14 Creating Lesson Plans
A lesson plan is a detailed guide for teaching a particular lesson. It provides
structure and ensures that learning objectives are met effectively.
Below is the format we are supposed to use in writing lesson plans:
Lesson objective (s): By the end of this lesson, students will/should be able to
identify/use the …
Learning level: knowledge/Application (select carefully to match the objective)
Learning style: auditory/intrapersonal (select carefully to conform with the
objective and the learning level.
Aide/Material: (video, auditory) select carefully to conform with all above
items
The process: Give a full, timed description of the process of conducting the
activity. For example:
T will play the video mute (2 minutes)
T will ask 5 Ss to describe (application) what each character is doing (5
minutes).
While lesson plans can vary depending on the subject, grade level, and teaching
style, they typically consist of the following components:
1. Lesson Title
The name or topic of the lesson.
2. Learning Level
Knowledge or Application
3. Subject Area
The specific subject (e.g., math, science, history, language arts, etc.).
4. Learning Objectives/Outcomes
Clear, measurable goals that students should achieve by the end of the
lesson. These objectives often follow action verbs like "identify," "describe,"
or "demonstrate."
The objectives have to be
1. Specific (Edit the following learning Objectives)
Exercise: Edit the following objective statements so that the verbs used are
measurable:
By the end of the lesson the students should be able to:
1. Believe that the Earth revolves around the sun.
2. Understand the difference between anaerobic and aerobic respiration.
3. Appreciate the role of customer service.
4. Increase their knowledge about gum diseases.
5. Think critically about the side effects of antibiotics.
2. Measurable (Action) verbs
The International Labour Organization (ILO) uses certain verbs when crafting learning outcomes
or objectives (ILO). These verbs typically describe specific, observable actions that can
demonstrate a learner's knowledge, skills, or competencies. Common verbs that the ILO might
use are:
1. Identify (knowledge)
2. Describe (Application)
3. Define (knowledge)
4. Explain (…)
5. Mention (…)
6. Apply
7. Demonstrate
8. Match (…)
9. Compare (…)
10. Classify
11. Discuss
12. Summarize
13. Design
14. Distinguish
15. List
These verbs focus on different levels of cognitive skills and are useful in
establishing clear, measurable learning outcomes. Would you like more details on
how these verbs are applied in a specific context?
3. What are the 7 types of learning styles?
VARK is an acronym that stands for Visual, Auditory, Reading & Writing, and
Kinesthetic. While these learning methods are the most recognized, there are
people that do not fit into these boxes and prefer to learn differently. So we’re
adding three more learning types to our list, including Logical, Social, and
Solitary.
1. Visual learners
Visual learners are individuals that learn more
through images, diagrams, charts, graphs,
presentations, and anything that illustrates ideas.
These people often doodle and make all kinds of
visual notes of their own as it helps them retain
information better.
When teaching visual learners, the goal isn’t just to
incorporate images and infographics into your
lesson. It’s about helping them visualize the
relationships between different pieces of data or information as they learn.
Gamified lessons are a great way to teach visual learners as they’re interactive and
aesthetically appealing. You should also give handouts, create presentations, and
search for useful infographics to support your lessons.
Since visual information can be pretty dense, give your students enough time to
absorb all the new knowledge and make their own connections between visual
clues.
2. Auditory/aural learners
The auditory style of learning is quite the
opposite of the visual one. Auditory learners
are people that absorb information better
when it is presented in audio format (i.e. the
lessons are spoken). This type of learner
prefers to learn by listening and might not
take any notes at all. They also ask
questions often or repeat what they have just
heard aloud to remember it better.
Aural learners are often not afraid of speaking up and are great at explaining
themselves. When teaching auditory learners, keep in mind that they shouldn’t stay
quiet for long periods of time. So plan a few activities where you can exchange
ideas or ask questions. Watching videos or listening to audio during class will also
help with retaining new information.
3. Reading and writing (or verbal) learners
Reading & Writing learners absorb information best when they use words, whether
they’re reading or writing them. To verbal learners, written words are more
powerful and granular than images or spoken words, so they’re excellent at writing
essays, articles, books, etc.
To support the way reading-writing students learn best, ensure they have time to
take ample notes and allocate extra time for reading. This type of learner also does
really well at remote learning, on their own schedule. Including reading materials
and writing assignments in their homework should also yield good results.
4. Kinesthetic/tactile learners
Kinesthetic learners use different senses to
absorb information. They prefer to learn by
doing or experiencing what they’re being
taught. These types of learners are tactile
and need to live through experiences to
truly understand something new. This
makes it a bit challenging to prepare for
them in a regular class setting.
As you try to teach tactile learners, note that they can’t sit still for long and need
more frequent breaks than others. You need to get them moving and come up with
activities that reinforce the information that was just covered in class. Acting out
different roles is great; games are excellent; even collaborative writing on a
whiteboard should work fine. If applicable, you can also organize hands-on
laboratory sessions, immersions, and workshops.
In general, try to bring every abstract idea into the real world to help kinesthetic
learners succeed.
6. Social/interpersonal learners
Social or interpersonal learners love socializing with others and working in groups
so they learn best during lessons that require
them to interact with their peers. Think study
groups, peer discussions, and class quizzes.
To effectively teach interpersonal learners,
you’ll need to make teamwork a core part of
your lessons. Encourage student interaction by
asking questions and sharing stories. You can
also incorporate group activities and role-
playing into your lessons, and divide the
students into study groups.
7. Solitary/intrapersonal learners
Solitary learning is the opposite of social learning. Solitary, or solo, learners prefer
to study alone without interacting with other people. These learners are quite good
at motivating themselves and doing individual work. In contrast, they generally
don’t do well with teamwork or group discussions.
To help students like this, you should encourage activities that require individual
work, such as journaling, which allows them to reflect on themselves and improve
their skills. You should also acknowledge your students’ individual
accomplishments and help them refine their problem-solving skills.
Are there any unique intelligence types commonly shared by your students?
Adapting to these different types of intelligence can help you can design a course
best suited to help your students succeed.
4. Materials/Resources
A list of materials and resources needed for the lesson (e.g., textbooks,
worksheets, technology, videos, art supplies).
Suggested lesson plan format
Title of the lesson: Narrow down till examples
Grammar prepositionsin, on, …
Adjectives big, short, …
Colours red, white, …
Healthy food apples, carrots, …
Lesson objective (s): By the end of this lesson, students will/should be able to
identify/use the …
Activity #1
Design 2 lesson plans to teach a group of dyslexic students and a group of
ADHD students the benefits of healthy food in an ESL classroom.
Activity #2
Read the case below about the teaching plans of a special education instructor,
and then answer the questions that follow.
Doris teaches two separate groups of students with special education needs,
namely autism and Down syndrome. This week, she is meeting each group for an
hour and a half, during which she intends to teach them how to introduce
themselves in English.
1. Mention one problem she may face with each group of students justifying
your answer.
2. Design 2 lesson plans, one for each group of learners, to teach them self-
introduction skills. Each lesson should include one objective and 2 activities
addressing 2 learning levels and 2 learning styles.
3. Explain how each activity is suitable for the target group of learners.