10 Ways to Write a More Engaging Lesson Plan

When it comes to lesson planning, there are all sorts of tips and tricks that you can use to make your lessons more engaging and more fun. The secret to creating the best possible lesson plan, however, is having a plan at all. For your lesson plan to be as effective as possible, it needs to have a clear beginning, middle, and end that teach the students exactly what they’re supposed to learn when they walk out of the room. If you want help figuring out how to write an engaging lesson plan of your own, then follow these 10 steps to writing an engaging lesson plan today!

1) Avoid Re-using Old Plans

Be sure not to re-use old lesson plans. You know that feeling you get when you walk into class and think, Oh crap, I don’t remember what I was supposed to teach today! Same goes for your students. The first time it happens, no one will mind; everyone makes mistakes. But if it becomes routine, everyone will feel like they’re not getting as much out of their classes as they could be. It also puts undue stress on you—you may have lost some student notes or study guides from previous years that could really help with preparation.

As a result, all your lessons will start to look and sound exactly alike, which can lead to serious boredom on both sides of the classroom.

2) Start by Brainstorming

Whether you have been teaching for years or are just starting out, it can be tough to figure out what you should teach. The best way to go about creating an engaging lesson plan is by brainstorming a variety of topics that would engage your students, but that won’t take up too much time and will still teach them something valuable. After brainstorming some ideas, you can whittle those down into your top three favorites and move onto step two.

3) Work on One Subject at a Time

Although writing lesson plans is time-consuming, it’s also important to have enough discipline so that you can take things step by step.

This means that when writing your next lesson plan, only focus on one subject at a time. Once you’ve finalized all of your ideas

for that particular subject, move on to another topic. Your lesson plans will be easier and more organized as a result.

4) Categorize Your Ideas, Then Prioritize Them

Learning how to write a lesson plan is an important step in becoming an effective teacher. One of your first steps should be organizing your lesson ideas into categories. This can help you prioritize what needs to be done and make sure there’s enough time for everything you want to get done. Most teachers focus on planning their classroom lessons, but that’s just one part of being an educator.

5) Create an Outline

Before you start writing your lesson plan, it’s a good idea to make an outline. A well-organized plan is much easier for your students to follow, and it also makes grading simpler for you. (A tried-and-true way of writing engaging lesson plans that are easy for teachers up and easy for students.)

6) Decide How Much Time to Give Each Topic

Planning is key when you are trying to develop lessons for different grade levels. If your goal is for students in grades six through eight to learn basic financial literacy, you can’t devote an equal amount of time to each grade level.

Rather, you should decide how much time should be devoted specifically to sixth graders versus seventh- and eighth-graders. Then, you can allocate time accordingly.

For example, if you want to give fifth graders only 15 minutes of instruction on financial literacy and then follow up with 30 minutes per grade level thereafter, that’s what you should write into your lesson plan.

Remember: Be flexible; don’t get too attached to any one idea or plan because plans change all the time.

7) Keep your students engaged and active

You might have been given a lesson plan for your class, but did you know that many of them are boring, repetitive and fail to get students interested in what they’re doing? Instead of simply regurgitating information from textbooks or other materials, challenge yourself to make lessons more engaging.

8) Adapt the topic to your students’ interests

For one thing, you’re much more likely to hold students’ attention if you can tie in topics and themes that they already love.

For another, it’s a great way to expose them to material they might not have considered before. And while you won’t necessarily try using every idea your kids throw at you (because let’s face it—some of their ideas just aren’t feasible), exploring their interests will get them excited about learning and give them something new and different from what they’re used to.

9) Incorporate Different Learning Styles and Abilities into the Lesson

A good lesson plan is comprehensive—covering all of the relevant content and activities you expect students to master in order for them to pass your class. A great lesson plan is also inclusive: it incorporates different learning styles and skill levels into its core design,ensuring that every student has an opportunity to learn and advance at his or her own pace.

To maximize engagement and output,start by looking at each student as an individual, then design your lessons accordingly.

10) Make it Fun!

One of your goals as an educator is to help kids connect with learning, and what better way than by making it fun? Fun doesn’t have

to be frivolous, though. You can add humor, set up puzzles and word games, or create engaging activities that combine academic

concepts in creative ways. Doing so will give you more opportunities for deeper learning. For example, if you teach math, why not

offer extra credit for students who come up with their own riddles based on fractions? If you teach science, why not challenge students to build a model of Earth’s layers out of marshmallows and toothpicks? And if you teach English, why not encourage students to write short stories about fairytales they know well?

What is the difference between lesson note and lesson plan?

You are probably reading this because you want to know the difference between a lesson note and lesson plan.

A lot of people don’t know the difference between lesson plan and lesson notes. Here is a simple and straightforward explanation of the lesson plan.

Lesson plan is one of the most important records to be kept by the class teacher. It contains an outline of what is to be achieved taught in the classroom. In fact there is nothing more important in the scope of the duty of a classroom teacher than a well-planned comprehensive lesson.

A well-planned lesson include the following;

Name of the classroom teacher

The class level and size

The average age of the students

The subject

The objectives

Instructional/reference materials

Content

Presentation

Evaluation

Assignment

A well-prepared lesson plan is evidence of adequate preparation of the teachers.

Now let us talk about lesson note

Lesson note is the detailed and comprehensive content given to the students by the teacher, it is the teacher’s copy of the note given to the students. For examples if you are a Biology teacher, if you are to teach your students Habitat, you should give them note on that topic after you might have explained the content, this would help the students to read up on their own and it would also serve as reference for them when they are preparing for the examination.

SAMPLE OF LESSON PLAN

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term’s examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term’s examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye – /ai/
i. coat –
ii. spy –
iii. point –
iv. tape –
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.

ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:

 

SAMPLE 2

JSS2 SOCIAL STUDIES LESSON PLAN

WEEK:   1                                                       DATE:                                               CLASS: JSS 2______

SUBJECT: SOCIAL STUDIES_______________________

LESSON TITLE: _Revision of last term’s work

SUBTITLE (IF ANY):

PERIOD: 1 & 2                                 DURATION: 80 Minutes___________________

LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _

1. Evaluation of last term’s work.

 

RESOURCES & MATERIALS:  Federal ministry of Education: 9 Year Basic Education Curriculum – Religion and National Values (JSS 1 – 3) Nigerian Educational Research and Development Council (NERDC)

 

 

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with last term’s topics.

CONTENT

Evaluation of last term’s work.

 

STRATEGIES & ACTIVITIES

Activity 1: The teacher revises the previous topic.

Activity 2: The teacher introduces the new topic.

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

 

ASSESSMENT (EVALUATION):

1. Evaluation of last term’s work.

 

 

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT:

1. Treat the theory part of first term question.

HOD/VP’S COMMENTS & ENDORSEMENT:

 

 

 

JSS2 SOCIAL STUDIES LESSON PLAN

WEEK:   2                                                       DATE:                                               CLASS: JSS 2______

SUBJECT: SOCIAL STUDIES_______________________

LESSON TITLE: Values_

SUBTITLE (IF ANY):

PERIOD: 1 & 2                                 DURATION: 80 Minutes___________________

LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _

1. Recognize the meaning of value
2. Analyze factors that influences our values

• Enumerate value classification

 

RESOURCES & MATERIALS:  Federal ministry of Education: 9 Year Basic Education Curriculum – Religion and National Values (JSS 1 – 3) Nigerian Educational Research and Development Council (NERDC)

 

 

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with values

 

CONTENT

Meaning of Values

The word “values” has so many meanings, depending on the context it is used.

In ordinary usage, values have to do with the monetary and non-monetary worth of a thing.

Valuable items are always kept meticulously or jealously jewelry, expensive cars, certificates etc.

Values can be defined as the moral principles and standards, which guide human actions.

Such principle is highly appreciated by people in the society because they make society what it should be, like peaceful, progressing etc. the acceptable societal values include; honesty, integrity, courage, fortitude, loyalty, faithfulness, truthfulness to mention but just a few.

 

Importance of values in the society
The following are the importance of value in the society.

1. They help in the goal setting.
2. They determine how set goals are achieved.
3. They promote good relationship in the society.
4. They help in resisting pressure to conform to values we do not appreciate.
5. They control our behavior in the society.
6. They make us have positive influence on others.
7. They make us happy and fulfilled.

Types of values

1. Equality: All people have same rights
2. Honesty: Communicating and acting truthfully
3. Respect: This means treating people with dignity
4. Integrity: Ability to stick to sound moral principles in every situation
5. Contentment: A state of self -satisfaction with what one has or possesses now while working towards a better future
6. Self- control: Ability to control ones actions
7. Fairness: Treating people based on the principle of social justice.

 

STRATEGIES & ACTIVITIES

Activity 1: The teacher revises the previous topic.

Activity 2: The teacher introduces the new topic.

Activity 3: The teacher explains the topic and gives relevant examples

Activity 4: The teacher welcomes students’ examples and contribution.

 

ASSESSMENT (EVALUATION):

1. Recognize the meaning of value
2. Analyze factors that influences our values

• Enumerate value classification

 

 

WRAP UP (CONCLUSION)

The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT:

1. Define values in social studies context.
2. Explain how values can be developed.
3. What is the importance of good values in the society?

HOD/VP’S COMMENTS & ENDORSEMENT:

 

SAMPLE OF LESSON NOTE

 

WEEK 4

DATE:……………………………….

Topic: CONSUMER RIGHTS

CONTENT: (i) Meaning of consumer right

(ii) Origin of consumerism.

(iii) Eight universal consumer rights

 

Sub-Topic 1: MEANING OF CONSUMER RIGHTS

_________________________________________________________________________

Consumer right may be defined as certain privileges and liberty that every consumer enjoys. Consumers all over the world have some rights that should be respected and protected. Such rights should be respected by the producers/ suppliers of goods and services.  The state and some agencies are responsible for the protection of such rights.

ORIGIN OF CONSUMERISM

Consumerism can be defined as the organized efforts or actions of consumers or individuals to protect themselves against the unfair practices of businessmen. It can also be referred to as a protection against injustice and the efforts to correct such injustices.

Consumerism came into existence when a movement started in the 60s to obtain a greater say in the quality of product they bought and the information they received from the sellers. They also sought to increase their influence, power and rights. This is the whole essence of the theory of consumerism.  

Sub-Topic 2:  UNIVERSAL RIGHTS OF CONSUMERS/CONSUMER AWARENESS

Consumers are important that is why they are regarded as King. Consumer  awareness is the right of consumers, and they are;

1. Right to get value for money.

The consumer has the right to be adequately compensated with satisfaction for whatever product purchased with a warrantee or guarantee .i.e. a consumer deserves to be told everything about the product as it will affect him or her.

1. Right to be informed.

Consumers have the right to full information regarding the quality , price , weight ,

Manufacture date , expiration  date ,contents of product , availability of a commodity. They also have the right to alerted on any increase in price, quality change.

• Right to safety.

The consumer has the right to purchase products that are safe and injurious to his   or her health.

1. Right to choose or make choice.

       The consumer has the right to choose products freely among different alternatives     without force or intimidation.

1. Right to seek redress.

The consumer has the right to seek redress to correct any injustice done to him or her. He /she has the right to seek justice at the law court if there is a case of product misrepresentation, harm from product or service bought.

1. Right to be heard. A consumer has the right to be heard for mistakes committed by a third party in   order   to   get redress. He has to be represented.

• Right to consumer education. A consumer has the right to acquire the knowledge and skills necessary to be an informed consumer.
• Right to a healthy environment. He /she has  the  right to live and work in an environment that is healthy, accident free, clean and secure.

1. Right to all the good things of life. He /she has the right to the good things of life such as good quality products that are reasonably priced , consumption of products without fear of taking poison and also the right to basic necessities of life. Such  as food, clothing, shelter, basic health care, education and sanitation.

weekend  Assignment:

 

1. Needs for consumer Protection excludes ____ (a) Consumers ignorance (b) Producers lack of concern (c) To make profit (d) To reduce hoarding.
2. Right to seek redress means _____ (a) Going to court (b) Suing the Producer if they produce substance goods (c) Returning substances goods
3. The right to get the cost of what you paid for is ____ (a) Right to life (b) Right to safety (c) Right to all good things of life (d) Right to get value for money.
4. The price for a product restrict your ____ (a) Right to information (b) Right to education (c) Right to healthy environment (d) Right to choose or choice.
5. An effort made by government, its agencies, certain individual and civic societies to curtail producer excesses is called consumer_____ (a) Protection (b) Awareness (c) Information (d) Right.

 

ESSAY:

1. List out the 8 universal rights of consumer
2. Define consumerism and trace its origin.