What Makes a Great Lesson Plan?

Successful lesson plans share some common characteristics regardless of subject, class level, school, or teacher. Just like we require an algorithm on how to create an online course, to make the best course which can meet the demand of people, likewise we require a definite lesson plan to meet the requirements of students. In this section, we’ll go over each of those elements in greater detail, as well as what instructors must include in each.

  1. The lesson’s goals

Every lesson plan should begin with an assessment of what students should learn or be competent to do by the end of class. The finest goals are action-oriented and concentrate on the class’s most significant and essential learning demands. They should be quantifiable so that teachers can keep track of students’ performance and ensure that appropriate concepts are grasped before going on, as well as realistic in terms of time constraints.


  • Use their chosen language to describe the weather outdoors.
  • Recognize the components of a fraction.
  1. What materials will be needed to support the lesson

List everything you’ll need to accomplish the lesson’s goal in that subject. By identifying these materials ahead of schedule, teachers may ensure that they have all they need throughout the class.

Examples: books

  1. Educational activities

The step-by-step overview of the lesson is the heart and soul of a lesson plan. Teachers divide the lesson down into discrete educational activities – the methods by which they provide the lesson and explaining what will occur when each topic is discussed in the classroom.


As a class, read a poem and conduct a conversation about its meaning using critical reasoning questions that students respond to openly (and list some thought-evoking questions)

  1. Deadlines

To keep the class on track, it’s beneficial to link a learning activity with a timeline. It’s also a good approach to see if the lesson is doable in the time allotted in class.

Begin by estimating how long each learning activity will take and adding that information to the description. Adding a little more time to this estimate will give you some leeway if students have queries or require additional assistance. If the lecture goes off track, having a bonus activity planned near the conclusion of class can assist fill in the gaps.

Instructors can contrast their estimations to actual class time spent on each task at the end of each lesson to ensure more accurate preparation in the future.


First learning activity- 10 min

Second learning activity- 20 min

  1. Complementary requirements

Teachers can incorporate broader objectives that extend beyond a particular session but to which the lesson contributes, such as writing or comprehension abilities, in addition to the lesson’s objectives. This makes it easier to connect learning to other criteria, such as grade-level expectations.

Administrators may compel this in some situations, while the instructor may choose to do so voluntarily in others. In either scenario, ensure the lesson plan is in line with the school’s requirements.


  • Define the overall framework of a story, such as how the narrative introduces the drama and how the finale brings the drama to a close.
  1. Evaluation

Is the lesson accomplishing its goals? Teachers can find out just by incorporating some form of assessment – such as a test for student comprehension – into every lesson. If the goal was for students to comprehend a subject, the instructor might have them do an exercise that involved discussing or applying that concept. If the goal was to acquire new skills (or perhaps improving the existing one), the evaluation might ask pupils to show their mastery of that talent. This phase is made much easier if the goal is one that can be measured.


  • In-class psychological evaluations and assignments
  • Individual and group presentations
  1. Projection and assessment

After the lecture, teachers can take a step back and jot down some comments from the class as well as their own opinions on the subject. This section is all about ongoing development, recognising learning gaps, and developing more effective lessons in the future.


  • What went well, and why didn’t?
  • What areas did students need the most assistance with?
  • Were the pupils able to achieve their goals?
  • With such a sequence in mind, plan ahead.

Teachers must consider the lesson’s order when preparing (and ideally, this sequence is repeatable across the many lessons they teach). Just like you require a phased plan on how to sell online courses, learning activities can also be divided into phases to accomplish this.

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