LESSON PLAN GUIDE

Name: _______________________________________________________________

Subject: _____________________________________ Time: __________________

Topic: ______________________________________ Group: __________________

Date: ______________________________________

OBJECTIVES

PERFORMANCE: A general overview/summary of what the students should be able

to do at the end of the lesson.

CONDITION: The circumstance, situation, and context the teacher will create to
make the achievement of the objective possible.

STANDARD: The level of accuracy, proficiency that will be expected of the

students. For example, 8 out of 10 correct or 100 percent accuracy.

Objectives must be listed and each must begin with an active, measurable verb. They
should be highly observable, readily perceived. You cannot use ‘understand’ or ‘know’.
Possible verbs include state, explain, describe, cut assemble and so on.

EMPLOYABILITY SKILLS: Employability skills should integrated and reflected in the

kind of activities that you design for learners.
These talk about behaviours that show good social skills.

TOOLS & EQUIPMENT: Varies depending on skill areas. For example, machine, a
pair of scissors and so on.

TEACHING AIDS: charts, chalk/white board, marker, chalk, poster real objects
models, games.

MATERIALS: hand outs, activity sheets, worksheets and so on.

REFERENCE: books, magazines, Internet sources.

VTDI-LPS-1.0 Lesson Plan Sample 1

September 2008
PREPARATION OF THE LEARNER

This includes an activity that grabs the students’ attention and leads naturally into the
content to be taught. For example, a quick recap of last session, statement of the
objectives to be achieved in that lesson, a game, a puzzle, a brief discussion, a related
piece of music.

PRESENTATION
This is the body of the lesson and contains the major pieces of information to be taught.

STEP/SUB TOPIC KEY POINTS/THINKS TO LEARNING STYLE

DO OR SAY ADDRESSED
Separate the activities of the Major points/important State methodology used to
teacher from the learners. things to say/pass on to deal with individual learning
This allows you to see clearly students under sub topic. style. For example, Video
how teacher-centred or presentation (Visual)
learner-centred your session Discussion (Auditory).
is. Set up steps to follow for
each session. Set them out
clearly so that another teacher
could follow them easily if that
person is required to teach the
lesson in your absence.

APPLICATIOPN: The students get activities that they will do under close supervision
of teacher.
Foe Example: (1) Distinguish from the following list of items that
are liabilities from those that are assets.

(2) Change the following from logarithm form to

exponential form.

VTDI-LPS-1.0 Lesson Plan Sample 2

September 2008
EVALUATION ONE
The students gets an activity that tests whether the objectives were achieved, so these
two should be closely linked (activity & objectives).
They must perform task/activity to accepted standard set on objective.

EVALUATION TWO
Here you must deal with the outcome of the lesson. You look at the lesson, the learner
and the teacher in terms of strengths, weakness and then give your recommendations.

SUGGESTED READING FOR STUDENTS

This could be in the form of texts, online, magazines and journals and so on.

Next lesson is: Topic of next lesson to be taught.

VTDI-LPS-1.0 Lesson Plan Sample 3

September 2008