types of essay lesson plan

Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Four Types of Writing

In our Four Types of Writing lesson plan, students learn about the four main types of writing, including their characteristics and how to identify them. Students practice identifying which type a piece of writing is and learn when to use each type.

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Additional information.

Our Four Types of Writing lesson plan introduces students to the four different types of writing with an overview of each. Students learn the difference between each, how each type is used, and to identify when to use each type. Students utilize their research and creative writing skills in order to find examples of each type of writing online with a partner. Individually, students are also asked to match types of writing with given sentences in order to test their understanding of the lesson.

At the end of the lesson, students will be able to list the four main types of writing and define and identify each writing type.

State Educational Standards: LB.ELA-LITERACY.W.4.4, LB.ELA-LITERACY.W.5.4, LB.ELA-LITERACY.W.6.4

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• ELA G4:M1:U2:L9

Writing a Literary Essay: Analyzing a Model

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 4
• ELA G4:M1:U2

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These are the CCS Standards addressed in this lesson:

• RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
• W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• I can use the Painted Essay structure to analyze a model. ( W.4.2, W.4.4, W.4.5 )
• Painted Essay(r) template

• Prepare the materials required for the Painted Essay (see Materials).
• Preview the Painting an Essay lesson plan to familiarize yourself with what will be required of students (see supporting materials).
• Post: Learning target and Working to Become Ethical People anchor chart.

Tech and Multimedia

• Work Time A: Rather than using colored pencils on the displayed model literary essay, consider highlighting or using colored text on a word-processing document.

Supports guided in part by CA ELD Standards and 4.I.B.6 and 4.II.A.1

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to unpack an example of the work they are expected to complete during the remainder of the unit. They are also empowered to use a color-coding system that will help them understand essay structure using visual prompts.
• ELLs may find it challenging to absorb an abundance of information and terminology about essay structure. Remind students that this structure is an expanded version of the paragraph structure they completed in prior lessons. Think aloud each part while analyzing the model essay in order to clarify the purpose of each component of the structure. Reassure students that even if they do not understand everything today, they will have plenty of opportunities to work with the concepts throughout the unit and the year.
• In Work Time A, ELLs are invited to participate in an optional Language Dive. This conversation guides them through expanding the meaning of the focus statement in the model literary essay. It also provides students with further practice using the language structure from the model literary essay focus statement. Students may draw on this sentence when writing their informative essays later in the unit. A consistent Language Dive routine is critical in helping all students learn how to decipher compelling sentences and write their own. In addition, Language Dive conversations hasten overall English language development for ELLs. Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting materials). Select from the questions and goals provided to best meet your students' needs. Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers.

Levels of support

For lighter support:

• During the Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together." (What does it mean to find inspiration?)

For heavier support:

• Create a puzzle of the model literary essay using index cards. Paste each paragraph on a different index card. Use colored index cards according to the established Painted Essay colors. Challenge students to put the paragraph together in the correct order without looking at their papers.
• Multiple Means of Representation (MMR): In Work Time A, students analyze a model essay in preparation to write their own essay. Help students engage with the model essay in multiple ways. Color-code the model on display with the same colors that the students use during the Painted Essay exercise.
• Multiple Means of Action and Expression (MMAE): In the basic structure of this lesson, students get multiple representation cues with the color-coding provided by the Painted EssayO template. However, some students may find covering the entire essay in one lesson overwhelming. Consider chunking the explicit instruction for each part of the essay into multiple lessons to provide time for students to comprehend new information.
• Multiple Means of Engagement (MME): This lesson continues work that students will use to write an informational essay on their expert group's poet. Build engagement for the informational essay by telling students that they get to become experts about a specific poet. Then they will be able to teach others all about the poet and demonstrate their knowledge.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• The Painted Essay, structure, analyze (L)
• Model literary essay (one per student and one to display)
• Informative Essay Prompt: What Inspires Poets? (from Lesson 6, one per student and one to display)
• Vocabulary logs (from Unit 1, Lesson 3; one per student)
• Annotated model literary essay (for teacher reference)
• Painted Essay(r) template (one per student)
• Paintbrushes (one per student)
• Read, yellow, blue, and green watercolor paint (one set per pair)
• Cups of water (one per pair)
• Painting an Essay lesson plan (for teacher reference)
• Red, yellow, blue, and green colored pencils (one set; for teacher modeling)
• Paper (blank; one per student)
• Informative Writing Checklist (one per student and one to display)
• Language Dive Guide: Model Literary Essay (optional; for ELLs; for teacher reference)
• Language Dive Note-catcher: Model Literary Essay (optional; for ELLs; one per student and one to display)
• Language Dive Sentence strip chunks: Model Literary Essay (one to display)
• Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
• Independent Reading: Sample Plan ( see the Tools page ; for teacher reference)

Materials from Previous Lessons

New materials.

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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• Knowledge Base
• How to write an expository essay

How to Write an Expository Essay | Structure, Tips & Examples

Published on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

“Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter.

Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays .

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Table of contents

When should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays.

In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments.

Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below.

The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it.

Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes.

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An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”).

The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline .

A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.

Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it.

Hover over different parts of the example below to see how a typical introduction works.

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining.

It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs.

Hover over different parts of the example paragraph below to see how a body paragraph is constructed.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

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The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way.

Hover over different parts of the example below to see how a conclusion works.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
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An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

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Creating voice in our narratives

I can consider what makes a distinct and compelling narrative voice.

Lesson details

Key learning points.

• Prompts can help spark ideas for interesting narratives.
• Authorial and narrative voice are different things.
• Narrative voice is often distinct to our own, with endless possibilities
• To shape a compelling voice we should hint at a character's personality, background and thoughts
• Planning a complete profile for a character can help us adhere to a compelling, consistent voice in our narrative

Common misconception

You can never use slang, colloquialisms and idioms in narrative writing.

If slang, colloquialism and idioms are part of your narrative voice, it is okay to use them but you have to ensure your use of them comes across as deliberate, consistent and that you have secure grammar and control over the piece of work.

Distinct - recognisably different from something else

Compelling - if something is compelling, it makes you believe it because it is so strong

Façade - a deceptive outward appearance

This content is © Oak National Academy Limited ( 2024 ), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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• Short-Term Lesson Plan
• Medium Term Lesson plan
• Long-Term Lesson Plan
• Bloom’s Taxonomy
• Flink’s Taxonomy
• Solo’s Taxonomy

Different Types of Lesson Plans

Introduction

Free template.

Classification 1: Based on Timeline

• Short-term/ daily lesson plan
• Medium-term/ weekly lesson plan
• Long-term/monthly lesson plan

Classification 2: Based on Taxonomies

Classification 3: based on sequence.

1. Short-Term Lesson Plan

• Micro-Objectives: Short-term lesson plans focus on small, specific learning objectives achievable within a single class period, allowing for a targeted and measurable approach.
• Quick Assessments: Short-term lesson plans often integrate brief formative assessments, enabling you to take immediate feedback and rapid adjustments to teaching strategies within a short timeframe.
• Minute-to-Minute Timing: Short-term lesson plans meticulously allocate time for each activity, ensuring a well-paced lesson and maximizing the efficient use of limited class time.
• Daily Routine Integration: Short-term lesson plans seamlessly integrate daily routines, creating consistency for students and optimizing the short time available for learning each day.
• In-the-Moment Adaptability: Short-term lesson plans prioritize flexibility, allowing teachers to adapt quickly to unforeseen circumstances or student needs, maintaining engagement and momentum.
• Date: The date of the lesson, so it's clear when this plan is meant to be used.
• Objective: The lesson's main goal or what students should learn from it. This sets the target for the day.
• Materials: A list of all the things needed for the lesson, like books, worksheets, or any special equipment.
• Introduction: How the lesson will begin, often with a way to grab students' attention and introduce the topic.
• Main Activities: The core of the lesson, where the teacher explains the topic and guides students through learning it. This part is broken down into smaller steps.
• Assessment: How the teacher will check if students have learned the material. This could be through questions, quizzes, or assignments.
• Differentiation: If there are students with different needs or abilities in the class, this section explains how the teacher will adapt the lesson for them.
• Closure: How the lesson will end, often by summarizing what was learned and connecting it to future lessons.
• Homework: If there's homework, it should be clearly defined here.

2. Medium Term Lesson Plan

• Interconnected Curriculum: Weekly plans emphasize the interconnectedness of daily lessons throughout the week, fostering a holistic integrated experience for students.
• Differentiation Across Days: Weekly plans strategically incorporate differentiated instruction on specific days, catering to diverse learning styles and needs of students.
• Day-to-Day Skill Progression: Weekly plans outline a deliberate progression of skills or concepts on a day-to-day basis, ensuring a logical and sequential development of knowledge throughout the week.
• Midweek Checkpoints: Midweek, there are checkpoints for progress assessment and adjustments, enabling teachers to gauge student comprehension and adapt teaching strategies to optimize learning for the remainder of the week.

Put Your Learning to Practice

• Week Commencement Date: The starting date for the week's plan.
• Unit Objectives: The overarching learning goals for the entire unit of study.
• Weekly Overview: A summary of the topics and activities planned for the week.
• Daily Lessons: A breakdown of what will be taught on each day of the week. This can be a simple list of daily objectives and key activities.
• Materials: A general list of materials that will be needed throughout the week.
• Assessment: An overview of how student progress will be assessed during the week.
• Homework: If there is weekly homework, it should be outlined.

3. Long-Term Lesson Plan

• Detailed Planning for Comprehensive Coverage: Long-term planning ensures thorough coverage of all necessary topics and objectives over the extended monthly time frame, promoting a well-rounded learning experience.
• Substitute Teacher-Friendly Structure: It is designed to be substitute teacher-friendly. In case the regular teacher is absent, substitute teachers can easily follow the plan to maintain the students' learning progress.
• Consistency Across Weeks: Monthly planning maintains consistency in teaching ensuring that each week contributes to the broader monthly objectives. This consistency enhances the student's understanding and retention of key concepts.
• Collaborative Integration: By dividing subjects into monthly segments, teachers from different subjects can collaborate to plan their lessons in an integrated manner. This fosters interdisciplinary connections, promoting a holistic approach to education that goes beyond individual subject boundaries.
• Academic Year: Mention the school year to which the plan applies.
• Yearly Objectives: Summarise the major learning goals for the entire year.
• Monthly or Segment Breakdown: Divide the academic year into months or segments, specifying what topics and activities will be taught during each.
• Weekly/Daily Lessons: For each month or segment, provide a more detailed breakdown of weekly and daily lesson objectives, activities, and resources.
• Materials/Resources: List the materials, textbooks, and resources needed for the entire academic year.
• Assessment and Evaluation: Describe the methods and tools used to assess student progress over the year, including quizzes, tests, projects, or assignments.
• Homework/Assignments: Mention any long-term assignments, projects, or homework that extend throughout the year.
• Adaptations/Differentiation: Explain how the plan will adapt to meet the diverse needs, abilities, and learning styles of students over the year.
• Reflection/Adjustment: Allocate time for reflection and potential adjustments to the plan based on student progress and any changing needs.

1. Bloom’s Taxonomy

• Remember: Recall facts and basic concepts.
• Understand: Grasp the meaning of information.
• Apply: Use knowledge in new situations.
• Analyse: Break down information into parts and explore relationships.
• Evaluate: Make judgments based on criteria and standards
• Create: Generate new ideas, products, or ways of viewing things.

Using Bloom's Taxonomy in Different Components of Lesson Plans:

• Remembering : In the introduction phase of a lesson plan, set the stage by prompting students to recall relevant prior knowledge. For example, in a History lesson about World War II, ask students to list key events leading to the war.
• Understanding: Incorporate understanding into the explanation section of your lesson. Use visuals, analogies, or real-world examples to ensure students comprehend the concepts being taught. In a Science lesson about ecosystems, explain how different species interact using a local ecosystem as an example.
• Applying: During the activity portion of the lesson plan, design tasks that require students to apply what they've learned. In a Mathematics lesson on Geometry, have students solve real-world problems involving angles and shapes.
• Analyzing: Integrate analytical skills into the discussion or group work segment. For instance, in an English literature lesson, have students analyze the motivations of characters in a novel and discuss how their actions contribute to the plot.
• Evaluating: Foster evaluation skills during class discussions or debate sessions. In a Social Studies lesson on government systems, encourage students to evaluate the strengths and weaknesses of different political structures.
• Creating: Culminate the lesson with a creative project or assignment that allows students to showcase their understanding in an original way. In an Art class, students could create a visual representation of a historical event studied during the lesson.

Benefits of Bloom's Taxonomy in Lesson Planning:

• Clear Learning Objectives: Bloom's Taxonomy helps you to define clear and measurable learning objectives for each lesson stage.
• Differentiated Instruction: you can tailor activities to address various cognitive levels, catering to the diverse learning styles and abilities of your students.
• Critical Thinking Development: By progressing through the stages, students develop critical thinking skills and a deeper understanding of the subject matter.
• Assessment Alignment: Bloom’s taxonomy facilitates the creation of assessments that align with the desired learning outcomes, ensuring a comprehensive evaluation of your student's understanding.

2. Flink’s Taxonomy

• Foundational Knowledge : Building a solid base of factual information.
• Application : Using knowledge and skills in various contexts.
• Integration : Connecting ideas across disciplines and experiences.
• Human Dimension : Emphasising personal and interpersonal development.
• Caring : Developing empathy and a sense of responsibility.
• Learning How to Learn : Cultivating skills for lifelong learning and adaptation.

Using Flink’s Taxonomy in Different Components of Lesson Plans:

• Foundational Knowledge : Begin the lesson with a focus on foundational knowledge. In a Biology class, introduce key concepts about cell structure and function as a basis for understanding more complex topics later in the lesson.
• Application : Design activities that encourage students to apply what they've learned. In an English lesson, have students apply grammar rules by writing short stories or essay
• Integration : Create opportunities for students to integrate knowledge from different subjects. For example, in a Social Studies lesson about ancient civilizations, encourage students to connect historical events to geographical and cultural aspects.
• Human Dimension : Foster personal and interpersonal development through class discussions or group projects. In a psychology lesson, discuss the impact of different personality traits on interpersonal relationships.
• Caring : Integrate caring into the values and ethics discussion within the lesson. In an Environmental Science class, explore how human actions impact ecosystems and discuss responsible environmental practices.
• Learning How to Learn : Conclude the lesson by reflecting on the learning process itself. In a Mathematics class, guide students in analyzing problem-solving strategies and encourage them to think about how they can improve their approach in future assignments.

Benefits of Fink's Taxonomy in Lesson Planning:

• Holistic Learning: Fink's Taxonomy ensures a comprehensive approach to education, addressing not only knowledge acquisition but also personal and interpersonal development.
• Real-World Application: The taxonomy encourages educators to design activities that simulate real-world scenarios, promoting the practical application of knowledge.
• Interdisciplinary Connections: Integration of ideas across disciplines fosters a deeper understanding of the interconnected nature of knowledge.
• Values and Ethics Integration: By incorporating caring into lesson plans, you can instil a sense of responsibility and ethical considerations in your students.
• Lifelong Learning Skills: Emphasizing "Learning How to Learn" equips students with skills necessary for continuous learning and adaptation in a rapidly changing world.

3. Solo’s Taxonomy

• Prestructural: The learner is at the point of not grasping the main concept and has gaps.
• Unistructural: Understanding is based on a single point (one aspect) or idea.
• Multistructural: Recognition of several points, though unrelated and unorganized.
• Relational: Points are logically related to an answer.
• Extended Abstract: Demonstrating a deep, abstract understanding through unexpected extensions.

Using Solo’s Taxonomy in Different Components of Lesson Plans:

• Prestructural: Begin the lesson by assessing students' prior knowledge and addressing any gaps in understanding. Use simple, introductory questions to identify areas where students might be missing the point. In an environmental studies class, a student is unfamiliar with basic terms related to trees.
• Unistructural: Introduce key concepts and encourage students to focus on understanding one aspect thoroughly. Provide examples and exercises that allow them to explore deeply into a single dimension of the topic. In a History lesson, a student can recall a single cause of a historical event.
• Multistructural: Expand the complexity by prompting students to consider multiple, yet unrelated, aspects of a topic. Assign tasks that require listing various elements without the expectation of connecting them initially. In a geography class, a student lists various climate zones without explaining their interconnections.
• Relational: Guide students to establish logical connections between different aspects of the lesson. Encourage discussions and activities that prompt them to explain how different elements are related and influence each other.In a physics lesson, a student explains how different physical laws interact to produce a specific phenomenon.
• Extended Abstract: Come to an end of the lesson with activities that challenge students to apply their knowledge in unexpected ways. Assign projects or tasks that require creativity and the synthesis of information learned throughout the lesson. In a literature class, a student creates an entirely new story inspired by the themes of a studied novel.

Benefits of Solo’s Taxonomy in Lesson Planning:

• Targeted Differentiation: Solo's Taxonomy allows for targeted differentiation, tailoring instruction to individual students based on their current level of understanding.
• Progressive Development: The taxonomy emphasizes the progression of understanding, guiding students from basic comprehension to deeper, more abstract thinking.
• Diagnostic Assessment: Teachers can use the taxonomy to conduct diagnostic assessments, identifying and addressing specific areas of weakness in students' understanding.
• Clear Learning Path: Solo's Taxonomy provides a clear learning path, helping educators structure lessons to guide students through increasingly complex levels of understanding.
• Promotion of Critical Thinking: By focusing on logical connections and abstract thinking, Solo's Taxonomy encourages the development of critical thinking skills essential for higher-level learning.

Classification 3: Sequential Lesson Plans

• Seamless Integration: Sequential lesson plans seamlessly integrate concepts and skills across multiple lessons, fostering a deeper understanding of the subject matter.
• Continuous Development: By building upon prior knowledge and experiences, sequential lesson plans promote continuous student development and mastery of content.
• Interdisciplinary Connections: Sequential lesson plans provide opportunities to make interdisciplinary connections, demonstrating the relevance of learning across various subjects and contexts.
• Long-Term Planning: They facilitate long-term planning by outlining the progression of learning over an extended period, ensuring coherence and alignment with curriculum goals.
• Unit Overview: An overview of the unit or thematic focus, outlining the key concepts, objectives, and essential questions to be addressed.
• Lesson Objectives: Clear and measurable learning objectives for each lesson, aligned with the broader unit goals
• Sequence of Lessons: A detailed sequence of lessons, organized in a logical progression, highlighting connections and transitions between lessons.
• Activities and Resources: Description of activities, materials, and resources to be used in each lesson, ensuring engagement and active participation.
• Assessment and Evaluation: Strategies for assessing student understanding and progress throughout the unit, including formative and summative assessment methods.
• Reflection and Adjustment: Opportunities for reflection on student learning and instructional practices, allowing for ongoing adjustment and refinement of teaching strategies.

Benefits of Sequential Lesson Plans:

• Progressive Learning: Sequential lesson plans promote progressive learning, guiding students through a structured sequence of activities and experiences that build upon one another.
• Coherent Instruction: They ensure coherence and consistency in instruction by establishing clear connections between lessons and reinforcing key concepts and skills.
• Differentiated Instruction: Sequential lesson plans allow for differentiation based on student needs, interests, and learning styles, supporting individualized learning experiences within the context of the unit.
• Enhanced Engagement: By providing a sense of continuity and purpose, sequential lesson plans enhance student engagement and motivation, fostering a positive learning environment.
• Holistic Understanding: They promote a holistic understanding of the subject matter by exploring concepts from multiple perspectives and integrating various learning experiences.

Pre-Primary Teacher

Assistant teacher, primary teacher, post graduate teacher, head of department, format of a stellar lesson plan with samples, how to create a lesson plan, common mistakes in lesson plans, wrapping up, frequently asked questions.

Lesson planning comes in various types, including short-term, medium-term, and long-term plans based on timelines. There are also plans categorized by educational taxonomies like Bloom's, Flink's, and Solo's, as well as plans based on sequencing, such as sequential plans.

An effective lesson plan begins with clear learning objectives that align with students' needs and curriculum standards. It should incorporate engaging activities, differentiated instruction, and formative assessments to gauge student understanding. To create effective lesson plans, read this blog on how to create effective lesson plans.

Using different types of lesson plans allows teachers to cater to diverse learning styles, adapt to varying classroom dynamics, and meet specific instructional goals. Short-term plans are useful for quick, focused lessons, while long-term plans provide a roadmap for comprehensive curriculum coverage. Taxonomy-based plans offer frameworks for cognitive development, and sequential plans ensure logical progression and coherence in learning experiences.

Choosing the right type of lesson plan depends on factors such as instructional goals, student needs, and curriculum requirements. Consider the learning objectives, available time, and resources when selecting a lesson planning approach.

Simran Agarwal

Simran is a writer here at Suraasa and has formerly worked as a Teacher. She is passionate about learning and making a difference through her words.

Types of sentences - Part 1

This comprehensive lesson plan titled 'Interesting Sentences with Orenda and Buc-Buc' focuses on teaching students about different types of sentences - simple, compound, and complex. The lesson begins by reviewing clauses, simple sentences, coordinating conjunctions, subordinating conjunctions. Students then practice identifying these sentence types through reading passages. They also learn to combine clauses to create compound and complex sentences. The lesson concludes with an exit slip for students to demonstrate their understanding of the concepts covered.

Know more about Types of sentences - Part 1

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How good is your memory?

• Word Formation

Vocabulary - talking about memory

LESSON OVERVIEW

The main objectives of this lesson are to:

• discuss memory, techniques to improve one’s memory, and factors affecting memory;
• watch and discuss a video about a memory championship;
• learn vocabulary connected to the topic.

With this ESL lesson about memory training, students practise their own memory skills as well as discussing their memory habits , abilities , and techniques to remember things. They watch and discuss a video about a memory championship . Students also consider what factors affect memory abilities and learn vocabulary connected to the topic (e.g. unforgettable, revision ). They discuss brain training apps , share experiences , and apply memory techniques to different situations. 

WARM-UP AND VIDEO

This ESL lesson about memory training starts with a fun warm-up! Students look at some words and numbers for thirty seconds. They try to remember them and write them down without looking at the information. Next, students discuss some general questions about their memories and techniques to remember things. Before watching a video about a memory championship, students read some details and try to predict what the story will be about. Then, watch the first part of the video and see if they’re close. Students then need to look at the definitions of ‘nature’ and ‘nurture ’ and match them correctly. They say if the rest of the video is going to suggest that ‘nature’ or ‘nurture’ is more important in achieving good learning results . They watch the rest of the video, check their answer, and then discuss more questions on the topic and about improving one’s memory.

VOCABULARY AND DISCUSSION

In this next part of the ESL lesson about memory training, students practise suffixes by choosing the correct endings for some words connected to the topic (e.g. championship, competition ). The words are embedded in different tips about memory training , which the students then discuss in relation to specific situations . For example, they suggest what technique might help when trying to remember a phone number or memorize a recipe. Next, students practise the vocabulary by talking about related scenarios for one minute (e.g. when competition made you work harder). As a fun twist, this ESL lesson about memory training contains a suggestion to ask students again if they can still remember the information from the warm-up. 

HOMEWORK/REVISION

This lesson plan also includes an additional task that you can use as homework or revision. In the task, students read a text about brain training apps and replace the parts in bold with the words and phrases in the boxes. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.

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'The Bone Sparrow' Full Scheme of Work

Subject: English

Age range: 11-14

Resource type: Unit of work

Last updated

16 September 2024

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This is a 15 lesson full scheme of work for the novel, ‘The Bone Sparrow’ by Zara Frallion. It is aimed at KS3 with context, essay writing and creative writing skills included along with exemplars.

Each lesson is in three parts - opening concept based on the chapters being read, context and reading, then main task.

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