LESSON PLANNING

INTRODUCION
Lesson plan is the blue print of the teaching learning process. Instruct means “the act
of teaching “. Instructional design means planning of lesson and how to teach it.
Planning is essential not only in teaching, but in other spheres of human activities. To
be effective every individual plan out his work. Instructional design (or lesson
planning) is the systematic development of instructional specifications using learning
and the instructional theory to ensure the quality of instruction. It is the entire process
of analysis of learning needs and goals & the development of a delivery system to
meet those needs. It includes the development of instructional materials and activities;
implementing those activities and imparting of all the planned instruction and learning
activities.
Instructional design is the practice of arranging media (communication
technology) and content to help teachers and the learners to transfer knowledge most
effectively. According to AECT (Association for Educational, Communication and
Technology), “Instructional design is the theory and practice of design, development,
utilization, management and evaluation of processes and resources of learning.” The
curriculum is usually structured in units. The units can have themes or not, but they
include many topics that are united by a common thread. These units, which may
involve work for days or weeks, are subdivided into daily lesson plans. Lesson plans
are written by teachers to help them structure the learning for themselves and for the
students.
All lessons are based on curriculum; that is, what is intended that students learn.
Sometimes the curriculum reflects intended learning outcomes that are processes, like
learning to research a topic, or learning nursing process. Sometimes the curriculum
reflects learning outcomes relating to memorizing information, such as the drug
names, or the steps of hand washing. Sometimes the curriculum outcomes are about
creating a basis for judgments, like the qualities of being a good nurse practitioner.
Sometimes the curriculum outcomes relate to applying knowledge, like writing essays,
or analyzing and solving problems, or analyzing nurse - patient relationships.
Lesson planning is an important part of planning of daily teaching. It is necessary for
effective lecture. These are brief outline of the main point of the lesson. A teacher has
to prepare a more detailed, written plan.
DEFINITIONS
 N.L. Bossing –“Lesson plan is the title given to a statement of achievements to be
realized and specific meaning by which these is to be attained as result of the
activities engaged during the period ”.
 Binning and Binning – “Daily lesson planning involves defining the objective’s,
selecting and arranging the subject matter and determining the method of
procedure.
 L.B.Sands – “A lesson plan is actually a plan of action. It includes the working
philosophy of the teacher , his knowledge of educational philosophy , his
information about his understanding of the pupil , his comprehension of the
objective of education , his knowledge of the material to be taught and his ability
to utilize effective methods ”.
 A lesson plan is a teacher's detailed description of the course of instruction for an
individual lesson. A daily lesson plan is developed by a teacher to guide class
instruction. Planning the material is much more difficult than delivering the
lessons.
Bossing has given a comprehensive definition of lesson plan and Binning has
explained the structure and function of lesson plan in their definition.
In addition to these, Bagley, regarding the importance of proper lesson planning,
states that however able and experienced the teacher is, he could never properly teach
without preliminary preparation. He stresses that whatever expertness a teacher
possessed in teaching, before going to class or learning fields of experiences, he needs
preliminary preparation for effective teaching.
According to I.K. Davis –“Lesson plan must be prepared for there is nothing as fatal
to teacher’s progress as unpreparedness”.
Rayburn considers that student-teachers gain experiences about their classroom work
through lesson planning so that they are able to perform their task successfully in their
teaching.
A lesson plan is a plan of action, which includes:-
a) Working philosophy of a teacher ,
b) Information and understanding of pupils ,
c) Comprehension of the objectives of education ,
d) Knowledge of materials to be taught ,
e) Ability to use effective methods of
education. Some other definitions of lesson plan
are:-
“A lesson plan is a plan prepared by a teacher to teach a lesson in an organized
manner”.
“A statement of the aims to be realized in clear and specific means or method by
which they are to be attained during the period the class spends with a teacher.”
“It is the core and heart of effective teaching, where the teacher’s mental and
emotional visualization of the classroom experience, as she plans it to occur.”
NEED / PURPOSE OF LESSON PLANNING
1) It ensures a definite objective for the day day’s work and clear visualization of that
objective.
2) It forces consideration of goals / objectives, the selection of subject matter,
procedures, planning of the activities and the preparation of tests of progress.
3) It keeps the teacher on the track to ensure steady progress and a definite outcome
of teaching and learning procedures.
4) Ensure selection, presentation and the interpretation of the subject matter.
5) Enables to choose and adopt effective method of teaching.
6) Enables to evaluate the teaching session.
7) Helps to review the subjects and give up-to-date knowledge.
8) It helps to clarify the ideas.
9) It helps the teacher to delimit the teaching field, keep boundaries within which the
teacher has to work, and thereby saving time and labour.
10)It bids the teacher to be systematic and orderly, encourages good organization of
subject matter and activities by preventing haphazard teaching.
11)It makes a teacher to look ahead and plan a series of activities for modifying the
learners’ attitudes, habits and abilities in desirable direction.
12)It encourages proper consideration of learning process and learning procedures.
13)When it is well planned, interest of the students in the lesson, can be maintained.
14)It is a best technique to judge the outcome of the instruction.
15) Serves as a check on unplanned curriculum.
16) Provides a sensible framework to help the work, directing along the lines of
syllabus at a suitable rate.
17) Continuity is assured in educative process and needless repetition is avoided.
18)Gives the teacher greater confidence, self-reliance, assurance, ease and freedom in
teaching. She will not forget any point that should be explained to the students and
prevents her from deviating from the topic.
19) With the lesson plan the teacher can enter the classroom without anxiety as she is
well prepared in advance and knows how to carry out the plan.
20) Ensures definite association and link between various lessons and units or past and
future lessons.
21) Helps the teacher to devise the desirable teaching and to judge whether the desired
objectives are achieved or not.
22) It stimulates the teacher to think of related materials illustrations and audio-visual
aids to make the lesson content more relevant, lively. Meaningful, effective and
inspirational.
23) Provides guidelines for the teacher in teaching –learning process.
24) Provides awareness of structure and the content with which the teacher is involved
in the direction to achieve the objectives.
25) Related the learning structures with the teaching activities.
26) Enables the teacher to organize classroom teaching activities by considering the
individual difference of the students.
27) Develops the reasoning, imagination and the decision-making ability of the
teacher.
28) Facilitates microteaching.

IMPORTANCE OF LESSON PLANNING

The lesson plan plays an important role in planning and organizing the teaching and
also affects the teacher’s skill, intelligence, ability and his / her personality with the
following reasons:
 In teaching –education program, the lesson plan provides the guidelines to student
teacher during their teaching practice.
 It delimits the field of work of the teacher as well as of the students and provides
definite objectives for each day’s work. As the goal is determined, the teacher gets
impetus to realize his goal.
 It provides awareness of teaching objectives and structure content so that the
teacher performs his activities in accordance to achieving those objectives; in other
words, it helps in the achievement of set objectives and goal.
 It tends to prevent wandering from the subject. It makes teaching systematic,
orderly and economical but no duplications and avoids needless repetition.
 It helps the teacher to organize and systematize the learning process. The sequence
of content to be presented is finalized task analysis in lesson planning. The
activities in the lesson are well-knit, interconnected and associated. The continuity
of educative process is ensured.
 Lesson planning helps the teacher to overcome the feeling of nervousness and
insecurity. It gives him self- confidence to face the class and teach, i.e. pupil
teacher gains confidence in performing the classroom teaching activities.
 Teaching activities are related to learning structure, (by scientific lesson plan; the
use of teaching aids, techniques, strategies and tactics) is predetermined in the
presentation of the content.
 Lesson planning maintains the sequence of content presentation and prevents the
teacher to deviate from the topic.
 Lesson plan enables the teacher to :-
 To link the new knowledge with the previous knowledge acquired by the
student.
  To prepare a suitable scheme of selection and organization of subject matter,
materials and activities.
 To prepare pivotal questions and illustrations.
 To provide for suitable summaries.
 Lesson planning ensures a definite assignment for class and availability of
adequate material for the lesson.
 In lesson planning the classroom activities are organized by considering the
students individual differences.
 Lesson planning determines the suitable places of reinforcing and controlling the
student behaviour during teaching. It provides for adequate checking of the
outcomes of instructions. Good lesson plan enables the teacher to evaluate his
work as the lesson proceeds.
 Lesson planning helps the teacher as well the learner in acquiring new learning by
making adequate provision for exercises, practice and revision.
PREREQUISITIES FOR MAKING GOOD LESSON PLAN
Teacher, to make a good lesson plan, must –
 Have good knowledge about students’ interests, traits and the abilities.
 Have mastery over the subject matter.
 Know principles of teaching and learning.
 Have the awareness of individual differences among students.
 Know about the knowledge, the students possess, on the topic he is making lesson
plan.
 Have adequate training in the topic.
 Do organization of material in a psychological and logical fashion.
 Be fully conversant with new methods and techniques of teaching the subject.
 Ensure active pupil participation.

ESSENTIALS OF A GOOD LESSON

PLAN Successful teaching depends upon-
 It should be written, and have aims and objectives.
 It should be clear and specific.
 It should be flexible i.e. a teacher is able to make changes as the lesson develops,
based on the needs of the students.
 Should be exhaustive, i.e. cover the whole topic.
 Should follow the maxims of teaching.
 The new ideas presented, must be related to those held by the learners.
 It should clearly show the relationship between what has been taught before and
what is to follow.
 It should contain suitable subject matter.
 Enables the teacher to know the most desirable types of teaching method.
 Provides continuity in the teaching process.
 Illustrative aids have to be prepared.
 Learners must be given enough scope to be active.
 The plan should meet the needs of students of varied capacities.
 It should include summary and assignments.
 Provide list of reference books.
 Prepare tests for judging the outcomes of teaching.
CHARACTERISTICS OF GOOD LESSON PLAN
A good lesson plan is based on the principles of learning. There are five fundamental
principles of learning. They are:
1) Principles of small step: The subject matter is broken down into a sequence of
small steps which is easy to follow.
2) Principle of active responding: The student learns better if he actively responds.
The lesson plan provides for this.
3) Principle of immediate confirmation: the student learns best if he confirms his
response immediately. The confirmation provides the reinforcement to the learner.
4) Principle of self-pacing: In the lesson planning, each student can work each step at
his own pace.
5) Principle of student –testing: After completing each objective, the teacher can
evaluate student response by asking questions.
ELEMENTS OF GOOD DAILY LESSON PLANNING
The teacher should adapt the daily lesson to his own needs; he should use a guide
in forming the plan. Some elements which have to be kept in mind while preparing a
lesson plan are:
(A) OBJECTIVES
1) Plan should state clearly the outcomes to be achieved, including both the
central (main) and the contributory (specific) objectives. The contributory
objectives should be stated in terms of the understanding and the abilities that
are necessary for the attainment of the central objective for each class session
and for the unit.
2) The specific objectives should written using the words like – define, describe,
identify, enlist or explain.
3) Student and teacher- centered
objectives:
(a) Student – centered objectives.
(b) teacher –centered objectives
(i) General
(ii) Specific.
4) Related to the previous work:
5) The plan should relate each class session to the previous work of the course.
The desired objective in all learning is continuity and understanding.
6) A well-organized course requires each day’s work to fulfill some specific
function in the realization of the course. Therefore, each class session should
bear definite relation to the previous one for e.g. summary or review of past
work, well-chosen and directed questions and by student’s reports.
(B) SELECTION AND ORGANIZATION OF SUBJECT MATTER
The plan should provide for selection and the organization of subject matter or the
knowledge component and the other such materials. The components of this point are:
1. Learning Activities -
a. The teacher chooses learning activities. It should vary sufficiently to allow
for individual differences in the group.
 b. Teacher should make her choice in view of the maturity of the group and
the character of the subject matter, example, laboratory exercise, nursing
care plans.
c. In setting up the learning situation, the teacher puts the teaching- learning
process into motion, stimulates activity by question, recollection of
experience, performance of experiments and the solution of problems.
2. Teaching Activities :
a. The teaching techniques should those which will most directly help the
teacher to obtain the objectives of the lesson plan.
3. Types of illustrative materials :
a. Comprises of audio-visual aids and the instruction media.
4. Assignment :
a. The plan should use assignments to project the immediate work in to the
next situation.
b. Unity and continuity can be maintained only by directing the student’s
attention to the next step.
5. References :
a. The teacher will have ready references to be used in directing the student’s
assignment and resource material for the study.
6. Evaluation :
a. Some type of evaluation should be planned for each lesson.
7. Format of Lesson plan :
a. Title of the course
b. Unit
c. Topic
d. Name of the student – teacher
e. Duration
f. Date and time
g. Place
h. Student group
i. Methods of teaching
 j. Audio – visual aids
k. Previous knowledge of the students
l. Students- teacher objectives
i. General
ii. Specific
(C) DEVELOPMENT OF THE DAILY CLASS PLAN / DESIGNING OF LESSON
1. Lesson plan should act as a guide. It creates a sense of assurance for the teacher.
Since self –confidence allows greater freedom; the teacher is better able to direct
student- learning activities. Teacher surely facilitates teaching of the student first
and teaching of the subject matter second.
2. The teacher must be the master of the daily plan.
3. Plan should be used as a basis for continuous growth and development.
4. The teacher should be able to change his lesson plan according to the learning
situation.
5. The teacher should adopt the daily plan related to the students’ needs and abilities.
6. Special work – daily plan should provide for students who require special work.
7. Daily class plan – the new teacher should use more detailed daily plans. Later as
he gains experience and self-confidence, briefer forms may be used.
8. Enthusiasm - The teacher has an air of confidence, approaches the class positively,
speaks in a natural conversational tone, asks question in an easy manner, creates
immediate interest by means of a forcible introduction, stands in a central position
and fulfills fundamental requirements for making a satisfactory presentation and
should use good motivational techniques.
FORMAT OF LESSON PLAN
S. No. TIM SPECIFIC CONTENT TEACHING – EVALUATION
E LEARNING
OBJECTIVE
ACTIVITIES
TYPES OF LESSON PLAN
The lesson plan may be classified in to three categories –
1. Lesson plan related to knowledge - cognitive domain
2. Lesson plan related to appreciation - affective domain
3. Lesson plan related to skill - psychomotor domain.
There are various forms of writing the lesson plan, practiced everywhere, but the
following three forms are most popular and most frequently used. They are:
a) Herbartian Approach (knowledge lesson) ,
b) Bloom’s Approach ,
c) RCEM (Regional College of Education, Mysore) Approach.
HERBARTIAN APPROACH (KNOWLEDGE LESSON)-
John Fredrick Herbart (1776-1841) was German philosopher and a great educationist.
He divided teaching unit activity into six steps. These six steps include the following-

1) Preparation
2) Presentation
3) Comparison and Abstraction
4) Generalization
5) Application
6) Systematization and recapitulation

For imparting knowledge in a systematic manner, a set procedure has to be followed.

1) Preparation :
 “It ensures a revision”- a bringing back to consciousness of old knowledge with
the new is to be related.
 The assimilation and identification of a new idea by the mass of ideas already.
 It directs our attention to mature the learner’s mind, and the mode of its approach
to new ideas.
 Preparation helps teacher to ascertain what ideas on a particular topic his pupils’
possess, and what further knowledge they require to satisfy their purpose, before
he decides the next step in the teaching process.
2) Presentation :
 The teacher will tell the new facts.
 Illustrate the new procedure.
 Liberty should be given for the learner to suggest solution for the problem.
 For clear exposition , various devices can be used , for e.g. questions , illustrations
, explanations , expositions , A.V. aids , demonstration , etc. of the new knowledge
may be explained , revealed or suggested .
3) Association or comparison ;
The teacher helps the class to analyses the new knowledge or experience and to
compare and contrast it with the old and build up old one into a new and a complete
experience (association).
4) Generalization –
The whole lesson is drawn together a summary is made, a general rule formulated.
Integration and arranging in pattern is essential.
Generalization completes the process of inquiry by providing the answer to the
problem with which it began.
5) Application –
The teacher should seek an application both in the setting of problems and in the
acquisition of further knowledge. Induction process should be followed deduction
process.
6) Systematization or recapitulation –
A revision or repetition of the knowledge learnt in the lesson. It helps the pupil to
come to some conclusion with reference to the wider significance of the wider
significance of the problem.
Ways of Recapitulation –
 Sectional revision at convenient sections of the lesson for revising the main
facts taught therein.
 Revision at the final stage of the lesson (feedback).
 Merits of Herbartian lesson planning :
 It is logical and psychological. It incorporates the principle of learning.
  It assists in making teaching systematic. The teaching processes are well
thought out and have definite levels.
 It is employed in the teaching of all school subjects.
 It helps in avoiding unnecessary repetition in teaching.
 It is used in achieving the cognitive objectives of teaching.
 It employs previous knowledge of the students in imparting the new
knowledge.
 It employs the deductive and the inductive methods of teaching.
 It is simple and easy approach of lesson planning.
 It provides a useful framework, confidence and self-reliance by following these
steps and thus makes the teaching effective.

Demerits of Herbartian Approach –

 It is highly dominated by teacher.
 The scheme being very much intellectual in character and is suited to knowledge
lesson only.
 It is highly structured and does not provide the opportunities for teacher creativity
and originality.
 There is more stress on teaching rather than on learning.
 It is highly loaded by cognitive objectives but can’t be used effectively for
affective and psychomotor objectives.
 It does not consider the learning structure in organizing teaching activities.
 The specific objectives are not written in behaviour terms.
 The teaching activities are less meaningful and practical.
 The main emphasis is given on presentation. It confines the teaching up to memory
level only.
 The term presentation has also been criticized as it speaks of inactivity on the part
of the students.
 The term presentation has been used in vague manner.
 FORMAT OF HERBARTIAN LESSON PLAN –
1) Date - 29-09-2010
Period - 12 noon – 1pm
Class - MSc Nag(Prev.)
Subject - Nursing Education
Topic - Designing of Lesson Plan
2) General objective
1.
2.
3.
3) Specific objective
1.
2.
3.
4.
5.
4) Teaching aids Black board , OHP , Charts ,Previous knowledge .
5) Introduction Self introduction and announcement of the topic

6) Statement of aim (Teacher prepares , develops question after

introducing the topic to be taught , will design with
the help of question or take help of various devices
.)
7) Explanation (When the student is not able to answer , the
teacher explains .)
8) Black board summary (Teacher has to prepare the summary of the
teaching point and explanation . )
9) Recapitulatory question (the student should note and after the summary ,
asks question to the students.)
10) Homework (At the end of the lesson plan , some homework is
assigned to the students . For e.g. design one lesson
 plan on nursing process according to Herbartian
approach )

BLOOM’S APPROACH TO LESSON PLANNING

B.S.BLOOM (1961) has given new dimension to education .He considers education as
a tripolar process , i.e. educational objectives(EO) , learning experience (LE) , and
change of behaviour (CB).

 He has made lesson plan as objective centered rather than content centered . His
approach to lesson planning is termed as “ evaluative approach ”. The education is
a purposeful process and all educational activities are objective centered .
 The teaching and the testing should be objective centered .
 The term evaluation concerns with all activities of teaching – learning objectives ,
methods and devices for providing learning experiences .
 It does not confine to the students’ achievements only but it includes the total
behaviour change of the students .
 The students’ performances are measured in terms of learning objective and
psychomotor learning outcomes .
 Three steps are used in Bloom approach to teaching – learning i.e. Tripolar
process –

EO

LE CB
TRIPOLAR PROCESS IN BLOOM APPROACH
1) Formulating educational objective (EO).
2) Creating learning experience (LE).
3) Evaluation of change of behaviour (CB).

1) Formulating educational objective –

The end result achieved is known as objective . The well-organized activity brings a
desirable change which is termed as objective . The educational objectives are
concerned with the cognitive , affective and the psychomotor change in behaviour .
While identifying and formulating objectives the teacher should keep following things
in mind :

a) The nature of various subjects is significantly different . These different

objectives are achieved by teaching various subjects in the college or school .
b) The structure of the content , students’ level and need , social and economic
conditions , political and cultural needs are the basis for determining the
objectives of teaching .
c) The students’ growth and development should be kept in view while
formulating the objectives of learning because the some contents are taught at
different stages of development .
d) The students’ initial behaviour and their comprehension level are considered in
formulating the learning objectives .

2) Creating learning experience

After identifying the learning objectives , the appropriate teaching strategies , teaching
aids and tactics are selected for generating the environment for providing learning
experiences to the students .

These learning experiences may be provided in school or college or classroom or

outside the class . A teacher organizes the activities for bringing the desirable changes
among the students . The teaching activities are related to the learning outcomes .
This concept has been illustrated with the help of the following table :

S.NO. TEACHING LEARNING EXPERIENCE

OBJECTIVES
1. Knowledge Lecturing , telling ,showing , demonstration ,
objectives charts , media , text books ,programmed
instruction and homework etc.
2. Understanding Question-answer strategy, group discussion .line
objectives drawing map, models, text books & homework.
3. Application Project method, tutorials, interaction, stages.
objectives clinical settings , text books & homework
4. Creativity Problem solving methods , individual
objectives experimentation , seminar , workshops etc.

This indicates that different types of learning experiences are provided by employing
different teaching strategies for advancing different teaching objectives.

3) Evaluating change of behaviour (CB):

The learning experiences bring desirable changes in the students’ behaviour. The
change of behaviour is evaluated to take decision about the effectiveness of learning
experiences.

The change of behaviour is of three types – cognitive, affective and psychomotor.

Measuring Devices used for evaluating education objectives.

S.NO. Learning Evaluating devices

objectives
1. Cognitive Oral, observations, written essay, objective tests and
interviews.
2. Affective Observation, interest inventory, attitude scale, essay
type test and situational tests.
3. Psychomotor Observation, practical examination, student
demonstration and interviews.
 “FORMAT OF BLOOM’S OR EVALUATION LESSON PLAN”

Date: ----------- Class : ------------- Period: ----------

Subject: - -
Topic:
Specific objectives:-
1.
2.
3.
Presentations (Learning experiences)
S.N Teaching activities Students’ Teaching methods Objective
O. and s
activities
aids
1. Question
2. Explanation
3. Teacher statement
4. Explanation
5. Teacher statement
6. Question
7. Question
8. Explanation
9. Teacher statement
10. Evaluation
11. Home work

Merits of Bloom lesson planning

 The content analyses are done and two dimensional charts are prepared for
specifying the objectives.
 The objectives are written in behaviour terms.
 The teaching activities are organized for attaining these objectives.
 The teaching activities are related to the learning structures.
 It makes the teaching purposeful and objective centered.
 It is based on scientific and psychological principles.
 It has greater scope for improving and modifying learning experiences and the
teaching activities.

Demerits of Bloom’s lesson planning

 It is highly structured and mechanized does not provide opportunity to the teacher
for creativity and originality.
 It has the greater scope for personal factor of teacher which influences the
planning and organizing teaching activities.
 One teaching is not confined to one domain. It concurs with more than one
domain.
 The mental processes or mental abilities are not taken into consideration in writing
objectives in behavioral terms.

RCEM APPROACH TO LESSON PLANNING

The RCEM approach of lesson planning was developed by the Indian educationists at
Regional College of Education, Mysore (RCEM) Karnataka. India. It involves
seventeen mental abilities for writing objective in functional form. The design of
lesson plan according to this approach consists of three aspects i.e. input, process, and
output.

1. Input: - It includes the identification of objectives. They are known as expected

behavioral outcomes (EBO). These objectives are broadly classified into four
categories i.e. knowledge, understanding, application and activity .These
objectives are written in behavioral terms by employing seventeen mental abilities.
The initial behaviour of learners is also identified. The sequence of the
instructional process is determined with the help of these objectives.
2. Process: - In process, the teaching strategies and techniques are selected for
achieving the objectives. The communication strategy and audio-visual aids are
employed for the effective presentation of the content. It creates the learning
situation for providing appropriate learning experience to the students. It also
includes the techniques of motivation, so that student’s behaviour can be
 reinforced for the disable response. The participation of both, the students and the
teacher is essential in this process.
3. Output: - This aspect of instructional procedure includes the real learning
outcomes (RLO). The change of behaviour is known as the real learning outcomes.
Teacher measures the RLOs by using oral and written questions.
FORMAT OF RCEM LESSON PLAN
Date: Class: Period:
Subject:
Topic:
Teaching prints:
1.
2.
3.
Presentation:
EBOs Teacher activity Learning RLOs
student
experience
activity
Knowledge (e.g.
recall, -------
recognition) Explanation
Understanding

(seeing relationship) Explanation

Application --------------- -----
Explanation
Application --------------- ------
Explanation
Creativity ----------------- --------
--
Explanation

EBO S: - Expected behaviour outcomes (instructional objectives)

RLOs: - real learning outcomes (evaluation)

RCEM Format of Lesson Plan

 Name of the student teacher :
 Name of the subject :
  Name of the unit :
 Name of the topic :
 Class / batch :
 Size of class /batch :
 Date and time :
 Venue :
 Previous knowledge :
 Methods of teaching :
 A V aids :

 General objectives : 1.
2.
 Specific objectives : 1.
2.

Instructional Content Teacher Learner Evaluation

objective(EBO) activities activities (RLO)
Introduction Explains Listens Recapitulating
Statement Questions

of aim
Presentation
Summary
Assignments
Bibliography : 1.
2.

SUMMARY
We came to know about the definitions, need or purpose and importance of lesson
plan. We also came to know the prerequisites and essentials for making a good lesson
plan. We talked about the elements, types and different formats of lesson plan.
CONCLUSION
Lesson plan is like a light house which guides the teachers in correctly achieving the
teaching – learning objectives. It helps the teacher to remain focused and impart a
meaningful and purposeful teaching to the learners. It also helps the teacher to
evaluate the outcomes of the teaching.

BIBLIOGRAPHY
 Basavanthappa BT , Teaching Learning process, Nursing Education , Jaypee
publications , 2nd edition, 2009 , pg .no. 420-449 .
 Neerja K.P. , Curriculum , Textbook of Nursing Education , Jaypee
publication,2003, pg. No. 189 – 197 .
 Kapoor Dr. Vimla, Planning and implementation of Curriculum , IGNOU ,
New Delhi , pg. No. 62 -69 .
 en.wikipedia.org/wiki/Lesson_plan
 www.msdnaa.net/curriculum/glossary.aspx
 www.statemaster.com/encyclopedia/Thomas-Paine