device
The lesson plan can also be regarded as a supervision
device. It enables the administration that is the Head,
Teacher in charge, Head of Department and Education
Officers to find out if you have the ability to plan the
lesson. Besides finding out whether you are able to
carry out a plan, the administrator would also be
interested to know if you are able to follow the plan
in lesson delivery.
The availability of a lesson plan is
also essential, in that, in the event
that the class teacher is away. The
teacher assigned to take the class
will simply follow the details in the
lesson plan.
FACTORS TO CONSIDER WHEN
PLANNING
There are some important ideas that you need to consider
when planning a lesson. You need to select content that is
appropriate to the pupils you are teaching. You need to select
content that is appropriate to the pupils you are teaching. If
content is well above the cognitive development of the pupils,
no learning will result? Pupils will also not enjoy the learning
that is below their mental abilities. If these two situations
arise, you will be faced with problems. In such cases you
cannot rule out bullying, truancy, stealing and noise making
because of frustration ad boredom.
The materials to be used in the delivery of the
lesson need to be considered. Materials include
textbooks, handouts, models, pens, pencils,
exercise books and chalkboards (Kasambira,
1997). Materials should be sourced before the
lesson is delivered. Before you list the media
you intend to list in your plan, think of its
availability. Media to be used must be sourced
from the local environment in most cases. This
is done in order to make learning relevant to
the immediate needs of the learners.
Lastly you need to consider the amount of
time you allocated to the lesson you are
planning. This will guide you on the
number of objectives and the amount of
content activities you can include in the
lesson.
 COMPONENTS OF A LESSON PLAN
A good lesson plan should have the basic
information.
Basic information: in the lesson plan is made up
of;
Date
Time
Class/Form
Subject
Number of pupils
Topic
Objectives
Media
Materials
Introduction
Body
Assignment/Homework
Conclusion
NB: Materials refer to things like textbooks, pens, media, manila, mighty
markers, magazines, handouts, exercise books and the chalkboard.
Topic
The topic states the concepts to be presented to
the class (Kasambira 1997). It therefore helps
you to plan the things you will need. These
range from media, materials and time. The topic
also helps you to come up with he objectives of
the lesson.
The objectives
These are short term goals that has to be achieved by
the learner before the aims can be achieved
(Gwarinda, 1997). Kasambira (1997;20) states that the
lesson objectives are precise statements of what
students are to learn from the lesson.
From the above statements, we can note that
objectives spell out the behaviour that is to be
acquired by the learners after the lesson. Gwarinda
(1997) uses the word”achieved” whilst Kasambira
(1997) uses to “learn”. Therefore you should not
forget to state the objectives in your lesson plans,
because they tell you what your students should
Learning Activities
A good lesson plan should also show the learning
activities that need to be undertaken by the learners.
Activities are important because they are the means
to achieving objectives. There must not be too few
learning activities, but, a variety, to cater for individual
differences.
Learning Support Materials
Your lesson plan should show the materials to be
used. Materials should be identified and collected
before the lesson delivery. Once the materials are
available, your duty now is to decide the sequence in
which you are going to use them (Kasambira, 1997).
Sequencing is very essential if the materials are to
have an impact on the lesson. You should never give
out all the materials to the learners at once. This will
not give the learners adequate time to interact with
the learning materials effectively.
You must also not give out materials before you have
given clear and adequate instructions on how they
should be utilised..
The introduction is another part of a good
lesson plan. This is the appetiser of the lesson
(Kasambira, 1997). A good introduction makes
students aware of what they are suppose to
learn. An introduction should make learners
hungry to find out more about a concept. It
prepares the learners to pay attention and to
take part in the learning activities.
You can introduce your lesson by:
•Telling an unusual story so as to capture the attention of
learners.
•Asking a simple question in order to enable all learners the
chance to move together from the beginning.
•Asking for the opinion of learners on a controversial issue.
This makes pupils want to find out the answer to the
question. Under normal circumstances, this will motivate the
pupils.
In short, you should use a good introduction that captivates
the class. However, remember to make it short and
interesting.
Presentation
The presentation is the body of the lesson. It carries
the knowledge, skills and attitudes to be learnt. The
presentation must be done in a logical way, so that
learners will not be confused. There must be a step-
by-step presentation of what is to be learnt
(Kasambira, 1997).
After presenting the lesson you want to find out
whether the learners have understood the learners.
You need to assess them. So on your lesson plan there
must be a section on assignments and homework. The
assessment could be in a form of written (exercises)
questions, projects or constructions (Kasambira,
1997).
Conclusion
The conclusion which can also be referred to as
the closure. The conclusion summarises the
main points of the lesson. (Kasambira, 1997).
The key ideas of the lesson should be
highlighted. Pupils should be given the
opportunities to apply knowledge and skills
learnt. The ability of the pupils to put to use
what they have learnt is an indication to you,
that the pupils have grasped the concepts and
skills you taught.
The Lesson Plan formats
The following is a format you can use for daily
planning.
In an effort to improve the standards of preparation
of students during Teaching Practice, we will highlight
the salient points in daily lesson planning and should
be used together with the specified Lesson Plan
Outline Format. Please note that preparation is the
key to any discharge of duty and therefore, if you lack
in this area you can fail Teaching practice. Essentially,
lesson planning for the following day should be
prepared a day before. It should be noted that being
found teaching without a lesson plan amounts to a fail
mark being given. This is not negotiable.
Lesson plan Format
Student's Name :
School Name :
Class :
Date :
Time and Lesson Duration :
Subject :
Lesson Topic :
Lesson Objectives - should be clearly stated and
achievable during the lesson
Assumed Knowledge :
Source of Material- books or material to be used
during the lesson
Media- teaching and learning media
 STAGE TEACHER ACTIVITIES PUPIL ACTIVITIES
Introduction
(5mins)
Lesson Body (Time)
Stage 1
Stage 2
Stage 3
etc

Conclusion
Lesson Presentation Structure

Homework
Lesson Evaluation:
•Strengths
•Weaknesses
•Suggestions
NB 1. Class and practical work are to be carried out under lesson presentation.
2. Key concept or content are to be taught is itemised
under each stage.
The following are some of the guidelines when preparing
the lesson plan.
Topic/ Title: What are the main issues to be discussed?
Does the topic capture these issues ? This should be a
brief summary of what you are going to teach.
Timing: How much time do you have? Decide on time for
introduction; lesson body and conclusion. More time
should be allocated to lesson body.
Lesson Body: What are you trying to achieve in this
lesson? Break this up into specific tasks ,skills or
concepts. Write these out as objectives which can be
achieved during the lesson.
Link to Textbooks: Which of the school textbooks
contain the relevant information, on what page; what
other sources have you used as reference? Use at least
two other sources. Make sure they facilitate the
achievement of your objectives.
Vocabulary: Most lessons bring in new technical jargon, or
terms. Identify these and make note of them. Explain these
to pupils. Refer to dictionary if necessary. Encourage
learners to explain new terms in their own words. Ensure
that explanations are correct.
Preparation: What items will be needed for the various
activities during the lesson?
Before the lesson - what preparations need to be done
before the lesson for example arrangement of furniture,
chalkboard work, collection of equipment, booking of
rooms, incentives for the class, etc?
What to expect - problematic areas for learners, what is
likely to be a problem, write this down and think of
possible solutions.
During the lesson: Go according to plan and be aware of any
unexpected outcomes.
Utilize the introduction to set the tone of the lesson. Refer to
objectives.
Conclusion: How can learners apply today’s lesson in everyday life.
This is another way of making learners reflect on what they have
learnt. Refer to objectives. Give assignments and any other work to
be carried out by each learner.
Reflection/Evaluation: Reflect on strengths and weaknesses of the
lesson. How would you re-teach the lesson? What would be the
changes and why? How does this lesson assist your planning for the
next lessons in terms of strategies, behaviour of learners and your
teaching skills?
Examples of lesson Plans
Theory Lesson Plan
Student's Name : Nyandoro Rumbidzai 15/695
School Name : Girls High : Harare
Class : Form 3.5
Date : 05 June 2015
Time and Lesson Duration :09:05-10:15 (70mins)
Subject : Food Preparation
Lesson Topic : Meat Preparation
Lesson Objectives
By the end of the lesson, pupils should be able to;
•Draw and Label the meat structure
•Identify types of meat
•Discuss points to consider when choosing meat
•Explain the nutritional value of meats
•Outline cut of meat and their suitable methods of cooking.
Assumed Knowledge
It is assumed that pupils have prepared and consumed meat.
Source of Material
Chopra, P. (2009) Food and Nutrition pages 224-254.
Campbell, J., Poskett, D. and Ceserani, V. (2008) Practical Cookery (11 Edition). London: Hodder Education.
Pages 227-228.
Neal, M.(1975) Cookery For Secondary Schools. Edinburgh :Thomson Limited. Pages 107-122.
Tull, A. (1987). Food and Nutrition. New York: Oxford. Page 96-104.
Media
•Chart with beef cuts.
•Whiteboard with diagram of the structure of meat and methods of cooking.
•Work cards with work on the cut of meat.
 Lesson Presentation Structure
Stage Teacher Activity Pupil Activity
Introduction Recap of the previous lesson on -Selected pupils to explain what
(5mins) the concept of fish by cooking. they have learnt in the previous
Teacher 3 pupils to explain what lesson.
they have learnt.
Stage 2 Teacher exposition on the -Listen conclusively jotting down
Body structure and composition of important points.
(10mins) meat. -Discuss points to consider when
Stage 3 -Whole class discussion on the purchasing meat.
(10mins) points to consider when -pair discussion on the nutritive
Stage 4 purchasing meat. value of meat.
(10mins) -Teacher exposition on nutritive - Group work on the cuts of meat.
value of meat in the diet. Report Back ( presentation of
Stage 5 - Monitor group as they write and work)
(15mins) answer their questions.
Group work Presentation of work( Report back)

Conclusion Concludes by giving pupils an -Write an exercise on the covered

(10 mins) exercise to test whether they have concepts
understood the concepts
Homework Exercise 6 .Chopra P. page 242.
Evaluation
Strengths
The use lesson was done. All the pupils were
present. The lesson objectives were met group work
made the pupils to interact and they really enjoy
working in groups. The media was appropriate. The
teacher exposition made the pupils to understand
better the concepts of meat joints and their methods
of preparation. Most pupils did well in the exercise
they wrote, thus showing that they have grasped the
concepts. The introduction made pupils to remember
their previous lesson and their participation was
impressive.
Weaknesses
Pupils came late for their lesson as they were
delayed in the other subject.
Suggestions for Improvement.
Next time the pupils must rush for their lesson.
Teacher must also urge pupils to come early for
lessons.
Practical Lesson Plan
Student's Name : Nyandoro Rumbidzai 15/695
School Name : Girls High : Harare
Class : Form 3.6
Date : 05 August 2015
Time and Lesson Duration:07:55-10:15 (140mins)
Subject : Food Preparation
Lesson Topic : General Cleaning of the whole kitchen
Lesson Objectives:By the end of the lesson, pupils should be able to;
•Appreciate the importance of hygiene in the kitchen
•Identify the cleaning detergents and the suitable areas or items they clean
•Discuss points to consider when choosing meat
•Leave the kitchen clean.
Assumed Knowledge
Pupils know the areas they are supposed to clean in the kitchen .
Source of Material:Kitchen Storeroom
Media
•Cleaning Detergent.
•Cleaning materials.
•White board with names of pupils and allocated areas they are supposed to clean.
 Lesson Presentation Structure
Stage Teacher Activity Pupil Activity
Introduction Teacher explains to pupils -Listen while the teacher
(5mins) how the cleaning exercise is explains
going to be carried out

Stage 1 -Allocates cleaning areas -Identify the areas they are

(5mins) and organise groups suppose to clean.
Allocation of area for according to the area - Start the cleaning process.
cleaning. -Give pupils the detergents
Stage 2 and materials and ask pupils
(125mins) start cleaning.
Cleaning process

Conclusion Order pupils to stop -Hand in detergent and

(5 mins) cleaning and inspect the store cleaning materials
areas cleaned. Collects properly.
detergents and dismiss
pupils.
Evaluation
Strengths
The general cleaning exercise was carried out successfully.
Pupils did their best in cleaning. They were able to clean the
surfaces, stoves, windows, walls, tables as well as the floor.
They applied he floor polish on the floor. Pupils managed
their time well on allocated areas. All the lesson's objectives
were met. Pupils were able to use the cleaning detergents
correctly. The kitchen was left clean.
Weaknesses
Pupils left the detergent all over the kitchen and the teacher
had to store them properly.
Suggestions for Improvement.
Teacher must ensure that all the detergent are stored
properly before the pupils leave the kitchen.
Evaluation
•-The aim of evaluation is to make you into a
"Reflective teacher"- that is , someone who reflects
on his or her teaching with the aim of improving it.
•Lesson evaluation should be honest and constructive
•It should focus on the effectiveness of planning and
delivery as well as the learning that has taken place in
the pupils.
•It should identify both strengths and weaknesses in
both planning and delivery and suggest possible
solutions which could be taken or implemented in the
next lesson.
Strengths
Weaknesses
Suggestions for
improvement
 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?
Areas to look for when Evaluating a lesson
Implemen
Lesson Plan Learning
Environment Lesson Aids
tation of
Objectives
-Seating- Plan.
-choice and variety of
Safety-Lighting
Evaluation -Choice
activities. Design -Class
-Timing -Temperature Communication -Use Managem
-Pace -Ventilation - Language. ent
Voice, Body
Were objectives language, -Use of
achieved; Summary:
Tr -Pl relationship Feedback Teaching
Homework; Test,
Exercises. -Empathy -Explaining skills methods
-Rapport -Start and
Motivation
-Success
-Discipline close of
-Humour lesson.
-Enjoyment
-Acknowledging
-Reinforcement
pupils feelings.
-Target Setting
 Lesson Plans
Bloom’s Taxonomy
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
KNOWLEDGE COMPREHENSION APPLICATION
•remembering; •interpreting; •problem solving;
•memorizing; •translating from one •applying information to
•recognizing; medium to another; produce some result;
•recalling identification •describing in one's own •use of facts, rules and
and words; principles
•recall of information •organization and •How is...an example
•Who, what, when, selection of facts and of...?
where, how ...? ideas •How is...related to...?
•Describe •Retell... •Why is...significant?
 Lesson Plans
Bloom’s Taxonomy
ANALYSIS SYNTHESIS EVALUATION
•subdividing something to •creating a unique, •making value decisions
show how it is put original product that may about issues;
together; be in verbal form or may •resolving controversies
•finding the underlying be a physical object; or differences of opinion;
structure of a •combination of ideas to •development of opinions,
communication; form a new whole judgments or decisions
•identifying motives; •What would you •Do you agree...?
•separation of a whole into predict/infer from...? •What do you think
component parts •What ideas can you add about...?
•What are the parts or to...? •What is the most
features of...? •How would you important...?
•Classify...according to... create/design a new...? •Place the following in
•Outline/diagram... •What might happen if you order of priority...
•How combined...? •How would you decide
does...compare/contrast •What solutions would you about...?
with...? suggest for...? •What criteria would you
•What evidence can you use to assess...?
list for...?
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