AO3 – Lesson Plan (arrange, scheme, design, organize, devise, develop, form, formulate, shape, fashion, plot, conceive, mold)

Lesson plans help classroom teachers to organize their objectives and methodologies in an easy to read format.

Difficulty: Average

Time Required: 30-60 minutes

Here’s How:

  1. Find a lesson plan format that you like. Try this Blank 8-Step Lesson Plan Template for starters.

  2. Save a blank copy on your computer as a template.

  3. Fill in the blanks of your lesson plan template. If you are using the 8-Step Template, use these step-by-step instructions as a guide for your writing.

  4. Label your learning objective as cognitive, affective, psychomotor, or any combination of these.

  5. Designate an approximate length of time for each step of the lesson.

  6. List the materials and equipment needed for the lesson.

  7. Attach a copy of any handouts or worksheets.


  1. A variety of lesson plan templates can be found in your education classes, from colleagues, or on the Internet.

  2. Remember that lesson plans come in a variety of formats; just find one that works for you and use it consistently.

  3. You should aim for your lesson plan to be less than one page long.

What You Need:

  • Lesson Plan Template

  • Well-Defined Learning Objectives

  • Materials and Equipment


personalized learning try out~

Year Group: year 1


Labelling and classifying

Lesson Title: ‘Describing Shapes’

Learning Objectives:

  • Key idea: that key pieces of information can describe objects
  • Key idea: that objects can be described using key words
  • Key idea: that objects can be divided according to criteria

Key idea: that objects can be identified from key words


Children will learn that key pieces of information can be used to describe objects.  They will also learn to use simple criteria to divide groups of objects into sub-sets, and to identify objects by key words.

Technical Vocabulary:

  • Information, Key words


  • Pictures of objects on cards
  • Size and shape labels
  • Word processor with a word bank and graphic insert capability

Word bank with shapes, sizes and colours

Organisation of activity:

This activity could be done as a whole class or in groups.

The children could be asked to pretend that they have lost an object and that they have to describe it to the class so that the other children can help them find it.  It is ‘information’ that is used to describe the object.

The children could be asked to select an object from a collection of objects, including large and small coloured shapes.  (See attached sheet).  They state its colour and size and then choose cards showing the colour, size and shape.  They list the words, eg circle, big, red, and then say the sentence, ‘It is a big red circle.”

With the same collection of shapes the children could take turns to divide them into two sets.  The rest of the class could guess the criterion chosen.   Example – they could divide the shapes into large and small, red or blue, squares or circles.  The children could then take turns to give two words describing one of the objects, such as ‘big’ and ‘red’.  The rest of the class could try to identify the object.

Using a prepared word bank containing the names, shapes, colours of objects, the children, in pairs, could choose an object on screen and then give some information about it by clicking on the appropriate name, size and colour in the word bank.  The information could be printed onto labels and the objects could then be displayed.


The children could use the labels they printed in order to describe their object to the rest of the class.  The class could classify the different objects into groups.


Most children will be able to use key words to label and classify objects.  Some children may have more difficulty and still use personal descriptions to describe objects.





i) The visuals are colourful. Attract pupils’ attention. The influx of cartoon characters like Mickey Mouse would do good.

ii) The context of the award which was changed from money to candies could motivate pupils to participate.

iii) The questions were created accordingly as we began with easy questions and ended up with challenging questions.

The WEAKNESSES are a plenty.

i) There should be more questions as four sample questions were not adequate.

ii) There should also be few rounds where teachers should make the most of pupils to join the activity.

iii) Rewards were attractive but should be more practical like grades/stars or presents.

iv) The questions created should be more real and related to one another.

5. All feedbacks that we gained were really helpful and useful. These feedbacks will be account for when we really come to terms with the situation where we could really apply this game in the classroom


Trying to play the GAME!!

level: Elementary

big_small: Big / Small Groups

A scoring game

You need a blackboard, a suction ball that will stick to the blackboard, or wet tissue and children. A little like the arcade version, draw a number of aliens on the blackboard. Each Alien is worth x number of points.

Divide the class into 2 or more teams. Ask them questions If they get the answer right they then get to throw a suction ball (or wet tissue) at the blackboard. Aliens which have been hit are wiped off the board.

Options are to also draw earthlings or something which they are not supposed to hit. These hits are worth minus points.

Another option is to draw aliens and earthlings on the blackboard and have the children divided into earthlings and aliens and they have to hit the oppositions pictures. Last alien / earthling standing is the winner.

You can change the aliens/earthlings to fish/sharks, flowers/insects etc etc etc.



What are the functions of this tool?

Teachers privately register their students and may create a safe virtual class with as many as two hundred students. Teaching glogs are private and are made accessible to others at the discretion of the teacher. Glogster EDU is a kind of learning management system. Teachers can create projects with their students cross other schools. Moreover, the Glogs may be developed under various categories, such as, for example, mathematics, or physics, for example http://edu.glogster.com/category/Math/. During a lesson teachers respond and assess pupils’ works. The platform is secure, as it may be accessed only by a teacher who may fully supervise his/her students’ activities and determine which Glogs go public and thus create an online digital encyclopedia with educational content

The limitations of the tool:

The theme is girly and the boys might found it quite unappealing.

When can this tool be used?

Expand Digital Literacy

Glogster EDU creates a digital learning environment, where teachers and students learn technology in an easy to use and scalable format that simplifies the educational process and produces assessable multi-modal results across the curriculum spectrum.

Enable Standards Mastery

Glogster EDU enables public or private schools, districts, states, and education institutions of all kinds, to meet and exceed educational technology and content area standards for creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving and decision making, and digital citizenship.

Promote Independent Problem Solving

Glogster EDU creates an adaptable and innovative learning environment for all learners, regardless the age, gender, culture or learning style. Students are encouraged to be independent, inventive problem solving and lifelong learners.

Demonstrate Understanding of Curriculum Objectives

The Glogster EDU format encourages students to express independent and creative thought, and be competent and confident problem solvers. Glog-based teaching and learning strategies facilitate such development, and open possibilities for designing new curricula to meet education objectives.

Fulfill UDL Principles

Glogster EDU’s platform fulfills the UDL Principles of: Multiple means of representation, to give diverse learners options for acquiring information and knowledge, Multiple means of action and expression, to provide learners options for demonstrating what they know, Multiple means of engagement, to tap into learners’ interests, offer appropriate challenges, and increase motivation.

Enhance Formative and Summative Assessments

Glogster EDU enhances the connections among curriculum, instruction, and assessment methods. Glogster EDU will increase the efficiency of summative assessments and expand the scope and nature of formative assessments.

Provide Differentiated Instructional Activities

Glogster EDU’s differentiated format promotes a positive balance between acquisition of factual knowledge, the mastery of concepts and skills, and the imaginative use of multi-media and relevant Internet resources

The user friendliness from the teacher point of view:

It is quite friendly and people can use it easily..

The tool is suitable for which standard:

Glogster is suitable with all standards… especially the pupils from lower primary standards… the tool is suitable for the young learners since it has videos and colourful resources.


TPACK-Technology, Pedagogy, Content, Knowledge

Technological Pedagogical Content Knowledge (TPACK), builds on Shulman’s idea of PCK, and attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure.

Name: Popyat Pol Espargaró
Title: Setting
Summary: This lesson teaches students about the setting of stories.  Students are introduced to setting by observing three different movie clips that they are familiar with.  This will lead them into their shared reading text for the week entitled Growing Vegetable Soup. 

Primary Core Objective: 

Comprehension-Students understand, interpret, and analyze narrative and informational grade level text.

Objective 2: Apply strategies to comprehend text.

Materials Used by the Teacher: 

  • Computer w/ internet
  • Youtube video clip links

( bookmarked)

  • Projector
  • Projection screen
Materials Used by the Students: 

  • Paper
  • Pencil
  • Crayons

Technologies Used by the Teacher: 

  • Computer
  • Internet: youtube clips ( under 3:30 minutes)
  • Projector
Technologies Used by the Students: 

  • N/A- Observe Clips
Intended Learning Outcomes: 

  • Students will be able to identify the setting of a story by listing off the time and place of their shared reading story Growing Vegetable Soup and then drawing and writing about one of the settings in the story.
Instructional Procedures: 

  • Before beginning this lesson make sure the computer is connected to the projector, that the projector works and that the videos are cued to the spots that you want the students to see.
  • These are the links to the three youtube video clips used in this lesson (all of the:

Beauty and the Beast: http://www.youtube.com/watch?v=IOJ7A2tBKCM&feature=&p=64D630540DCDBA8E&index=0&playnext=1

Toy Story: http://www.youtube.com/watch?v=VOQsmi4NtRs

Little Mermaid: http://www.youtube.com/watch?v=wzrIBut8Fo8&

  • Have the students sit at their desks in view of the projector screen.  Set up expectations for viewing the movie clips to pay attention to what is going on in the clip and where the people or objects in the clip are.  Watch the first clip from Beauty and the Beast where Belle and the Beast are in the Castle dancing in the grand hall. Prompt the kids with questions that ask:

-What is this a picture of?

-Who is in the picture?

-Where are they?

-What are they doing?

-Time it takes place?

  • All of these questions will lead into me introducing setting.  Ask students if they know what setting is then define it as being the time and place that a story or part of a story takes place. Point out that this part of Beauty and the Beast takes place in the castle, but if they think back to the other parts of the story it also takes place in a little town, in a house, in a lodge etc. Characters are included too because they are a part of the setting and help to describe it.  If we didn’t have Belle and the Beast we may not see that this was the Beast’s castle and they were dancing in the ballroom.
  • Then show them two other clips, one from the movie Toy Story where they are in Andy’s room and the scene to the song “Under the Sea” from the Little Mermaid. Have them identify what the time, place and characters are that make the scenes.
  • Read the shared reading story Growing Vegetable Soup. This is part of the Scholastic Reader for the first grade curriculum. Have the students be thinking about the different settings within the story and prompt them of some of the settings as the story is read.

  • Have students pull out their writing folders and identify the settings of stories that they have written by underlining them with a colored crayon or pencil.  Then have them share it with you as the teacher and one other classmate that may have completed their assignment.  If there is time at the end when all the students are done, have a couple of the Fast Finisher students share their settings with the class as further examples of settings within their peers writing.
Assessment Plan: 

  • Once the Growing Vegetable Soup is read have students return to their seats and pass out paper a worksheet that has a box provided to draw a picture and then lines below it for writing.  The pictures will be of one of the settings that were in the story and then their best writing have students write the time, place and characters/objects within the setting they drew.  This will inform you as a teacher of what the students have comprehended about setting.

Top 10 Wishes

Hello there!! Is it me you looking for? I could see it in your eyes, I could see it in your soul~ Opsssss!! That’s Lionel Ritchie’s song.. hahahahhahahaha LOL!! ROFL!! LMAO!!

So, for this entry I would like to share my own TOP 10 WISH LISTS!! HAHAHHAHA!!! So buckle up and read it!!! Go go power rangers!! Eh wrong channel.. I’m sorry (like amir raja lawak 3)

10. I wish that the schools would get secured high speed internet connection!!! Hahhahaha!!

-The internet connection will make sure that the pupils can be independent learners where they could learn something new while the teacher facilitates them.

9.  Every pupil can get a netbook or laptop as a replacement of textbooks!!!!!

– This idea will make sure that the pupils will not have to carry heavy textbooks in their bag to school every day. So, there is no burden on the pupils 😉

8.  Teachers have particular courses that will help them to integrate ICT in school!!

-If the schools have complete ICT facilities but the teachers do not know how to use it, so, there’s no use for the school to have the facilities!! Hahahahaha!!

7.  Research on how to apply ICT learning in school should be done holistically

– It will make sure that the government will not waste the taxpayers’ money by spending humongous amount of money but only implement it for a while and then suddenly stop it.

6. The unrelated websites should be blocked or banned from the school.

-it will make sure that the pupils or students do not misuse the facilities such as using it to watch pornography and etc.

5. Provide allowance for teachers that use ICT in the classroom.

– I will SURELY help to motivate the teachers to integrate ICT in their lesson!!

4. User friendly computers or laptops and etc.

-To make sure that the pupils can use the computers without any problems.

3. Teacher can create an activity or a lesson freely based on their creativity.

– teacher can express themselves effectively on how to teach the subject when they gain freedom on doing it in the future!!

2. Online Evaluation

– teachers and parents should be able to see whether their children is progressing or not through online evaluation. The evaluation could be done by giving online exercises  and pupils’ achievement will be uploaded automatically after they took the test.. hehehe so they could not cheat anymore!!

1. Teachers are unbound to schools’ administrative system.


That’s all folks!! See you again in the next entry.. if you have any doubt or want to share your opinion you are welcome to do so at the comment section BELOW~

p/s: LOL!!