International Journal of Economy, Management and Social Sciences, 2(6) June 2013, Pages: 334-341

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

www.tijournals.com

Effective Use of Lesson Plans to Enhance Education

Volkan Cicek
(Assist. Prof. Dr.) Ishik University, Erbil, Iraq.
AR TIC LE INF O

AB STR AC T

Keywords:

Lesson plan practices such as daily, overall yearly, and substitute teacher lesson plans are
reviewed. Commonly implemented lesson plan practices include the concept or objectives to be
taught, time block, procedures to be used, required materials, questions, independent practice, and
evaluation.

Administrivia
audio-visuals
bell-work
extracurricular
treasurers

New ways of writing and implementing lesson plans are proposed in this study taking into account
effective use of class time and classroom management by having positive expectations for student;
by administering routines about beginning and ending the class and about possible transitions and
interruptions that might occur during the class, e.g. taking attendance, addressing the students who
missed the work, dealing with students who are tardy, etc; by taking into account extracurricular
academic activities such as daily starter or warm-up or bell-work; extra credit work such as
puzzles, brain treasurers, reading assignments, e.g. within Accelerated Reader (A/R) program, etc.
for students who finish class assignments early.
More effective use of lesson plans via incorporation of C-Scope program into Kindergarten thru
12th grade United States public schools academic program is examined. C-Scope is a curriculum
support system that is fully aligned to the state mandated curricula designed to provide a common
language, process and structure for curriculum development.
2013 Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

Research reveals that the teacher is probably the single most important factor affecting student achievement in a study with 60,000 students
(Marzano et al., 2003:1). As cited in The First Days of School: How to Be an Effective Teacher (Wong, 2009:12),

An effective teacher has positive expectations for student success; and lesson plan reflects such expectations.
An effective teacher knows how to design lessons for student mastery; which is reflected in lesson plan.
An effective teacher is an extremely good classroom manager; which is possible via good time management during class time and
that is possible only by effective implementation of a good lesson plan.

Also, characteristics of a well-managed classroom is that (Wong, 2009:81)

Students are deeply engaged with their work; possible if their roles are described and they have a goal as provided in a good
lesson plan.
Students know what is expected; possible via routinely implemented good lesson plans.
There is little wasted time, confusion; possible via effective implementation of a good lesson plan.
The climate of the classroom is work-oriented, but relaxed and pleasant; possible via good time management due to effective
implementation of a good lesson plan.

Lesson plans should be ready latest as one week before the beginning of the academic year for the necessary arrangements to be made. The
plan should be practical and usable, be economical in terms of teacher time, and strengthen the educational program. Depending on the
grade level and subject matter, teachers may be required to follow curriculum designated by campus or district administration.
Modified lesson plans will be needed for students receiving special education (SPED) services (as cited in Effects of Training in Universal
Design for Learning on Lesson Plan Development Remedial and Special Education, 2007:108-116), English as a Second Language (ESL)
services (Constantino, 1994:37-57), or Gifted and Talented (G/T) services (Burns&Reis, 2010) if instruction is in the same environment
with other students.
For AP (Advanced placement) courses in high school, lesson plans that are in line with detailed curriculum that is submitted and approved
the previous academic year will be needed (Mattern et al., 2009).
Honor sections have upper courses or modified lessons, thus modified lesson plans will be needed (Haley, 2004:163-180).
* Corresponding author.
Email address: volkancicek@gmail.com

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Other supplementary tools may need to be inserted into lesson plans such as Study Island, Accelerated Reader (AR) or Math programs.
Study Island is an online program helping students to improve in core subject areas and prepare for state standardized tests, while AR is a
reading program intended to encourage recreational reading and a lifelong love for reading and both will need to be incorporated into lesson
plans because AR for instance requires coordination of the following units (Vollands et al., 1997: 197-211);

Library
Computer Lab
Homeroom due to implementation of Pleasure Reading or AR Reading or DEAR (Drop Everything and Read) time
English Classes

while Study Island requires the extensive coordination of computer labs and the classes of core subject areas that are English, Mathematics,
Science and Social Sciences and AR Math requires the extensive coordination of computer labs and Mathematics classes.
Usually lesson plans are categorized into yearly lesson plans, weekly lesson plans which consist of five daily plans, daily lesson plans and
substitute teacher plans (Farrell, 2002; Bailey:1986:15-40);
1.1.

Overall Yearly Plan

Overall yearly plan provides an overview of the course in curriculum. It indicates the units to be taught and the time devoted. Yearly plans
are usually submitted to the dean of academics, who is usually an assistant or vice principal either directly by the teacher or through
department heads at the end of first week of instruction of the respective academic year. A shorter version of the yearly lesson plan may be
included in the syllabus as well.
1.2.

The Daily Lesson Plan

Daily lesson plan is a written account of what a teacher would like to have happen during a certain lesson or class period. It should contain
the concept or objective, the time block, the procedure and the instructional materials needed. Daily lesson plans are submitted usually via
email either to dean of academics, who is usually an assistant or vice principal or to the department heads at the end of each week for the
following week. The first year teacher must realize that as a general rule, it will be necessary to plan in considerable more detail than the
teacher with more experience and training.
1.3.

Substitute Teacher Plan

Lesson plans for substitute teachers should be carefully planned and written in detail. Detailed plans give the substitute teacher a feeling of
confidence and security. The lesson plans should be placed on the teacher's desk in plain view and included in the sub-teacher folder.
In case there is no sub-folder provided by the regular teacher to the substitute teacher, which normally includes lesson plan,
materials to hand out, etc then the substitute teacher should still be strict and may give a test, puzzles, summarizing assignments or have
students read or write an essay or even watch educational movies or documentaries as the last resort.

2.

Pre-planning Strategies for Writing-up Lesson Plans

Before writing-up a lesson plan the teacher first should be aware of the learning styles of the students, reading levels/skills of students and
inventory access to technology. Answers of following questions will also help teacher writing-up an effective lesson plan;

What do I want all students to know and be able to do at the end of this lesson?

What will I do to cause this learning to happen?

What will students do to facilitate this learning?

How will I assess to find out if this learning happened?

What will I do for those who show through assessment that the learning did not take place?
The correct question to ask when preparing lesson plans is what students are going to learn, achieve, and accomplish tomorrow and not
what the teacher is going to cover tomorrow because the role of the teacher is not to cover, it is to uncover. Learning has nothing to do with
what the teacher covers. Learning has to do with what the student accomplishes (Wong, 2009:87).
Based on the answers of these questions, teacher should prepare the lesson plan establishing a variety of instructional strategies focusing on
academic expectations and core content to connect writing to what is being taught. More specifically, a lesson plan should address the
following (Richards, 1998:103-121);
1.
2.
3.
4.
5.
6.

Concept or objectives to be taught, which tells the student what they will learn.
Time blocks, e.g., approximate time expected to be devoted to the lecture.
Procedures to be used for instructional design.
Materials needed both for the student and the teacher.
Independent practices or student time on task.
Evaluation, applications, and student understanding, e.g. main questions to be asked by the teacher to check student understanding.

In other words, a successful lesson plan provides for each class to have a focus; each minute of the class and role of students are planned;
lecture is designed to engage class making the students active participants; important points are repeated multiple times within a period and
throughout the semester; and how new class material relates to earlier material are pointed out building a foundation for students learning

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(McCutcheon, 1980: 4-23; Purgason, 1991: 419-431). Teachers should also expect to cover less material than planned thus be prepared and
have a back-up lesson plan.

3.

Routine Tasks to Consider when Writing-up Lesson Plans

A successful lesson plan establishes rules and procedures for how to begin, proceed and end the class reinforcing a sense of structure and
consistency and communicating that the classroom is a place for learning helps students what to expect. Thus, following issues should be
considered while preparing lesson plans and allocated enough time to have a well-managed classroom (Yinger, 1980: 107-127);

Taking attendance
Address the students who missed the work
Dealing with students who are tardy
Daily starter or warm-up
Sponge activities
Journal writing
Puzzles
Brain treasurers

Beginning with a balance of learning and administrivia is important, because the manner in which class begins sets the tone for what
happens next. For that reason, teachers can begin each class by reminding students of at which point the class was left off at the end of the
last lecture, letting the students know what is going to be covered during the present class, and ending by summarizing the main points and
the direction the next class will take. Thus, based on the tasks to be completed, a 45 minutes class period can be divided into various
segments.
3.1. Beginning of a Class Period
Issues such as taking attendance, addressing the students who missed the work, dealing with students who are tardy, daily starter or warmup or sponge activities usually take place at the beginning section of the class period, while activities such as journal writing, puzzles, and
brain treasurers take place after the lecture through the end of the class period. However, puzzles or brain treasurers can be assigned as bellwork or a daily starter or a warm-up or sponge activity as well.
3.1.1 Attendance
There are routine tasks to be completed in most classroom environments around the world, e.g. taking attendance and making
announcements. In U.S., announcements are made and school attendance is taken usually during homeroom time, a specific 10 to 15
minute period (30 minute if DEAR (Drop Everything and Read) period is incorporated); however class attendance must still be taken at
each period.
3.1.2. Seating Chart
Seating charts are common practices help students settle down quickly when they come to class; especially in schools where the classrooms
are teachers classrooms, in which they remain and the students rotate classrooms for different courses. If a seating chart is available and
the students have assigned seats then attendance can easily be taken and it does not need to be taken out loud.
3.1.3. Bell-work
Bell work, which is also called daily starter or warm-up, usually takes around 5 minutes and it is a transitory period until the students are
ready for the lecture, in which students are kept busy working on and not asking questions; meanwhile attendance is taken and the late
students are managed if any. For bell-work to serve its purpose, it must be written readily usually on the upper far left hand side of the
board before the students come into the class. Other prior preparations of the projector, computer, board should be arranged before the class
as well, thus during the class the teacher does not turn his/her back to the class for long duration and there are no interruptions in the lesson
plan. These are easier to do for the teacher especially if the teachers do not rotate the classrooms but the students.
Bell-work may consist of warm-up tasks for the upcoming lecture such as reading assignments from a related text or sometimes it may not
be directly related to the present course content but may be an interesting math question for a math class or puzzles or brain treasurers for
other classes in which the students get extra or bonus credit or rewards if they get the correct answer; this way their interest levels are keptup.
Teachers can also pick-up or check the homework from the day before during the bell-work time. It would be less time consuming to have a
box for returned homework at a convenient location in the class, e.g. on the wall by the exit door. If there is no box, then students can pass
them out to the front. And if the homework is not a separate sheet but in a notebook then the teacher can check the notebooks one by one
stopping by the desks while students are working on bell-work unless it is not an assignment that is graded for completion only.
Thus, bell-work and seating chart practices help implementation of a lesson plan in the beginning phase of a lecture because there will be
less waste of time due to interruptions and transitions; students can be told to have their books and binders ready, to have a seat at their
assigned seats and to start on the bell-work that is assigned on the board.
3.2. Lecture
It is important to keep the lecture not more than 15-20 minutes since that is usually the attention span for the students, which could be
lessened or increased based on the need and the class. Thus, lectures should be kept simple and be summarized.

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It is important to tell the students during the lecture time that there is no writing or typing and all eyes on the teacher and on the board.
When paused for the students to take notes, it is important for the student to take notes from what is written on the board, thus teacher
should write only what is necessary such as the key points.
After the lectures, audio-visuals including images, props or a 5 minute presentation may be shown to enhance the understanding of the
lecture presented and this can be stated in the lesson plan as a separate activity. Teachers should watch and test these audio-visuals before;
last-minute shows usually cause technical problems causing waste of time and may not be appropriate or aligned with the lecture or the
objectives in the lesson plan. Also, lights should not be turned off during this time to not to cause unpredicted issues, which will also affect
the effective implementation of the lesson plan.
3.3. Class Assignments
Passing out worksheets to be studied on during the class period is a good way for the students to comprehend and review what is taught in
the lecture, while their memories are fresh. While passing out worksheets however, it is best to do it with minimum movement possible,
e.g. passing out worksheets in three or four rows based on the size of the class and students can pass them out to back.
If students need help during working on their worksheets, they should raise their hands and the teacher addresses the student immediately
since he/she is already floating in the class and not sitting at his/her desk.
If some students finish too early, their work should be checked whether they did a good or a sloppy job and if good then more worksheets
or brain treasurers or puzzles can be assigned for extra or bonus points or grades or the student may read a book, e.g. the book the student is
assigned for the Accelerated Reader program. No such thing as free time even if finished lesson early and also, no free internet surfing
during computer classes. If games have to be played, then it must be altogether and everyone in the class must be involved, e.g. a little
competition can be had. No movies whatsoever. Free time usually means discipline issues.
For those who could not finish the worksheets either due to needing more time or refusing to work; the assignment may be assigned as
homework to be checked the day after with no more bonus points attached.
Alternatively, questions in the worksheet can be solved on board interactively asking students to solve them or answer them without taking
too much time. Rewards, extra grades, bonus points can be given and students get these can be announced. No need to announce failures.
To create effective class and homework assignments along with the lesson plan; it is important to think what are expected from students to
accomplish, writing each step of the assignment and procedures as a single sentence, writing in simple language, then duplicating the list of
steps and handing it to the students. Assignments must be posted daily in a consistent location before students enter the room. Effective
assignments have a consistent and familiar format that the students can recognize as their assignment while ineffective assignments are the
ones when the teacher tells the class only what is to be covered, e.g. Chapter 5; Tom Sawyer; biospheres, etc.
3.4. Group Activities or Lab Work
A group activity or a lab work might be a nightmare if not managed properly. There must be role play within the groups with
communication via acceptable level of voice.
When there is anything exciting such as hands-on activity, demonstration, group activity or lab work, it is better to allocate it for the second
half of the class period or the second part of a block session. Doing such activities at least once a week is important.
Teacher should make the groups, not the students. It would be more effective shifting desks to group format if they were set for traditional
teacher centered teaching and at the end they can be brought back to the original format.
Allowing just the right time for the activity, assigning a group leader, a materials coordinator, a writer or recorder, a teacher contact within
groups and when assigning students not forcing students that do not want to work are other important factors for an effective and smooth
group work session.
An effective teacher has well-thought-out and structured procedures for every activity, teaches the procedures for each activity early in the
year, rehearses the class so that procedures becomes class routines and re-teaches a procedure when necessary and praises to reinforce when
appropriate (Wong & Wong, 2001).
3.5. Ending of a Class Period
The way the period ends leaves students with an impression that carries over to the next time you meet, thus ending with activities that
reinforce learning and discipline is important.
While ending the class in last minutes following tasks are common; reflecting on learning; reminding the homework, passing out any
papers; making final announcements; asking students to stand up and gather their belongings and putting away their supplies; picking up
the trash on the floor and throwing in the garbage can; pushing the chairs, etc. Also, it is important that the teacher dismisses the class and
not the bell, especially in the lower grades, thus it is important to establish clear expectations from students how they will leave the
classrooms.

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4.

Lesson Plan Format

4.1. Bell Schedule

First, it is important to assess how long the class period will take and when it is within the daily schedule that is the bell schedule.
Following is an example daily bell-schedule;
BELL SCHEDULE
PERIOD
Drop off
Homeroom
Break
1st Period
Break
2nd Period
Break
3rd Period
Break
4th Period
Break
LUNCH
Break
5th Period
Break
6th Period
Break
7th Period

TIME
7:30 - 8:00
8:00 - 8:10
8:10 - 8:15
8:15 - 9:05
9:05 - 9:10
9:10 - 10:00
10:00- 10:05
10:05-10:55
10:55 - 11:00
11:00 - 11:50
11:50 - 11:55
11:55 - 12:25
12:25 - 12:30
12:30 - 1:10
1:10 - 1:15
1:15 - 2:05
2:05 - 2:10
2:10 - 3:10

Dismissal Time: 3:10 PM

AFTER SCHOOL
Optional (There will be a fee)

3:15 - 4:30

Figure 1. Bell-schedule of Harmony Science Academy Fort Worth Campus, where the author worked as Dean of Academics in 2009

4.2. Homeroom Period

Preparing lesson plans are not required for homeroom sessions, however it is important to complete tasks such as taking school attendance,
making announcements, etc. during this time in a determined sequence establishing a routine. Sometimes, homeroom time is shifted usually
after the 3rd period, which is perceived as the ideal time for reading if the school is a Reading First school for instance and implements
related programs such as Accelerated Reader (AR). Reading First is a U.S. Federal Department of Education enforced program focuses on
putting proven methods of early reading instruction in classrooms. Through Reading First, states and districts receive support to apply
scientifically based reading research and the proven instructional and assessment tools consistent with this research to ensure that all
children learn to read well by the end of third grade (As cited in U.S. Department of Education, Office of Elementary and Secondary
Education, Educational Programs, 2012). In such a case, an Accelerated Reader (AR) or Drop-Everything-and-Read (DEAR) period is
established and combined with homeroom time.
4.3. Class Period
A class period can be broken up as below;

Start up activity (5-10 min.)

Lecture (20 min.)
Classroom Assignment (15 min.)
Assignment Check (10 min.)
Closure.

Thus, a tentative lesson plan may include the following time blocks;

8:30 Bell work

8:35 Lecture
8:45 Audio-visual
8:50 Worksheet
9:05 Answers of the worksheet
9:13 Assign homework, dismiss class

In the case of computer classes; projects may be assigned instead of worksheets and these assignments may be checked afterwards at the
timeframe for answering the worksheet questions. Also, when there is a hands-on activity, a demonstration, a group activity or a lab work,
there must be established routines regarding safety, which may need to be inserted into the lesson plan such as dressing up for the lab, lab
coat and goggles and even for the physical science class especially if it is done in a separate fitting room.

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 2(6) June 2013

4.4. Sample Lesson Plans

Following are sample daily, weekly and yearly lesson plans;

Figure 2. Daily lesson plans in a weekly submission format

Figure 3. Daily lesson plans of a Spanish class

Figure 4. Part of an overall yearly lesson plan for a Spanish class

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5.

C-Scope

C-SCOPE is a viable curriculum tool for all four major content areas providing school districts and teachers to teach the mandated curricula
by the states, e.g. TEKS (Texas Essential Knowledge and Skills) for the state of Texas. Via the online teaching tools provided by C-Scope
curriculum alignment is made possible between grade levels. This way students may expect smooth transitions between content taught at
different grade levels ruling out gaps and differences primarily due to change of teachers and change of school (Gulick, 2011). To serve
purposes such as teaching the mandated curricula and aligning curriculum between grade levels, C-Scope provides the following tools,
which serve as overall yearly and daily lesson plans that include lectures, assignments, group work, etc. thus taking away the need to
prepare lesson plans but to implement them. Departments prepare themselves for the vis--vis lesson plans included in C-Scope purchasing
all the materials associated with the C-Scope activities, printing out all the materials, etc. from the beginning of the year. Major tools
provided by C-Scope are (Gulick, 2011; and as cited in English Language Proficiency Standards and the 5E Model of Instruction, 2012; A
Guaranteed and Viable Curriculum: Taking A Closer Look, 2008; and Planning Instruction Using CSCOPE, 2012);
5.1. Vertical Alignment Documents (VAD)
VAD present clearly articulated and aligned standards among grade levels using state mandated curriculum statements that delineate
student expectations with specificity, ensuring that the teacher understands exactly what should be taught. Thus, a teacher can be aware of
what his/her students learned in a specific subject area in the previous years and what they will learn in the following years and as a result
can design instruction; e.g. an Algebra-I teacher can see from VAD what his/her students have learned in the Pre-Algebra course in the
previous year thus he/she can build on that and also up to what level he/she has to prepare his/her students ready for the upcoming AlgebraII course.
5.2. Year at a Glance (YAG)
The YAG is designed to present a snapshot of the entire years instructional plan. The YAG is a map and pacing guides for the units of
study. It makes the curriculum viable by ensuring that the teacher has adequate instructional time to present the required content. In that
sense, YAG is like a yearly lesson plan.
5.3. Instructional Focus Document (IFD)
The IFDs are used to group the specified standards from the Vertical Alignment Documents and the Year at a Glance into a logical
sequence for instruction.
5.4. State Mandated Curricula, e.g. TEKS, Verification Matrix
The Texas Essential Knowledge and Skills (TEKS) Verification Matrix lists the Specific TEKS objective(s) for the designated subject. A
column is provided for each six week (since there are six 6 week periods in Texas, while in some other states it may be 4 quarters in a
year), with the indication of how and if a specific objective is covered. The objective is either not covered (blank), T indicating direct
teaching during the six week, or O indicating ongoing instruction.
5.5. Exemplar Lessons
The lessons presented in CSCOPE are exemplar lessons intended to inspire decision making, teacher creativity, and appropriate use of
available resources. CSCOPE exemplar lessons follow the 5E model of instruction that are engage, explore, explain, extend/elaborate, and
evaluate. Following this pattern of instruction, students experience a method of instruction allowing them to actively engage in the learning
process.
5.6. Unit Assessments
The CSCOPE Unit Assessments are designed to assess the students understanding of unit concepts and their ability to apply those concepts
in a different context. The assessments can be used in a variety of ways to measure student knowledge and growth.

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