EBW 1999
1
Lesson Plan Checklist 
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Are the learning objectives directed toward achieving the broader goals of the curriculum?
Are they stated clearly? Student centered? Do they ensure that learning occurs in more than
one domain (Cognitive, Affective, Psychomotor) and at more than one level?
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Are all materials, equipment, and resources required for the lesson listed in the plan?

Does the lesson have a strong (i.e. creative, motivating, interesting, captivating)
introduction?
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Will the teaching/learning activities planned enable the students to achieve the learning
objectives? Are they age and level appropriate?

Does the lesson plan account for and build on previous learning?

Does the lesson plan have a logical flow? Is the content organized in a logical sequence?

Are a variety of instructional strategies/activities planned, including opportunities for
active student participation?

Does the plan account for individual differences in student interests, learning styles and
learning rates?

Does plan indicate pacing and time allotments? Does the scope of the learning objectives
take into account the given time constraints?

Does the lesson plan have a strong closure (wrap up, summary, assignment, motivator, etc)?

Does the plan account for assessment and evaluation of the teaching and learning that will
take place? Is the assessment and evaluation based on the ILOs (i.e. Did we do what we said
we were going to do ?)
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Are key words in lesson planning are in bold type
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Are key/guide questions written into the lesson plan