To begin, ask yourself three basic questions:
Where are your students going?
How are they going to get there?
How will you know when they've arrived?
Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.
Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards.
What are the broader objectives, aims, or goals of the unit plan/curriculum?
What are your goals for this unit?
What do you expect students to be able to do by the end of this unit?
This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period.
What will students be able to do during this lesson? Under what conditions will students' performance be accomplished?
What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?
How will students demonstrate that they have learned and understood the objectives of the lesson?
Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives.
What must students already be able to do before this lesson?
What concepts have to be mastered in advance to accomplish the lesson objectives?