Lesson Plan Example

Year level: 3 Topic: 3D shapes Duration: 45 min Date: 1/10/14

Lesson introduction
Hook/attention grabber:
This section is included as it is important to make sure you have each students attention before
starting the lesson, to minimise time wasting and confusion (Archer & Hughes, 2011). This can be
as simple as eyes on me.
However, this section is also your opportunity to hook your learners and engage them in the
lesson. Research has found that one of the characteristics of successful teachers is the belief that
motivating students is part of their daily work (Haberman, 2011, p. 3). Make engaging your
students a habit.
E.g. Showing supportive pictures on the interactive white board, ask students: What do the
Egyptian pyramids, the Eiffel tower and this lamp all have in common? (They are all pyramids).

Learning goal and success criteria:
Letting students know what they are about to learn assists them in focusing on the content
(Archer & Hughes, 2011). It is also important to state the success criteria, to make it absolutely
clear to both teachers and students what they are working towards (Hattie, 2012).
E.g. Today we are learning the difference between a prism and a pyramid. Once you know this,
you will be able to correctly identify a shape as either a prism or a pyramid.

Lesson relevance:
This is where the why, where and when are discussed why the topic is being taught, and
where and when it will be used (Archer & Hughes, 2011). This will not only increase engagement
Notes:
when students feel that what they are doing is worthwhile, but it will also help them in knowing
when to apply that skill in everyday life (Archer & Hughes, 2011).
E.g. Why this skill will help us to describe and identify 3D objects
Where & when this is a skill used all the time, as we are surrounded by 3D objects and interact
with them every day

Review prior knowledge:
Haberman (2011, p. 2) describes an effective classroom as one where teacher and students
constantly refer back, make connections and use material that has been previously mastered.
Reviewing prior knowledge helps to make individual lessons within a unit flow together
smoothly. It also ensures that each student has the prerequisite skills necessary to be successful
in learning the new skill (Archer & Hughes, 2011).
E.g. Previously, we have learnt to identify 3D objects by counting the number of faces, edges and
corners. I am going to hold up an object. On your show-me boards, write the number of faces,
edges and corners that object has and hold up your board when you are finished.

Lesson body
Modelling:
This is where new information is taught, and the teacher acts out the success criteria so that
students understand what they need to achieve (Archer & Hughes, 2011).
E.g. We have learnt that all the sides of a pyramid are triangular, and that they come to a point at
the top of the shape. Looks at a triangular prism. I can see that this shape does have some faces
that are triangles, but two of them are rectangles, and they do not come to a point at the top of
the shape. Therefore I know it is not a pyramid.

Guided practice:

Students practice the skill with guidance (i.e. as a class). This helps students feel successful with
the new skill, which in turn leads to increased learning (Archer & Hughes, 2011).
Look at the first shape in your workbook. Are all its sides triangular? Yes. Do they come to a point
at the top? Yes.

Independent practice:
This section not only gives students time to consolidate new skills but is vital for checking
students progress (Archer & Hughes, 2011). Incorporate checks for learning into each and every
lesson, and your knowledge of your students and ability to teach them will greatly improve. As
John Hattie states, My role, as teacher, is to evaluate the effect I have on my students (Hattie,
2012, p. 23).
E.g. Students complete worksheet independently.

Lesson conclusion:
Review:
Finish each unit or lesson by referring to the learning intention and help students to understand
how much closer they are to the success criteria (Hattie, 2012, p. 53). Make this an interactive
activity to not only assist students in consolidating knowledge but to provide formative feedback
on their competency of the new skill.
E.g. Students are given fly swats with yes on one side and no on the other. Lets practice
identifying objects as prism or pyramids. Im going to show you a number of pictures. If it is a
prism, show me yes on your fly swat.