View source for Classroom-Skills/C2/Creating-a-Lesson-Plan/English

'''Title of the Script: Creating a Lesson Plan.'''

'''Author: Saisudha Sugavanam and Madhuri Ganapathi'''

'''Graphics by: Ketki Bhamble'''

'''Keywords:''' lesson plan, general information, learning outcomes, action verbs, lesson activities, teacher role, student role, duration, resources, assessment for learning, formative assessment, summative assessment, key competencies, collaboration, communication, critical thinking, reversible and irreversible changes, observation table, peer review, assignment, edupyramids, spoken tutorial, video tutorial.


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|| '''Visual Cue'''
|| '''Narration'''
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|| '''Slide 1'''

'''Title Slide '''
|| Hello and welcome to the Spoken tutorial on '''Creating a Lesson Plan.'''
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|| '''Slide 2'''

'''Learning Objectives '''
|| In this tutorial, we will learn to create a '''lesson plan'''. 

This '''lesson plan''' is based on the format prescribed by CBSE
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|| '''Slide 3'''

'''Learning Objectives'''
|| By the end of this tutorial, the teacher will be able to: 
* Identify the key components of a '''lesson plan''' and
* Write each part with clear details 
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|| Teacher entering class without notes
|| Have you ever entered a class with ideas in your head but no written plan? 

Things can quickly go off track.

Important points get missed, and the lesson doesn’t finish on time.
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|| Teacher holding a written '''lesson plan'''
|| That’s why we need a '''lesson plan'''.

A '''lesson plan''' is like a roadmap. 

It tells us what to teach and how to teach a topic.

It helps confirm if students have actually learned the concept.
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|| 1: '''General Information'''

2: '''Learning Outcomes'''

3: '''Lesson Activities'''

4: '''Assessment for Learning''' and

5: '''Key Competencies'''
|| A good '''lesson plan''' should have all these five key components. 

We will link each step to one example and show how to adapt it. 
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|| Teacher with class
|| Imagine you are a Grade 6 Science teacher. 

The topic is '''Reversible and Irreversible Changes'''. 

We will use this as our running example in every step. 

Please remember: this is just one example.

Please adapt each step for your own subject and class.
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|| Highlight: '''General Information'''

Images of ice cubes, matchsticks, clay, rubber band, paper, candle and observation sheets. 
|| Step 1 is '''general information'''. We need to write the following:

Subject, Class/Grade, Chapter/Topic, Duration in minutes, and Resources.

Please add only what you will realistically use in the class. 

For this example: Subject is Science. 

Class is VI.

Duration is 30 minutes.

Resources are ice cubes, matchsticks, clay, rubber band, paper, candle and observation sheets. 

Why is this step important?

It sets the context and time needed, helping you manage the class well.

The resources list ensures you are fully prepared for the class.
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|| 
|| Step 2 is '''Learning Outcomes'''. 

Write 1 or 2 measurable outcomes with strong '''action verbs'''. 

For example identify, describe, classify, compare, explain, apply, create, etc.

Using '''action verbs''' makes the '''learning outcomes''' measurable.

Please avoid using vague verbs like know or understand. 

Can you measure how much a student has understood?

Or

How much do they know? 

That’s why we avoid these verbs.
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|| Highlight: '''Learning Outcomes'''
|| For this example, the learning outcome can be:

By the end of the class, the students will be able to:

Differentiate between reversible and irreversible changes.

Give examples of reversible or irreversible changes.

Why is this step important? 

Clear outcomes guide your teaching and make assessment straightforward.
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|| 
|| Step 3 is writing lesson activities.

Activities make learning active and ensure time is used well. 

For each activity, specify: 

Duration, Objective, Materials, Teacher actions and Student actions.

Also include an assessment check.

Keep the total timing within the lesson duration.
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|| Activity 1 (Teacher lights match)
|| For activity 1:

The objective is to introduce the concept and spark curiosity.

Duration is 10 minutes.

Materials needed: matchsticks for demo. 

Teacher’s action: Lighting a match stick.

The teacher asks, Can this change be reversed? 

Why or why not? and probe with follow-ups.

You could ask students: 'What is happening to the match stick?' 

Write Student actions: 

What will the students do when you are performing the above action?

Observe, share ideas, and listen to peers.

Assessment check: Note initial ideas/misconceptions. 

Why this step is important: Writing these details makes it clear.

You will know what will happen and how long it will take.
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|| Activity 2 (Students in groups)
|| Activity 2 

Duration: 20 minutes. 

Objective: explore '''reversible and irreversible changes'''. 

Materials per group: ice cubes, clay, paper. (optionally: copper sulphate or Zinc oxide), and observation sheets. 

Teacher’s action: 

Form groups of 4 to 5 students.

Issue materials to the groups.

Remind students about safety while using the materials.

Demonstration: how to test a material by heating, stretching, or tearing.

Go around the class and ask 'What do you see before and after?'

Can we reverse this change?

Hand out sheets to students and ask them to record the observations.

Student action: Work in groups

Perform the assigned tasks.

Record observations in a tabular form.

Discuss with group mates and share ideas. 

Assessment check: Listen for evidence‑based justifications of 'reversible/irreversible.'

The sample observation sheet is available as a code file.
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|| How to check learning?
|| Step 4 is '''Assessment for Learning'''. 

It is important to check progress during and after the lesson. 

Teacher can do that by building small checks into each activity.

The checks can be questions, observations or peer feedback. 

For Example: Ask 'Why do you think so?' during activities.

Ask the students to use a thumbs‑up/thumbs‑down to respond for the given activity.

End the class with a homework or post-class reflection.

For example: 'Write one reversible change you observed today.'
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|| 
|| Step 5 is listing '''key competencies'''. 

What are '''key competencies'''?:

They are abilities and attitudes developed while learning.

For example: '''Collaboration''', '''Communication''' and '''Critical Thinking'''.

You may also add Creativity, Problem‑solving, etc. 

Why are these important?

They prepare students for real‑life situations beyond academics. 

How do we incorporate competencies in students? 

Plan activities where students must talk, work in groups, solve problems, or present ideas. 

This is how you can document your plan. 

Note the competency next to each activity.

For example, Activity 1 develops Curiosity and '''Critical Thinking'''. 

Activity 2 develops '''Collaboration''' and '''Communication'''.

By documenting you show that you are intentionally building skills.
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|| Completed '''Lesson Plan''' shown

outcomes,activities, assessment, with timing and roles
|| Now you can see how Steps 1 to 5 connect. 

Keep reviewing your '''learning outcomes''' to stay on track.

The sample '''lesson plan''' is available as a code file.
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|| '''Slide 4'''

'''Assignment'''

As an assignment, choose a topic from your subject. 

Create a full '''lesson plan''' for the topic by applying the below five steps:
* '''General Information'''
* '''Learning Outcomes'''
* '''Lesson Activities''' 
* '''Assessment for Learning''' 
* '''Key Competencies'''.

Share your plan with a colleague and refine it with feedback.
|| As an assignment, choose a topic from your subject. 

Create a full '''lesson plan''' for the topic by applying the below five steps:

Then share your plan with a colleague and refine it with feedback.
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|| '''Slide 5'''

'''Thank you.'''
|| This Spoken Tutorial is brought to you by EduPyramids Educational Services Pvt. Ltd. SINE IIT Bombay.

Thank you for joining!
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