Lesson plans were famous when I went to school. I was the youngest of four children. Most of my teachers had taught the others and most of them hadn’t changed their lesson plans in years. It was sad. I could just combine the work of my siblings and be done with my studies. Studying for a test was very easy if you had copies of the test. This is not the way to write a lesson plan.
A lesson plan should have an objective and then some possible ways to reach that objective. My administrator who reviews our lesson plans cringes if you only have one way to approach the day. He always pencils in some comment like, and what if there is a power failure if we don’t offer an abundance of choices.
He taught me a great lesson one-day. We were learning about the state in which he grew up and I hadn’t a clue. It was the dead of winter and cold. The kids hadn’t been outside in two weeks. He came bursting into the class room and said “Miss Jones it teaching you about Oklahoma today right?” They all agreed. “Well,” he said “I am here to take you to the gym and teach you the greatest Oklahoma cheer and song of all time.” As a side note, this man couldn’t carry a tune in a bucket. We all had a great time. When we returned back to the classroom he mentioned as he left the room, “Miss Jones a little less detail in your lesson plans leaves room for the unexpected.”
So my lesson plans may be more vague than most. They change often because of the temperament of the students or the teacher. We really did need to move around and learn a cheer and a song. A lesson plan in an objective with a possible path. Lesson plan results are your notes on how it worked and what needs to be scrapped.
The state board loves our lesson plans because the core teachings are listed at the top and we just have to put a simple number to relate our projects to a core. Lesson plans are not written in stone, leave those ten to Moses and have some fun teaching.