Here’s a basic format for lesson plan construction. The instructor can modify as necessary to meet the Desired Learning Outcome (DLO). Keep in mind the level of learning you have in mind when writing your lesson (very simple explanation follows as an example):
- Knowledge – Data in – data out: The student should be able to perform simple tasks or recite simple facts. Example: When did Columbus sail the ocean blue? Answer: In 1492
- Comprehension – Understanding the relationship between facts or the reason for an order of task performance. Example: Before the smoke grenade is thrown, the pin must be pulled out of its position, otherwise, the smoke grenade will not ignite.
- Application – Taking learned concepts, translating to action, and successfully performing a given task or tasks. Example: Understanding wind direction impacxt on smoke effectiveness, positioning properly to deploy the smoke effectively, pulling the pin, and throwing it to the most advantageous spot without error.
This outline is not hard and fast, either. As long as the LP is comprehensible by another instructor, the format itself is not as important. In other words, if you are This is only one of many out there that are effective.
Lesson Objective & Performance Requirement: List the Task, Condition & Standard of Performance here. Example: “Given a #2 Pencil, a sheet of lined paper, an eraser, and the requirements to place their legal name on the paper, each student will legibly block print their full legal name on the top line of the paper in 5 minutes with no error.”
Introduction (15 minutes)
Attention Step (Optional – Instructors May Supply Their Own) This can be anything related to the subject to draw the students’ attention to the instructor and/or subject. Example below indicates a series of questions.
- Question: What is camouflage?
- Question: What is the purpose of concealment?
- Question: Can concealment from camouflage provide cover?
- Question: Can cover provide camouflage and concealment?
The Attention Step typically includes a motivation statement that provides the students a reason to pay attention and learn the subject, or why it’s important to them.
Tell them what you are going to tell them: Typically by listing the main points of the lesson
(Time in hours)
Transitional Question: Focus the students on the main subject by asking an overhead or rhetorical question.
- Main Point 1 – Use as many main points as necessary to fully cover the lesson to the knowledge level desired or required.
- Main Point 2
- Sub Point A – Each main point may have as many Sub and Supporting Material Points as necessary. Various supporting information from recognized sources and/or personal experience or examples are what these points are drawn from.
- Sub Point B
- Supporting Material Point a:
- Supporting Material Point b:
Student Exercise & Evaluation: Briefly describe the method/manner used to evaluate student proficiency in the subject. Methods range from 100% task performance observance to ‘by exception evaluation’, evaluating only those students who do not seem to grasp the task or concept.
Tell the class what they just learned in general terms, citing specific examples from random main, sub, and supporting points. Ask the class if there are any questions, and provide general synopsis answers.