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{{Short description|Description of the course of instruction for a lesson}}
A '''lesson plan''' is a [[teacher]]'s detailed description of the course of instruction or "learning trajectory" for a [[lesson]]. A daily lesson plan is developed by a teacher to guide [[Class (education)|class]] learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the [[student]]s. There may be requirements mandated by the [[school]] system regarding the plan.<ref name="ITC">{{Cite web | last = O'Bannon | first = B. | title = What is a Lesson Plan? | publisher = Innovative Technology Center * The University of Tennessee | year = 2008 | url = http://itc.utk.edu/~bobannon/lesson_plan.html | access-date = May 17, 2011 | archive-url = https://web.archive.org/web/20110729152652/http://itc.utk.edu/~bobannon/lesson_plan.html | archive-date = July 29, 2011 | url-status = dead }}</ref> A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached ([[Test (assessment)|test]], worksheet, [[homework]] etc.).<ref>{{cite web|title=What Is A Lesson Plan?|url=https://www.englishclub.com/esl-lesson-plans/what-is-a-lesson-plan.htm|website=English Club|access-date=15 October 2014}}</ref>
==Main classes of symbiotic relationships ==
[[File:Triple A Lesson Plan Model.png|thumb|The "Triple A" model for planning arranges a lesson in a sequence of activating learning, acquiring new learning, and applying the learning.|alt=A diagram of the three stages for the "Triple A" model of lesson planning.]]
While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:
* ''Title'' of the lesson
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#Development of learner's personality.
The first thing for setting a lesson plan is to create an objective, that is, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson. The objective drives the whole lesson plan; it is the reason the lesson plan exists. The teacher should ensure that lesson plan goals are compatible with the developmental level of the students. The teacher ensures as well that their student achievement expectations are reasonable.<ref name=Mitchell/>
===Delivery of
The following guidelines were set by Canadian Council on Learning to enhance the effectiveness of the teaching process:
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====Lesson plans and classroom management====
Creating a reliable lesson plan is an important part of classroom management. Doing so requires the ability to incorporate effective strategies into the classroom, the students and overall environment. There are many different types of lesson plans and ways of creating them. Teachers can encourage critical thinking in a group setting by creating plans that include the students participating collectively. Visual strategies are another component tied into lesson plans that help with classroom management. These visual strategies help a wide variety of students to increase their learning structure and possibly their overall comprehension of the material or what is in the lesson plan itself. These strategies also give students with disabilities the option to learn in a possible more efficient way. Teachers need to realize the wide range of strategies that can be used to maintain classroom management and students. They should find the best strategies to incorporate in their lesson planning for their specific grade, student type, teaching style, etc. and utilize them to their advantage. The classroom tends to flow better when the teacher has a proper lesson planned, as it provides structure for the students. Being able to utilize class time efficiently comes with creating lesson plans at their core.<ref>{{Cite journal|title=Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction|journal = [[Intervention in School and Clinic]]|volume = 54|issue = 3|pages = 131–140|doi=10.1177/1053451218767905|year = 2019|last1 = Nagro|first1 = Sarah A.|last2 = Fraser|first2 = Dawn W.|last3 = Hooks|first3 = Sara D.| s2cid=149859982 }}</ref>
====Assignments====
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* What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice incidental skills such as group process or independent research)
* How does the assignment fit with the rest of the lesson plan? Does the assignment test content knowledge or does it require application in a new context?<ref>Biggs, J. (1999) Teaching Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.</ref>
* Does the lesson plan fit a particular framework?
==See also==
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* Ahrenfelt, Johannes, and Neal Watkin. ''100 Ideas for Essential Teaching Skills (Continuum One Hundred).'' New York: Continuum, 2006.
* {{Citation
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| last2 = Dick
| first2 = Walter
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| isbn = 978-0-673-15122-3 }}
* {{Citation
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| last2 = Briggs
| first2 = Leslie
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| first = Peps
| title = Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom
| url =
| place = Brighton
| publisher = Teacherly.co
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* Tileston, Donna E. Walker. ''What Every Teacher Should Know About Instructional Planning'' Thousand Oaks, CA: Corwin Press, 2003.
* Wolfe, Shoshana. ''Your Best Year Yet! A Guide to Purposeful Planning and Effective Classroom Organization (Teaching Strategies).'' New York: Teaching Strategies, 2006.
{{Education}}
{{DEFAULTSORT:Lesson Plan}}
[[Category:
[[Category:Teaching]]
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