Lesson planning is a very important task for teachers. Teachers use lesson plans to help prepare for classroom activities and to keep a record of lessons they have used with their class. The process of writing a lesson plan helps teachers map out their classroom activities and assessment methods so they will be in agreement with their learning objectives. Once written, the lesson plan can be used as a checklist to make sure that all the necessary materials have been gathered and necessary preparations made.

Teachers often share lesson plans with one another. This way, one person's planning can benefit many students and teachers. You can find other teachers' lesson plans by going to professional conferences, looking on the World Wide Web, and reading magazines and journals.

Lesson Plan Template (Links Below)

This lesson plan template will help you create your own lesson plans. You can print the template and use it to fill in your own information for a lesson plan.

Lesson Plan Examples (Links Below)

These lesson plans are examples of real lessons teachers might use in their classrooms. They include information about the lesson's objectives, the types of materials needed, the preparations the teacher needs to make, the types of activities that will take place during class time, and how learning will be assessed.

1. Similes That Make Us Smile - elementary level
2. Family Trees - elementary level
3. Going to the Capital: A Virtual Field Trip - middle school level
4. Character Biographies - junior high level
5. Using Scaled Models - high school level
6. Holocaust Concentration Camps - high school level

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Lesson Plan Template

Lesson title:
Grade level(s):
Subject matter area(s):
Amount of time needed:
Description:	In this lesson students will:
Objectives:	At the end of this lesson students will be able to:
Prerequisite skills:	Prior to this lesson students . . .
Materials needed:
Teacher preparation:
Activities:
Assessment:

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Lesson Plan Example 1

Lesson title:	Similes That Make Us Smile
Grade level(s):	1, 2
Subject matter area(s):	Language Arts
Amount of time needed:	One class period
Description:	In this lesson students will learn what a simile is and how to use a simile correctly in a sentence.
Objectives:	At the end of this lesson, students will be able to: Identify similes in sentences Create simple similes to describe themselves and others
Prerequisite skills:	Students need basic reading and writing skills.
Materials needed:	Photos or pictures of a mouse, a fish, a snake, the sun, the wind Paper Crayons or colored pencils
Teacher preparation:	Tape each of the photos or pictures to the blackboard.
Activities:	Point to each of the pictures on the board. Ask students to name each item, and write the correct name underneath. Have students try to come up with words to describe each item. Explain that certain traits are associated with particular things. For example, the sun is hot. Write the words on the board next to each picture and its name. You should have the following: Mouse - quiet Fish - swim Snake - sneaky Sun - hot, bright Wind - fast, whistle Have students raise their hands if they've ever been told they: Are as quiet as a mouse Swim like a fish Are as sneaky as a snake Are as bright as the sun Run as fast as the wind Write the word simile on the board. Explain to students what a simile is (a figure of speech that compares two items using the words like or as). Make the connection between the words similar and simile. Ask students if the phrases just presented sound like similes. Go through each phrase. Give students examples of phrases that use the words like or as but don't make sense, such as "as quiet as a lion" or "as tiny as an elephant." Discuss why sometimes these comparisons make sense and other times they do not make sense. Ask students to think of other similes. Write them on the board. Have students write a sentence using a simile that describes them and draw a picture of that situation (example: draw self being as quiet as a mouse). Have students read their similes and show pictures to the class. Post simile pictures around the classroom or on the bulletin board under the heading "Similes That Make Us Smile." You may also want to post the definition of a simile with the pictures.
Assessment:	Examine each student's simile drawing. Give students a list of ten sentences, some with similes and some without. Have students read each sentence and circle all of the similes.

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Lesson Plan Example 2

Lesson title:	Family Trees
Grade level(s):	Elementary
Subject matter area(s):	Writing, Art, History
Amount of time needed:	Two 50-minute class periods
Description:	In this lesson, students will trace their family history back to their great-grandparents and learn about where their family is from and what types of jobs their ancestors had.
Objectives:	At the end of this lesson students will be able to: Recount their family histories back to great grandparents, including names, places of birth, and occupations Define different terms used to describe family relationships, such as sister/brother, mother/father, aunt/uncle, etc. Graphically depict a family tree
Prerequisite skills:	Students need basic writing skills to be able to label their family tree.
Materials needed:	Lined paper — a few sheets per student Family information handout (should have spaces to write in information — names, place of birth, occupations — about different family members) Art paper — one sheet per student Crayons Pencils
Teacher preparation:	Class period #1 Prepare a sample family tree. It should be clearly labeled with family relationships. Create family information handout. Prepare a note to parents to send home with students. This note should tell parents about the project their students will be doing and ask them to help their child learn about their family history and supply photos if possible. Class period #2 Take out art paper and drawing supplies. Post sample family tree where everyone can see it.
Activities:	Class period #1 Ask students what a family tree is. Discuss the concept until it is clear for everyone. Display the sample family tree. Have students name the relationship between various people on their respective family trees. Optional, for younger students: Have students write down and define different family relationships (parents, siblings, aunt, uncle, niece, nephew, cousin, grandparents, etc.) Give students the family information handout. Tell students that they will be making their own family trees in the next class period. To prepare, they will need to do some research about their own family history. For the remainder of the class period, have students start to fill in their family information handout with whatever information they already know. Give students a note for their parents explaining the project (see Teacher Preparation, above). Ask them to take it home and get their parents' help filling out the rest of the handout (Note: It is best to do this over a weekend so parents have enough time to help their children). They can bring in photographs of family members if they are available. Class period #2 Have students take out their completed family information handout and any other materials, such as photos, that they brought with them. Distribute art paper to students. Have students draw their family trees, using the sample as a model if needed. Optional: For older students, have students write a paragraph or two on lined paper about their family history. Hang family trees in the classroom. Extra activities Have a family history show-and-tell time. Have each student bring in something that represents a part of their family history, such as a photograph or book, and present it to the class. Have students choose one person from their family tree to interview and present an oral report to the class on that person.
Assessment:	Examine each student's family tree for completeness and accuracy in the depiction of relationships.

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Lesson Plan Example 3

Lesson title:	Going to the Capital: A Virtual Field Trip
Grade level(s):	Middle School
Subject matter area(s):	Social Studies (particularly geography)
Amount of time needed:	One week
Description:	This lesson will have students plan a trip to a state capital. Using the Internet to do research, they will make travel plans and develop a list of places to visit. They will coordinate a larger regional trip with other students who selected state capitals in the same region.
Objectives:	At the end of this lesson students will be able to: Research a trip on the Internet Name important places to visit in a particular state capital Identify what region of the United States different states are in Locate regions, states, and capitals on a map Use a map to develop the most logical travel plan
Prerequisite skills:	Students should be familiar with using the computer for Web browsing and word processing.
Materials needed:	Hat or bag Classroom map Pieces of paper with names of states written on them (you may want to remove your home state)
Teacher preparation:	Prior to beginning the lesson the teacher should do his or her own Internet search for information about a state capital, to understand the process the students will be going through. The teacher may want to create a Web page with starter links for the students. For example, links to Mapquest and the Yahoo! States Category page might be helpful.
Activities:	Day 1 (in regular classroom) Have students each pick a state name out of a hat or bag. Have each student say which state he or she selected and name the state capital. If the student doesn't know the state capital, ask other students to help. Have students identify their states and capitals on the classroom map. Have students determine what region of the country their state is in (New England, Pacific Coast, etc.) List the regions on the board along with the names of the students who have states in each region (so they can form groups on day 4). Tell students they will be planning a trip to their state and its capital and identifying important places to visit. Then they will work in groups according to region of the country to put together a larger trip. Research for the trips will be done using the Internet. Brainstorm types of information students might look for and Web searches students might do. Make suggestions if students need help or guidance finding maps, state government Web pages, historical and cultural societies, and tourism departments. Days 2 and 3 (in computer lab) Give students time to do research on their states on the Internet and prepare an itinerary for their trip along with descriptions of each place they might visit and why. Students should use a word processor to write up their plans. They may wish to print out or incorporate maps and photos. Day 4 (in computer lab) Have students assemble in groups according to region. Each group should share their individual plans and put together a trip through the region. They should pay attention to the geography, so that their travel time is well organized. They should prepare to present to the class on day 5. Day 5 (in regular classroom) Each region will take turns presenting their trip. Individual students will describe the trip as it passes through their assigned state.
Assessment:	Have students turn in their individual trip plans. Assess them based on thoroughness of plans, logic of sequencing, originality, and richness of information.

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Lesson Plan Example 4

Lesson title:	Romeo and Juliet Character Biographies
Grade level(s):	Junior High
Subject matter area(s):	English
Amount of time needed:	1 Class Period
Description:	In this lesson students will research the characters from the play Romeo and Juliet in an attempt to better understand the characters and their emotions and behaviors.
Objectives:	At the end of this lesson students will be able to: List the characters in the play Provide an in-depth description of at least two characters in the play Provide an explanation for certain character behaviors occurring in the play
Prerequisite skills:	Prior to this lesson students should have read most if not all of Shakespeare's Romeo and Juliet. Students should have familiarity with the characters as well as the plot and subplots of the play.
Materials needed:	Lists of primary characters (enough for all students)  Index cards with the names of individual characters (enough for one for each student) A list of questions based on the interactions of characters Paper Writing utensils
Teacher preparation:	The teacher should prepare a brief presentation of the context in which Romeo and Juliet takes place (if not covered previously). The teacher should prepare short biographies of the characters from the play as well as a list of questions based on the interactions between characters. Also, the teacher should be aware of the emotions and behaviors of the characters at various points in the play.
Activities:	Discuss with students the context in which the play takes place. Get them to describe how it is similar to or different from their own context. Give each student an index card with the name of a character. Have students brainstorm everything they know about the character on the back of the index card. Hand out blank sheets of paper to each student. Have the students review the play for references to the given character and write down relevant information such as behaviors, emotions, and personal characteristics displayed by the character. Have them write up a brief biography of the character. Pair students up based on characters that interact with one another in the play (for example, Tybalt-Romeo, Mercutio-Tybalt, Juliet-Friar Laurence, etc.). Have students working in pairs explain certain outcomes in the play that involve their two characters. For example, why did Friar Laurence agree to provide Juliet with a sleeping potion? Why did Mercutio want to fight Tybalt? Why did Lord Montague and Lord Capulet refuse to mend their differences? Be available for questions throughout the class period. If time allows, have student pairs share their biographies and explanations with the rest of the class. Compare explanations with other pairs that may have had the same two characters. Review all characters as a class.
Assessment:	Collect index cards and biographies. Compare what students were able to come up with prior to reviewing the play. Check biographies for accuracy. Also, take note of students' working together and the extent to which they tried to understand the perspectives of the characters. Provide students with a sheet that contains a list of the characters, and have students write descriptions of the characters.

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Lesson Plan Example 5

Lesson title:	Using Scaled Models
Grade level(s):	High School
Subject matter area(s):	Geometry
Amount of time needed:	One class period
Description:	In this lesson students will work on developing scaled-down models of a larger object. They will use measurement and calculation skills.
Objectives:	At the end of the lesson, students will be able to: Create a scale drawing of an object Calculate surface area and volume for the object and its scale using correct dimensions and units Name situations in which scale drawings are important
Prerequisite skills:	Prior to this lesson students need to understand surface area (SA) and volume (V).
Materials needed:	A variety of boxes Rulers Graphing paper Calculators Handout for recording information Scissors Tape
Teacher preparation:	The teacher should calculate the actual and scaled surface area and volume for each box being used. Select an appropriate scale — one that will allow students to draw the sides of the box on a piece of regular paper. If you select a different scale for different boxes, you might want to record the scale on the box. The teacher should create a handout for students to write the length, width, height, surface area, and volume of the actual and scaled down box.
Activities:	Place students in small groups of two or three. Give each team a box and a handout for each student. Have them measure the box and record the length, width, and height on the handout. Review the formulas for calculating surface area and volume. Have students calculate the surface area and volume of the original box. Have students calculate the dimensions of a scaled-down version of the same box. Discuss how proportions such as length and width would remain the same. Have students calculate the surface area and volume using the scaled dimensions. Compare the SA and V of the actual and scaled boxes. Ask students to draw each side of the smaller, scaled-down version of the box on graph paper. Have students cut out the sides and, using tape, assemble the scaled-down box. Have students examine both boxes side by side and note similarities in proportion. Ask students when they think it might be important to build scaled versions of something. Make a list of professions that might use this technique (engineer, architect, designer).
Assessment:	Give students a series of dimensions for either actual size or scaled size objects along with the desired scale. Have students use the desired scale to figure out the missing information and/or draw the scaled-down versions. Check student's calculations and measurements for accuracy.

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Lesson Plan Example 6

Lesson title:	Holocaust Concentration Camps
Grade level(s):	High School
Subject matter area(s):	World History
Amount of time needed:	One class period
Description:	In this lesson students will learn about and discuss various aspects of concentration camps used during WW II.
Objectives:	At the end of this lesson students will be able to: Provide information related to the numbers of individuals killed and the various groups directly affected by the use of concentration camps Explain personal accounts of individuals surviving the concentration camps Discuss connections to their own lives and current events
Prerequisite skills:	Prior to this lesson students should have an understanding of the context in which the Holocaust took place. Students should also have background knowledge of Nazi Germany and the events leading up to WWII.
Materials needed:	Night by Elie Wiesel Other accounts written by Holocaust survivors Statistics related to the number of Jews and non-Jews killed during the Holocaust as well as a description of all of the groups directly affected Pictures of concentration camp layouts Examples of Nazi propaganda Newspaper clippings of recent events involving ethnic oppression
Teacher preparation:	The teacher should prepare a lecture on concentration camp life and the groups directly affected by the Holocaust, including a handout of main points. The teacher should also search for and mark passages written by Holocaust survivors recounting their experiences. The teacher should also prepare a list of questions to discuss with students regarding the Holocaust and to make connections to their own lives and current events.
Activities:	Ask students to share their knowledge of the Holocaust and Nazi Germany. Present information related to the Holocaust through the use of transparencies or PowerPoint slides. Provide students with an outline of the lecture. Read passages written by Holocaust survivors. Ask questions following each passage regarding the insights provided by the passage. Ask students to discuss the relevance of this time in history to their own lives. Get students to discuss similar forms of oppression taking place in the world today as well as possible ways to prevent oppression. Have students write questions they have regarding the Holocaust and research them on the computer (if possible) during or outside of class. Or, have students write letters to various organizations that gather information related to the Holocaust.
Assessment:	Call on individual students at the start of class or during discussions to test their background knowledge. Formal assessment can be carried out through a quiz or an assignment that requires students to follow-up on and extend the information covered in class (i.e. reports, Web searches, summaries of first-hand accounts, etc.)