possible for students to approach an idea from different directions and for teachers to
plan more group activities.
·Students are not inherently interested just because the clock says it is time for my class.
It is my job to interest and motivate them.
·A lesson needs a clear structure. If students cannot figure out what I want them to do,
they cannot do it.
·Sample lessons (including mine) may look great on paper, but teachers need to adapt
them to their classes and their own personalities.
·The things a teacher includes in a lesson plan change as a teacher becomes more experi-
enced. A beginning teacher, knowing that he or she will be nervous, should list possible
questions in advance. Preparation makes it easier to think on your feet. As I grew more
experienced and confident, I became more adept at developing questions during the
course of a lesson based on student questions and comments.
·Everyone can participate and learn if I organize a lesson around materials that I bring to
class. If students did the homework in advance, their experience will be enriched. But
even if they did not do the homework, they will be able to use the materials to participate
in classroom activities and discussions.
·Whatever your individual preferences are for a lesson plan format, when you first start
out, you will likely have to use the format recommended by your district or department.
Beginning teachers are generally monitored closely until they establish a reputation for
competence. I think you will discover that whatever format you are asked to use, you will
be able to adapt it to what you believe should be included in a lesson plan.
·Personal computers were probably invented with teachers in mind. I design lessons,
modify them as worksheets, rearrange them into homework assignments, and recycle
homework and classroom questions when I make up tests. The next time I teach the sub-
ject, I start with a lesson plan database that I can easily reorganize. In addition, the World
Wide Web is an abundant source of lesson ideas, lessons, and materials. Recommended
sites are discussed in the Appendix at the end of this book.SECTION E: FOUR SAMPLE LESSON FORMATS
I. An Activity-Based Format
This is my preference for lesson design. An activity is broadly defined. It can mean examin-
ing a document, a problem, or a specimen. It can include reading, writing, drawing, building,
talking, or singing. Activities can take a few minutes, a full period, or a number of days,
though every day needs to start with an introduction and end with some type of closure.
Because this approach to lesson planning is organized around activities, by its nature it is
hands-on, is student centered, and promotes inquiry. I find it has other advantages as well.
The activities draw on outside learning (e.g., projects and homework), but do not require
prior knowledge. That means that every student has the ability to participate. Activities can
be full class, group, or individual, which allows the teacher to rearrange the room around
mid-lesson and keep students alert and on task. It also allows teachers time to work with in-
dividual students or student teams. Discussions, student presentations to class, and written
work are incorporated into a number of activities, which allows teachers to continually as-
sess student learning.
PLANNING 71