Lesson Plan Outline
(Hook and Evans, 1982, p. 60)
Teacher’s Name
Tiffany Fisher
Date
April 2, 2001
Title of Unit (if lesson is part of a unit)
Chaucer’s Canterbury Tales
Title of Lesson
The Pilgrims
Previous Assignment (if any)
Monday – Thursday (read a new tale each day)
Objective(s) (what do you want them to learn)
To be able to analyze and understand
literature, that what you see is not always what you get
Materials
The Canterbury Tales, materials for project
Activities (in class)
In class readings and discussion
Evaluation (how do you know they learned it)
Thoughtful discussions, project presentation
Assignment (out of class)
Students will make some (visual) attempt to
interpret one of the pilgrims…this can come in the form of a drawing, play, speech, display, photo board,
collage, activity, etc.
Listed below are some questions to ask while writing a lesson plan. They attempt to keep three points of view in
mind: the students, the teacher, and another teacher who may have to follow the plan.
Identification: Can anyone see these at a glance: teacher’s name, date, grade level, period or block of time?
Topic and subject: Is the lesson part of a unit? If so, is the title of the unit clearly stated? Can anyone tell
where this lesson belongs in the unit? Can anyone clearly tell what the lesson is about? Its subject? Its focus?
Purpose: Can anyone easily visualize what the students are expected to be able to do during and following the
instruction? Does this plan help students to learn something significant in English? Is the plan based upon a
defensible rationale?
Learning Objectives: What skills or knowledge should the students learn as a result of this lesson? Be
specific, and use terms that allow the objectives to be measured.
Materials: Are instructional materials clearly identified: titles, pages, bulletin board displays, media materials
and equipment, handouts, student work from previous assignment, and so on?
Activities: Can anyone easily visualize what the students will be doing throughout the period? Does the lesson
build upon a previous assignment? If so, is the assignment followed up in this lesson? Do sequenced activities
follow on another in a logical order? Are simultaneous activities organized to help student reach their goals
individually or by collaboration? Do students have opportunities to learn for themselves, or is the teacher
getting in the way? Does the lesson provide enough variety? Motivation? Is it challenging? Is the lesson
realistic? Can students accomplish their goals in the time provided? Is the plan flexible enough? Does it
provide any alternatives for students who may lose interest, for those who may need extra help, or for those who
can easily do more than the basic work outlined? Will there be enough time to give directions, move from one
activity to the next, reach concepts through collaboration, give a necessary assignment, and so on? Is the
teaching method generally inductive or deductive?
Evaluation: How will the teacher know whether or not the learning objectives have been met? How will the
students know whether or not they have met the learning objectives? Will evaluation be formal or informal?
Will the teacher be the only one to evaluate change, or will students evaluate each others’ performances or their
own? Are the testing instruments the most effective or just the most convenient? Will students be able to see
for themselves how much they have learned?
Assignment: Will the assignment be clear to another teacher? Will all students easily understand? Does it
logically follow this lesson? Is it the kind of assignment that students will be able to do only after going through
this lesson? Is it helpful reinforcement or application of the knowledge or skills learned today? Is it necessary
preparation for the next lesson? Must it be done in class or out of class? Why? Must it be done at all?