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Lesson 6 - Lesson Plan

The document outlines the essential components and steps for preparing a lesson plan for teaching Economics and Management Sciences. It emphasizes the importance of understanding the topic, selecting relevant information, involving learners, and choosing appropriate teaching methods and aids. Additionally, it highlights the need to consider prior knowledge and provide support for struggling learners during lesson preparation.

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tsholofelokhonyane
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2 views

Lesson 6 - Lesson Plan

The document outlines the essential components and steps for preparing a lesson plan for teaching Economics and Management Sciences. It emphasizes the importance of understanding the topic, selecting relevant information, involving learners, and choosing appropriate teaching methods and aids. Additionally, it highlights the need to consider prior knowledge and provide support for struggling learners during lesson preparation.

Uploaded by

tsholofelokhonyane
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Programmes

PGCE & BEd SP & FET


Modules
Economics Teaching, and
Economic and Management Sciences

Lecturer: Dr Bongani Ndlovu


Office: Academic Building
Office: 109
The lesson plan
Lesson plan should be prepared in a way that teachers
who are familiar with the subject can go to class and
teach.
Contents of the lesson plan
 Date
 Class/ grade
 Name of the Subject
 Topic of the lesson
 Lesson objectives
 Duration of the lesson
 Teacher’s and learner’s activities
 Teaching methods and strategies
How to prepare for lesson?/Developing lesson plans

 Lesson plans may differ from subject to subject


 It must be designed in a manner that suits the method
that will be used to teach learners.
Step 1. The topic must be read and
understood by the teachers.
“The effects of natural disasters to informal business”

 This topic is about the effect of natural disasters to


informal business. It is not about natural disasters but
about the effect.
 Different types of natural disasters could be used as an
introduction to this lesson not that the lesson must be
about them.
 The topic is about the effects. If there are floods for
instance, the educator will not teach floods but its effects.
Step 2. Adequate reading on the
topic is important.
 Textbooks are there but they need to be supplemented.
 The educator can read any other material related to the
topic.
 Reading much on the subject is not replaceable.
Step 3. Select the relevant
information
 Selecting the relevant information does not necessarily
mean that there are other sections of work that are not
going to be taught. It simple means that all topics must
be carefully selected and sequenced.
 Some of the topics are too broad, e.g. Natural disasters.
 Broad topics must be divided into manageable sections.
 Sequence topics in a manner that will make sense to
learners.
Step 4. Look at how learners will be involved

 Think about ways in which learners can be involved in a


lesson.
 Interacting with learners is important when teaching.
 An educator needs to establish a good relationship with
learners.
 A class activity must be prepared for learners
Step 5. Select a good teaching
method
 An educator must select a teaching method that is
appropriate for the subject matter and for learners.
 If possible, use a variety of teaching methods to
accommodate individual needs of the learners.
Step 6. Select a suitable teaching
aid.
 Select a teaching aid that is suitable for the subject
content and learners in your class.
 A teaching aid selected must help in facilitation of
teaching and or facilitation of learning
 It must help to give visual meaning to abstract terms.
Step 7. Design a lesson that will fit
in on the time available.
 Time is always restricted. We might not be able to have
all the time we need.
 Each lesson to be taught need to fit in within the time
frame given. If a teaching period is one hour, the lesson
must be designed in such a way that it will only last an
hour.
 Time allocated cannot be exceeded because that can
interfere with other subjects and disturb the whole
school.
Step 8. Prior knowledge must be
considered
 For every aspect you teach, it is common that learners
know something about it. Irrespective of the
geographical area in which your school is allocated,
learners know something.
 The level of pupils’ pre-knowledge should be
determined
 When the traditional principle of working from the
known to the unknown is applied, the pre-knowledge of
the pupils is of great importance and forms an integral
part of planning for the lesson.
Step 9. A programme to assist
struggling learners must be in place.
 Expanded opportunities need to be considered when
preparing for the lesson.
 Educators need not be caught by surprise when they
discover that some learners need assistance. This must
be planned for before the educator goes to class.
 An extra activity that will be used in case there is a
need.
Thank you

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