1. The lesson plan is the final stage of a long process that includes beliefs, the constraints, demands and opportunities of the context, and a lesson structure (e.g. Stimulus +Moves). The plan itself is the surface level of this whole process. Analogy: Any serious chef has a philosophy of cooking, or at least a set of firm principles. In addition, she lives in a certain place at certain time that offers certain kinds of food. She must satisfy a certain kind of clientele. The recipe she develops for a particular dish is equivalent to her lesson plan.

2. A key factor determining the form of the plan is whom it is being written for. If it is prepared for a supervisor, portfolio, or any other-directed purpose, it will be elaborate and comprehensive. It will include all the elements that have been determined necessary by this person or process. For example, lesson plans for a principal may need to follow a formula/template given to all teachers at the school. A lesson plan for a portfolio may need to include formal goals cited from the state curriculum in a subject area.

If the plan is for oneself, it may well be much simpler. It will include just the elements we need to deliver the lesson as we conceptualized it. Here the crucial variable is often the length of experience we have had as a teacher. Relatively novice teachers will need to develop plans that are quite detailed and explicit. For example, an inexperienced teacher using “Community Blackboard” for the first or second time may well need to write out all the steps, including explicit instructions for students.

If the plan includes discussion of a reading, the inexperienced teacher may need to write out all the questions to be asked. An experienced teacher may simply note: comprehension questions, vocabulary questions, personal responses, to show the categories of questions on the reading she intends to pose.

An inexperienced teacher working in a public school with adolescents may need to write down the specific management interventions she needs to remember to use. For example, hand raised, loudly say: five, four, three, two, one (where this technique is to be used to gain the attention of the class) The experienced teacher in that context can easily apply the relevant management intervention without notes.

3. Even an experienced teacher may wish to include “things to be aware of” or “teaching notes.” These are key points that go beyond just the “what to do”: i.e., the activities of the lesson. They direct the teacher’s attention to key awarenesses: for example “Call on X when he shows signs of interest,” “Check speed of delivery,” “Don’t allow computer dictionary use for this part.”

Key Elements of a Plan

1. Statement of goals. These encompass the range of desired outcomes, not the just main focus. So we may include linguistic goals, classroom management goals, group dynamics goals (e.g. adherence to established norms for the class)

A frequent format for goals is one that specifies the outcomes (what the student will be able to do as a result of the lesson) not inputs (we will review past tense) The formula for this kind of goal statement is: SWBAT: Students will be able to (for example: create true personal statements using the past of see, hear, think)

2. List of materials needed (as a reminder, especially if these are multiple or from many sources)

3. Sequential list of activities (giving each a name) plus the specific procedures necessary for the activity. A preferred format for this element (for some ) is to divide the paper vertically to show

a) what the teacher is doing

b) what the students are doing e.g.

T (for group reading task: Walk around room checking that Ss are on-task and doing “say something” technique as they read. Note participation by each group member.

Ss: Each student writes one response per paragraph using the four “say something” options. Share comment with group. Correct comment if necessary.

4. Assessment procedures: These could be highly structured, such as a quiz, an oral check or may involve discrete observation of student production Students need to know what they are being assessed on; this gives them a particular focus for the activity. Assessment may be evaluative (grades) or it may be qualitative and remain in the head of the teacher, to help him or her see what needs to be retaught, re-explained, practiced more, etc.

5. Timeline: each activity is given an approximate duration.