Connie Richardson
Business, Career and Technical Education, Education, Higher Education, English Language Arts, Government/Political Science and Law, History, Information Technology, Language, Philosophy, and Culture, Life Science, Mathematics, Physical Science, Social and Behavioral Sciences
Material Type:
Lesson Plan
Workforce Education (Technical), Academic Lower Division, Academic Upper Division, Graduate/Professional
  • Lesson Planning
  • Not Reviewed
    Creative Commons Attribution

    Lesson Planning

    Lesson Planning


    This is a template to prompt lesson developers to provide thorough Instructor Notes so that future users of the materials understand the intention of the activity.

    Student Content

    We encourage thorough Instructor Notes so that future users of these materials understand how you envision their use (see below). This suggested template is also attached so that you can download and modify to suit your needs, complete for each activity, and then copy and paste into this area of your OER course.


    Course and Activity

    Overview and Student Objectives Section:

    Lesson Length: ___ minutes

    Student Learning Outcome(s): (from the course SLOs)

    Goal(s): Lesson goals are academic skills that are practiced or demonstrated during the lesson. Goals might include developing communication skills, a focus on technology, a focus on problem-solving, etc. Rotating through goals such as these during different lessons allows students to concentrate on your course content but also build academic skills by regularly revisiting these ideas.

    Overview: Give a brief overview of how this activity connects to prior learning or activities, what big skills or concepts the activity introduces, and/or what context is used.

    Daily Objectives:

    Students will understand that:

    • One or more bullet points indicating what students should understand after the activity.

    Students will be able to:

    • One or more bullet points indicating what students should know and be able to do after the activity.

    Replace these in the student version with “You will understand” instead of “Students will understand.”


    Suggested Resources and Preparation Section:

    Materials and Technology:

    • Computer, projector, document camera, etc.

    • Any other materials or technology that students will need in-class to complete the activity.

    • Any prep tasks the instructor will need to perform (printing handouts, gathering items, etc.) to prepare for the class.

    Prerequisite Assumptions: Provide a description or list of the prerequisite assumptions on which the activity is based. This does not mean that students are not allowed to participate if they don’t have the prerequisite skills/knowledge, but rather that the instructor knows the assumptions from which you, the author, have started in designing the activity.


    Suggested Instructional Plan Section:

    Frame the Activity (_____ minutes)

    This section describes how you envision opening the lesson or activity.

    • Consider offering a framing statement or question that asks students to consider their own lives and experiences and will have relevance to the activity. For example, if the activity is poetry, ask “What are your favorite types of music and why?”
    • Consider asking students to reflect silently, to engage in a think-pair-share, in a group discussion, or whole-group discussion.
    • Consider whether any literacy supports are needed. Are there any words in your framing activity that students may not understand? What suggestions do you have for addressing confusion?
    • Transition to the body of the activity by focusing students on the objectives for the day (e.g., “Different kinds of music often illustrate different kinds of rhyming schemes. Today we are going to study a particular type of poetry…”.


    Activity Flow (_____ minutes)

    This section describes how you envision the body of the lesson or activity.

    • Look for opportunities to break lectures into mini- or micro-lectures, interspersed with periods of student reflection, collaboration, and whole-group discussion.
    • What guiding questions would support the periods of reflection, collaboration, and whole-group discussion?
    • Once again, consider whether any literacy supports are needed and provide suggestions for supporting students.
    • Provide suggestions for formative assessment followed by any needed clarifying activities or discussion.


    Wrap-up/Transition (____ minutes)

    This section describes how you envision wrapping up the class meeting or transitioning to a new activity.

    • Provide strategies for the instructor to close the activity – this might include formative assessment techniques such as an exit ticket.
    • Remind instructors to revisit the objectives for the activity and ask for clarifying questions if students express lack of clarity about the objectives.
    • Provide suggestions on statements or activities to help the instructor transition to the next activity (e.g., connecting what just happened with what is about to happen or previewing/foreshadowing the next day


    Here is where you would put student-facing content.

    • Preparatory content you would like for them to complete in advance, in order to refresh on skills and be ready for the next class.
    • Introductory material
    • Guided lecture notes (or maybe these are an attachment!)
    • Hyperlinks to required readings or additional optional resources.
    • Etc.