How to Prepare a Lesson Plan

Start class. There is an unwritten rule that students do not brainstorm at the beginning of the lesson. For example, in anatomy class, if you have already explained the dissection method at the beginning of the class, your students will not be able to understand it. Slowly bring students to the heart of the lesson, that’s why every lesson needs to be “warmed up”. Not only does it wake up their sleepy brains, but it also helps them prepare to absorb new knowledge.

• Brainstorming can be with a simple game (maybe playing word guessing or explaining vocabulary to see what the children know, or simply asking what they learned last week), or a question and answer session. , use pictures to start the article. Any method will work, but it’s important to keep students engaged and get them thinking about the lesson (even if you haven’t introduced the lesson yet).

Communication. This is the part that should be communicated directly, but you can use a number of supporting methods such as a video, song, paragraph, or even a theorem. This part is what determines where the rest of the lesson goes. Without this section, your students will not understand the lesson at all.

• Depending on the level of the student you can go straight to the core knowledge. Think about how clear you want to communicate. For example, to analyze the sentence “He hangs his coat on the rack”, you must understand the context in which “coat” and “hanger” appear. Give a specific situation and let the next lesson develop it.
• It can be helpful to let students know what the lesson is about in advance. In other words, it’s letting students know “the focus of the lesson”. This is the most specific way for students to remember the knowledge of the lesson as soon as they finish studying.

Do guided exercises. After the students have the information, you need to give the exercises for the students to practice. However, since the knowledge is still new, let them start with guided practice. Try out exercises such as matching pictures, recognizing pictures, etc. Remember, you can’t start writing your analysis before doing a “fill in the blank” exercise.

• If possible, do two exercises. It is better to have students test understanding at two different levels – for example, writing and speaking (two different skills). Try to combine different activities for students with different levels.

Check the results and evaluate the process. After completing the guided practice, assess whether your students understood what you conveyed. If so, you can move on to the next step. If not, repeat the knowledge again, but this time use a different teaching method.

• If you’ve taught a group of students long enough, you’ll wonder why some students stumble at seemingly the easiest and impossible definitions to get them to understand in such a short time. If that’s a problem, place them with better kids so they don’t interrupt class time. You don’t want them to be left behind and don’t want to interrupt their teaching, so wait until everyone can absorb a piece of knowledge.

Do the exercise yourself. Once students are equipped with the basics, let them reinforce themselves. This doesn’t mean you leave the classroom! The goal is for students to make a creative effort to master the knowledge you’ve just imparted. So how to develop students’ thinking?

• This completely depends on the topic and skills you want to use. It can range from a 20-minute puppet play to a fierce two-week debate.

Take time to ask questions. If there’s time left in class, take the last 10 minutes of class to ask questions. It can start with an argument about an issue and then multiply into many questions around that issue. Or use 10 minutes to clarify questions for students. Both ways are helpful for you.

• If most of your students are afraid to raise their hands, have them sit across from each other. Then bring up one aspect of the topic and ask the children to discuss it for 5 minutes. Next, direct the focus to the front of the class by calling a group to present. Excitement will be aroused immediately!

Conclude the lesson succinctly. In essence, each lesson is a discussion. If you stop abruptly, the lesson will seem like it was abandoned halfway. This is not to say that the lecture is bad, it is just that we will feel incomplete. If time permits, end the talk with a few concluding remarks. It is a good idea to repeat what you have just learned with students.

• Take 5 minutes to repeat what you learned during the day. Ask your students questions to test (but should not add any new information) and to reinforce lessons and knowledge gained. This stage makes everything like a circle: Return to the beginning to end!

If you’re afraid you’ll forget, write it down. New teachers always feel secure when writing such lesson plans. Although this will take more time than the class itself, if it makes you more confident then go for it. You will feel confident if you know what to say in class, what to ask and at what passages you need to have a dialogue.

• Once you get used to teaching, the preparation can be gradually reduced until you can teach naturally without any prior practice. Don’t spend more time planning and writing than you do in class. This skill should only be applied when you are new to the profession.

Have to improvise. Did you spend many hours composing the article? How wonderful! But also just for reference. You will not mechanically say in front of the class: “Come on, kids, it’s 1:15! ALL LETS GIVE UP THE pens!”. That’s really not the way to teach. Knowing that teaching according to the lesson plan is good, but you should also be flexible to adjust to the situation.

• If the lesson plan is burned, consider what content should be cut and what should not. Consider what students need to know most. On the other hand, if time is running out, use activities that you’ve spent an hour working out in advance.

Plan further than usual. The saying “more is better than less” applies in this case. Even if you’ve set a specific time for each part, go a little further. If a lecture lasts 20 minutes, allow only 15 minutes. You never know how cooperative your students will be!

• It is easiest to create a game or a discussion with the purpose of drawing conclusions about the lesson. Have your students sit together, offer ideas or questions, and then leave them free to discuss.

Prepare lesson plans so that the substitute teacher will also understand. In the event that something unexpected happens and you are unable to teach the class, you will have to find a substitute. In order for everything to go smoothly, the person who replaces you also needs to understand the lesson plan. On the other hand, if you do forget, with an easy-to-understand lesson plan, recalling will be much easier.

• There are many sample lesson plans you can find online, or you can consult other teachers to see what format they are working on. But only follow a certain format, otherwise you will easily get confused. The more consistent the better!