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How To Create A Lesson Plan: 6 Easy, Effective Steps

A lesson plan is a blueprint of your lesson that includes learning goals and the educational elements students need to master the learning outcomes. Lesson planning increases thoughtful and intentional teaching and ensures that students get the most out of each lesson or subject.

Significance of Creating Lesson Plans

Lesson plans are vital to address concepts properly and facilitate the efficient flow of learning. This way, students can become a co-creator of knowledge and understanding. A lesson plan provides structure and helps the teacher create a more conducive environment for teaching and learning. Having a daily agenda that details what the students are to expect is also important to framing the students’ learning experience.

When discussing a lesson plan, it's important to remember that it doesn't need to be a script or a lengthy outline. Instead, even just a few bullet points will help the teacher effectively navigate the session and ensure a positive learning experience.

5 Step Method for Creating a Lesson Plan

Now that you understand the importance of establishing a lesson plan, let's look at what you have to include to make it more effective:

Step 1: Establish the Learning Outcomes

Setting the learning outcomes for a lesson plan is critical for ensuring that students learn consistently across classes or courses. The curriculum (state standards) is the basis for every lesson. Learning outcomes define what the students need to achieve by the end of the lesson. Teaching with the end result in mind increases the likelihood that the expected learning outcomes and activities are aligned.

These outcomes should include clear goals so teachers can align the learning and assessment activities tightly to the objectives.

Step 2: Include Any Relevant Resource Materials for the Lesson

Integrating relevant and interesting learning tools into the classroom helps improve learning and participation. These might include things such as presentations, handouts, online videos, pages from a book, etc. ‍

Step 3: Cite Lesson Plan Procedures

Make sure to provide a level of detail in the descriptions of your lessons that will support efficient instruction and learning.  Include all the specific information needed to facilitate a more effective flow of discussion.

In addition to the topic and lesson objectives, identify all the relevant resource materials for the lesson including the delivery method, student grouping, activities, etc.

Step 4: Create Instructional Activities or Independent Practice

Include independent practice or activities that you'd like your students to participate in. Consider different projects on a lesson to assess students on their academic abilities and areas for growth. Instructional practices should address various modalities of learning throughout the lesson.

Step 5: Reflect and Plan Lesson Closure

Once you’ve completed your plan, take a few moments to assess yourself and consider what you can do to improve the lesson plan's effectiveness. Any further thoughts or notes on the future stages should be included here. During closure formative assessment of students’ learning needs to occur. Lesson closing notes are a great way to reinforce what students have learned as students and teachers will both benefit.

Things to Consider When Making a Lesson Plan

Before creating a lesson plan, it’s essential to know the best practices that you can apply for effective implementation. Here are a few points of note:

• Prepare and Get to Know Your Students

Before creating a lesson plan, it is critical to understand your students thoroughly. Students do not care what you know until they know that you care. Developing an appropriate professional rapport with your students is vital to their success. Then you should investigate what instructional style best benefits them by identifying their ability, attention span, degree of subject knowledge, the intensity of the lesson, and how they would manage it. Planning a lesson for a specific topic can be complicated and a little overwhelming at first. The good thing is once you’ve created a lesson plan for one topic, you no longer need to start from scratch.

• Ensure Mastery of the Topic

Lesson planning may be simple, but you cannot teach something you don’t fully understand. Before creating a lesson plan, double-check your mastery of the concepts, definitions, applications, and search for new updated information on the topic.  

• Curate Your Tools and Resources

Teachers should consider using new tools such as instructional games, quizzes, and many more formats that can be found online. Simple online research can help teachers find resources that match their lessons to benefit both you and your students.

• Prepare a Backup Plan

Things may not always go as planned so it's always a good idea to have a backup plan. Accidents happen,  unexpected events occur, unscheduled guests show up for lectures—or a slew of other circumstances might throw your plans off. So, it's always a good idea to think ahead—and always have a Plan B.

Benefits of Creating Lesson Plans

Lesson plans help hone a teacher's skills and fine-tune their responsibilities. The following are a few additional benefits for generating an effective lesson plan.

• It Aids in Organizing Online Classes

One of the most critical advantages of lesson plans is that they help you stay organized. This outline creates a macro picture of the course rather than just the individual portions. Teachers can contemplate more about the length of time needed for delivering each subject, as well as the sequence in which each theme will be presented because they will know exactly what to teach even before they can formally begin a discussion.

• It Gives You Access to Resources and Tools

Teachers can utilize a lesson plan to determine which tools and resources are appropriate for their content and when to use them. In addition, teachers can use various educational technologies to increase the quality of their online classes.

You may experience challenges or perhaps forget to utilize other tools if you solely focus on one or two resources. It's much easier to plan which materials you’ll need—a lesson plan presents the perfect opportunity to do it.

• It Allows for Potential Adjustments

Teachers may discover that particular topics need revisiting, materials need updating, or a lesson requires special attention while developing the lesson plan. Creating a lesson plan provides a foundation for reflection and adjustments for future instruction.  Teachers’ reflection and revision of content delivery allows for lesson plans to become artifacts that describe students' progress.

In a Nutshell

Lesson planning enables teachers to design a guided approach to the teaching process and consider various factors such as students' learning styles, prior knowledge, types of intelligence, and hobbies. As a result, lesson plans are essential for assisting students in achieving their short- and long-term learning goals. An effective lesson plan ensures that as a teacher, you are creating not just an efficient teaching environment but a conducive learning environment as well.

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Creating Effective Lesson Plans: A Guide for Teachers

Lesson planning is the cornerstone of effective teaching, guiding educators in orchestrating engaging and purposeful student learning experiences. This article explores the art of crafting robust lesson plans, delving into why they are essential, strategies for different career stages, and examples that cater to novice and experienced teachers.

The Importance of Lesson Plans

Beginner level:, intermediate level:, experienced level:, new teacher, experienced teacher, frequently asked questions about lesson planning.

Lesson plans serve as a compass that guides teachers in delivering organized and meaningful instruction. They ensure that essential skills, learning objectives , and curriculum components are covered. Moreover, well-structured lesson plans make it seamless for relief teachers to take over the classroom if needed, maintaining instructional continuity.

Strategies for Crafting Lesson Plans

• Clear Objectives: Set specific learning objectives that align with curriculum goals. Identify what you want students to know, understand, and be able to do by the end of the lesson.
• Structured Format: Use a consistent format with sections like objectives, materials, introduction, activities, assessment, and closure.
• Engagement Strategies : Incorporate diverse instructional strategies to engage different learning styles, such as group discussions, visual aids, or hands-on activities.
• Differentiation: Tailor activities to cater to diverse student needs . Include extension tasks for advanced learners and additional support for struggling students.
• Assessment Strategies: Integrate formative assessments throughout the lesson to gauge student understanding. This can be quizzes, discussions, or group work.
• Technology Integration: Integrate technology tools that enhance learning experiences, such as interactive simulations or digital resources.
• Real-world Application: Design activities that relate to real-life scenarios, connecting classroom learning to practical situations.
• Student-Centered Approach: Foster student agency by incorporating opportunities for self-directed exploration and inquiry-based learning.
• Reflection and Adaptation: Incorporate a section for post-lesson reflection, where you analyze what went well and identify areas for improvement in future lessons.

Lesson Plan Examples

• Objective: Introduce students to basic fractions.
• Materials: Fraction manipulatives, whiteboard, markers.
• Introduction: Engage students with a relatable scenario involving pizza slices.
• Activities: Group work using fraction manipulatives to practice adding and subtracting fractions.
• Assessment: Quick quiz at the end of the class.
• Closure: Review key concepts and provide a preview of the next lesson.
• Objective: Analyze the impact of historical events on society.
• Materials: Primary source documents, multimedia resources.
• Introduction: Pose a thought-provoking question related to historical events.
• Activities: Small group discussions analyzing primary sources and creating presentations.
• Assessment: Peer review of presentations and individual reflections.
• Closure: Facilitate a class discussion on the broader implications of historical events.

Effective lesson planning is an art that evolves with experience. It ensures that teaching is purposeful, engaging, and aligned with educational goals. By tailoring lesson plans to your career stage and employing strategies that promote student engagement and understanding, educators can create impactful learning experiences that empower their students to succeed.

• Why is lesson planning important for teachers? Lesson planning provides a roadmap for teachers to organize their instruction, ensuring that learning objectives are met, curriculum requirements are covered, and students are engaged. It also facilitates smooth classroom management and allows for effective assessment of student progress.
• What should a well-structured lesson plan include? A comprehensive lesson plan typically includes clear learning objectives, a list of materials needed, an engaging introduction, interactive activities, assessment strategies, and a meaningful closure.
• How can lesson plans benefit substitute teachers? Well-crafted lesson plans make it easier for substitute teachers to seamlessly step into your role. Clear instructions, organized activities, and outlined objectives help substitute teachers maintain the learning flow in your absence.
• How can I make my lesson plans more engaging for students? Incorporate diverse instructional strategies, interactive activities, technology tools, and real-world applications to cater to various learning styles and make lessons more engaging.
• How can I ensure that students act on the feedback I provide? Encourage student self-assessment and reflection. Set specific goals for improvement based on your feedback, and revisit those goals periodically. Provide ongoing support and praise for their progress.
• Why should I share lesson plans with parents? Sharing lesson plans with parents fosters transparency and opens channels for meaningful conversations about their child’s learning. It helps parents understand the curriculum, learning objectives, and ways they can support their child at home.
• What is reflective teaching, and why is it important? Reflective teaching involves self-assessment and critical analysis of your instructional practices. It helps you identify strengths, areas for improvement, and adapt your teaching methods to better meet students’ needs.
• How can I make my reflections on teaching meaningful and regular? Set aside dedicated time for reflection, either daily or weekly. Use a journal or digital platform to record observations, successes, challenges, and strategies. Consider seeking feedback from peers or mentors to gain different perspectives.
• How can I effectively incorporate technology into my lesson plans? Integrate technology tools that enhance learning experiences, such as interactive simulations, multimedia presentations, and online resources. Ensure that technology supports the learning objectives and engages students.
• Can I use the same lesson plan format throughout my teaching career? While your basic lesson plan structure might remain consistent, adapting and refining your approach based on your experience and changing classroom needs is essential for continuous improvement.

Remember, lesson planning is an evolving process that grows with your teaching journey. By staying open to experimentation and incorporating feedback from both students and colleagues, you can refine your lesson planning skills and provide enriching educational experiences for your students.

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How To Plan A Course Outline

Updated July 10, 2024 by Xtensio

Creating a course outline is about organizing your ideas and goals into a plan that guides your students through their learning journey. In this article, we’ll show you how to design a clear and engaging course outline, step by step. Whether you’re an experienced educator or new to teaching, these practical tips will help you create an outline that inspires and informs. Let’s build a course that captivates your students and enhances your teaching experience. Follow along with the FREE Course Outline Template .

Listen to this article:

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Table Of Contents

The purpose of a course outline.

Imagine teaching a class without a clear plan. You might cover important topics, but without a logical flow, your students can quickly become confused and frustrated. A well-crafted course outline provides a roadmap, ensuring that each lesson builds on the previous one, creating a coherent and engaging learning experience.

This guide will help you design effective course outlines. You’ll find practical tips to make your outlines clear, organized, and inspiring. Let’s get started…

Steps to write a course outline

A course outline helps educators plan and communicate the core values and goals of their course. It includes course objectives, schedules, readings, assignments, quizzes, and teaching methods. A well-crafted lesson outline will help you:

• Set course goals, develop student learning objectives, and create assessment plans.
• Guide student expectations by outlining goals, materials, timelines, and learning outcomes.
• Provide a reference for colleagues, administrators, and accreditation agencies.

With Xtensio, you can easily create lesson plans tailored to your course objectives and learning outcomes. Collaborate with colleagues and department heads to develop an effective, ongoing course outline. Work together on a live document, leave feedback, demonstrate your course knowledge, and share a link to keep students updated on the lesson plan and objectives throughout the course.

Create your course plan header

Start your lesson plan by including the course title and a brief description of the course. Make sure to add the instructor’s name, course level, date, time, and location.

QUICK TIP: Save a custom template to easily repurpose it for other lesson plans.

Outline your course

Successful courses require careful planning and continual revision. Take time to thoughtfully consider your course objectives before developing your weekly lesson plans.

Consult with Colleagues: If possible, speak with colleagues who have taught the same or similar courses to learn from their experiences, including their tactics, student expectations, and outcomes.

Team-Teaching: If you are team-teaching, start planning with your teaching partners well in advance. This proactive approach allows your team to thoroughly evaluate course objectives, align teaching philosophies, strategize content, determine effective teaching methodologies, and set clear course policies. Define distinct roles for each instructor to ensure a smooth and cohesive teaching experience.

Example Table of Contents:

• Course Goals
• Course Learning Outcomes
• Materials/Equipment
• Course Schedule
• Course Format (Style)
• Course Evaluation

Define course goals and learning outcomes

Course goals should focus on what students will learn, rather than what the instructor will teach. To formulate these goals, consider what students need to learn in terms of content, cognitive skills, and personal development. Clearly outline what you want your students to know or care about by the end of the course.

• Will students retain key concepts from your course years from now?
• How does this course fit into the broader curriculum of the discipline? Define the goals based on whether it’s an introductory, fundamental, or advanced course.

Learning outcomes break down these broad goals into specific, observable, and measurable objectives. These outcomes should center on student learning and development.

• How will taking your course transform your students?
• What specific skills and knowledge will students gain from this course?

List materials and equipment students will need

To ensure the successful completion of the course, both educators and students will need various tools and materials.

Materials for the Educator:

• Trainer’s Manual: A comprehensive guide with detailed lesson plans and instructional strategies.
• Articles/Books: Essential readings and references to support the course content.
• Presentation Slides: Visual aids to enhance lectures and presentations.
• Whiteboard/Pens: Tools for illustrating concepts and engaging with the class.
• Projector: Equipment to display slides, videos, and other multimedia resources.
• Other: Any additional materials specific to the course requirements.

Materials for the Students:

• Note Pad: For taking notes during lectures and discussions.
• Pen/Pencil: Basic writing tools for note-taking and completing assignments.
• Course Outline: A document that provides an overview of the course structure and key objectives.
• Handout(s): Supplementary materials that reinforce the course content.
• Workbook: A resource for practice exercises and activities.
• Learner’s Manual: A guide to help students navigate the course and its requirements.
• Other: Any other specific materials required for the course, such as lab equipment or software.

Plan your course schedule

Outline the specific course structure, including the number of sessions, modules, and lectures. Specify the topics, readings, and assignments for each session.

When preparing an effective lesson plan, consult relevant academic calendars, and consider major holidays and significant campus events (such as Winter Break and Homecoming). Allow time for active learning during classes and for students to complete major assignments and prepare for exams.

At a minimum, your course schedule should include the date and time of each session, topics and units (modules), required readings, assignments, and major exams.

QUICK TIP: To create more sections in the course schedule, duplicate modules, tables, and sections to repurpose the content.

Map out your course format

Detail how topics, themes, and learning outcomes will be covered. Explain how these will be presented and how learners will engage with them (e.g., videos, slide-based presentations, images, articles, etc.). Select and develop teaching methods and tools that are appropriate for the class size and consistent with the course goals.

Course presentation methods could include:

• In Classroom
• Live Webinar

Additionally, specify the learning styles you’ll incorporate in your course:

Explain how you will assess your course

Specify the assessment instruments to be used to determine whether students are meeting the course goals. Include dates for each important test, quiz, and course assignment. Assessments may include quizzes, tests, exams, scenario questions, hands-on assignments, written papers, labs, etc.

Assessment Instruments:

• Quizzes: Short assessments to gauge understanding of specific topics.
• Tests/Exams: Comprehensive evaluations covering multiple topics and learning outcomes.
• Scenario Questions: Situational questions that test the application of knowledge.
• Hands-On Assignments: Practical tasks that require applying learned skills.
• Written Papers: Essays or reports of appropriate genre and length.
• Labs: Experimental or practical sessions to reinforce theoretical knowledge.

Key Considerations:

• Alignment with Course Goals: Ensure assignments reflect and help achieve course goals. For example, confirm that required papers are of appropriate genre and length, and allow sufficient time for completion.
• Relevance of Exams and Quizzes: Design exams and quizzes to reflect course goals and measure achievement of learning objectives.
• Skill Acquisition and Practice: Provide opportunities for students to acquire and practice skills needed for exams and major assignments.
• Practical Tasks: Assign practical tasks to help students practice and apply course content.

Example Schedule:

• Week 2: Quiz on introductory topics
• Week 4: Hands-on assignment submission
• Week 6: Midterm exam
• Week 8: Written paper due
• Week 10: Scenario-based quiz
• Week 12: Lab session
• Week 14: Final exam

By aligning your assessments with course goals and providing ample practice opportunities, you can ensure that students are effectively meeting learning objectives.

Evaluate your course and iterate for the next one

Course planning is an ongoing process. Taking the time to review each lesson once it’s completed can help you plan and revise future lessons. Focus on teaching core concepts and critical-thinking skills along with the course content.

Immediate Course Benefits:

• Completion: Track how many participants completed the course.
• Competency: Assess whether learners demonstrated competency during assessments.
• Feedback: Collect feedback through surveys or questionnaires immediately after course completion.

Long-Term Course Effectiveness:

• Return on Investment: Compare the benefits of the course against its costs.
• Change in Behavior: Monitor changes in confidence, communication skills, productivity, etc.
• Long-Term Feedback: Conduct surveys with participants weeks or months after course completion to gauge the lasting impact.

By evaluating both immediate and long-term indicators, you can continuously improve your course to better meet learners’ needs and achieve your educational goals.

Share your course plan as a link, monitor, evaluate & iterate

Once you’ve created your sample lesson plan with Xtensio’s editor, you can:

• Send the live link to share it as a responsive webpage (with optional password protection).
• Export it as a PDF to post on your bulletin board.
• Embed it on your website.

The course plan is adaptable, just like other Xtensio tools. It can and should be repurposed, revisited, and revised regularly.

Creating a course outline is crucial for a smooth and engaging learning experience. Clear goals and a solid plan help both you and your students succeed. We hope that you will make a lasting impact on your students’ learning journeys.

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How to Plan Effective Lessons for Your Online Classroom

Updated on: 3 August 2022

A well-designed lesson for online teaching helps promote student learning, retention, and engagement. Whether you are creating learning material for your remote learning students or designing an online course for a potential target audience, the following online lesson planning practices we have listed below will help you do it successfully – by creating something that meets the needs of all students. 

Understand Your Students

One thing that sets apart an online course from an online classroom is the audience. 

In your virtual classroom, your audience is made of students you know well and they are generally of the same age and circumstances. As you are already aware of their learning patterns, strengths, and weaknesses, it’s easier for you to create a lesson plan to suit their needs. 

In case you are not, you can start by evaluating their existing knowledge with a quiz, or simple quick activity like a concept map. 

(Duplicate the concept map above and share it with your students to work online. Use synchronous editing to collaborate with them in real-time and in-line comments to leave feedback)

However, those who take an online course can come from anywhere in the world, speak different languages, and have different reasons for learning the subject you are offering. Therefore, taking that extra time to really examine who your audience is, can help you design a course that will offer true value to them. 

Set a Clear Objective for the Lesson

A clear objective is essential to stay focused throughout the course-plan of your lesson, and it should be emphasized to your students at the very beginning to help them stay on track.

The objective of your lesson should focus on what your students will be able to achieve at the end of it. For example, it may be to help your students learn a new skill or learn about a new concept. To set a clear objective, try starting with “I want my students to be able to…” 

This will simplify the process of specifying the content, as what should be included in your lesson is what will eventually help your student achieve the defined objective.  

Incorporate Visuals, Visuals, and More Visuals

Retaining the attention of students while teaching to a class face-to-face is hard enough. How can you make an impact when you are not even there? 

Research has shown that humans tend to remember 80% of what they see while only 20% of what they read and 10% of what they hear, which is why visuals have an important role to play in teaching, especially when it’s done online.

A few ways you can incorporate visuals into your lessons include; 

• YouTube Learning
• BBC Bitesize
• Google Videos
• National Geographic Education
• History  
• Graphic organizers are another great way to both simplify a complex concept and grab your students’ attention during the lesson. A comprehensive list of graphic organizers for reading, writing, comparing, etc. can be found in our Ultimate List of Graphic Organizers for Teachers and Students .
• Use an online whiteboard. In class, you can always rely on your whiteboard / blackboard to sketch out or diagram an idea when it’s too complex for words. With an online whiteboard , you can do the same. Creately is widely used by educators in their online classes for this purpose; it’s infinite online canvas, access to shape libraries for over 50+ diagram types , and pre-made templates let them easily visualize what they need for their lesson. Additionally  with its in-app video conferencing you can literally host the class in Creately itself while collaborating with students on the same canvas with synchronous editing.  
• Presentations are great visual tools for engaging students in class as well as online. While you can explain an entire lesson using a presentation, you can also use it to assist highlight important facts, during your online lecture. You also have the option to create narrated presentations with a tool like Prezi .
• Make use of visual props during an online lecture. Props can vary from flashcards to real-life items that you can find in your home. For example, if you are teaching about different types of nutritional food, you can definitely find a few props in your home. 

Keep Your Teaching Modules Short 

Timing is crucial in online learning.  

A lengthy online lecture may easily disengage the student and make it harder for them to digest information. Therefore it is important to keep things brief and interesting. 

• Use a variety of visual elements into your lessons/ course as we discussed above. Visuals will help simplify difficult areas that would otherwise require you to talk at length.
• Segment the lesson content. For example, you can create a short video tutorial series or a blog post series with which you can deliver the lesson in smaller parts, that students can view or read at their own pace.
• Flip your classroom. The flipped classroom approach is proven to increase student engagement and retention, especially for online learning. Here, you allow students to do the in-class activities (watching video lectures, reading documents, or listening to a podcast)  prior to the actual class while assisting and guiding them as they do their homework during the class. This way you can leave the boring lecture-part of the lesson for students to go through at their own pace and make use of in-class time in a more productive way.

Keep a Clear and Consistent Structure 

A consistent and clear structure is important to keep students engaged and focused. An easier way to maintain a clear and consistent structure throughout your lesson or course planning is by creating an overview outlining all modules, tasks, tools, due dates, etc. at the beginning. In other words, develop a solid lesson plan. This will help you identify thematic topics and arrange them accordingly as modules or units with a good flow.   

In addition, to help out the students, you can, 

• Keep a central location to store all lesson material, assignments, and other resources and make it easily accessible to all students. You can use a file storage system like Google Drive or your own school’s learning management system, to do this. 
• Create a checklist of what content (chapters, modules, units, etc.) will be taught each day or week. Along with the checklist, you can also include the assignments they will be doing and the resources and tools they can refer to. You can create this along with your lesson plan and share it with your students to help them keep up with their own work. 

Add Assignments and Homework

Assignments are a significant part of learning and are an effective way to evaluate the student based on what they have learned. In online learning, you can do this by,   

• Including collaborative activities. Getting students to work in groups and interact with each other as they work toward grasping something can improve their understanding and enhance their recollection. Provide the necessary platforms to aid this; i.e. a communication platform such as Slack or a Facebook Group for students to chat with each other, and share resources, or an online discussion board. 
• If cheating during online assignments is something you are worried about, you can include activities that get students to do research and create, such as case studies, concept maps , videos or presentations, speeches, etc.  

Evaluate, Reflect and Revise

How to determine what works and what doesn’t during online lesson planning? Evaluating the strategies, content, and tools you are using to deliver a class online and revising them accordingly is essential to improve the learning environment of your students, whether online or in-person. 

The more you assess and reflect, the more successful you will be in creating learning material or an entire course that will truly resonate with your students. To do so,

• You can use an instructional design model like the ADDIE (analyze, design, develop, implement, and evaluate) model to effectively assess the performance of your course or lesson content. 
• You can also encourage students to share their feedback in order to get an idea of what was effective from their own perspective.  

Based on your analysis, you can then proceed to make the necessary adjustments to your content to better engage students. 

Any Tips on Online Lesson Planning?

How far you know your learners or audience will go a long way in helping you create engaging learning material. While there are many ways to create and deliver your content online, it’s important to have a proper plan outlining how you should go about it and select the correct method to incorporate it. 

We hope the practices for online lesson planning above will help you create engaging learning material or courses for your lessons. If you have more online lesson planning tips to add, let us know in the comments section below.  

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How to develop an effective lesson plan

Developing an effective lesson plan is a fundamental skill for teachers, serving as a compass guiding the teaching journey. In education, where structure meets creativity, a well-thought-out lesson plan is the key to unlocking meaningful learning experiences. This blog explores the art and science of creating lesson plans that transcend the ordinary, offering a roadmap for teachers to navigate the complexities of the classroom. From setting clear objectives to incorporating engaging activities and fostering adaptability, we delve into the essential elements that make lesson planning an art form. As we journey through the process, we'll uncover strategies for resource management, time allocation, and aligning assessments with instructional goals. Join us in exploring pedagogical craftsmanship, where the blueprint for effective teaching unfolds, providing educators with the tools to inspire and empower their students. Whether you're a seasoned educator or just starting your teaching adventure, this blog is your guide to mastering the intricacies of crafting lesson plans that resonate with learners and elevate the teaching experience. Want to find the easiest way to create a lesson plan for any lesson in your curriculum? Click here and start using g BrightClass.

1. Lesson Title

The lesson title serves as a concise overview of the topic or concept. It should be clear and engaging and indicate the lesson's content. A well-crafted title captures students' attention and provides a framework for the lesson's purpose.

2. Learning Objectives

Clearly defined learning objectives articulate what students are expected to know, understand, or be able to do by the end of the lesson. These objectives should employ measurable verbs, such as "analyse," "evaluate," or "solve," ensuring that educators can assess students' mastery of the material. Well-formulated learning objectives guide instructional design and help focus on the essential aspects of the lesson.

3. Materials

Listing necessary materials is crucial for effective lesson implementation. This includes textbooks, handouts, technology tools, and other activity resources. Materials should align with the learning objectives, support diverse learning styles, and cater to the overall engagement of students. Adequate preparation of materials ensures a smooth lesson flow and minimizes disruptions.

4. Introduction

Developing an effective lesson plan hinges on a well-structured introduction that sets the tone for the entire session. The initial 5-10 minutes are critical in engaging students and establishing clear learning objectives.

Engagement:

To captivate students from the outset, employ diverse engagement strategies. Real-world examples, thought-provoking questions, or interactive demonstrations immediately connect the lesson and students' everyday experiences. By tapping into their curiosity and sparking interest, educators lay the groundwork for an attentive and receptive learning environment.

Objectives:

Clearly articulating learning objectives is essential for providing students with a roadmap for the lesson. These objectives should be succinct, specific, and measurable, conveying precisely what students are expected to achieve. By transparently communicating the lesson's goals, educators provide a sense of purpose, enabling students to understand the relevance of the content. This clarity focuses students' attention and facilitates self-assessment as they progress through the lesson.

5. Main Activities

Developing the main activities segment of an effective lesson plan requires meticulous planning and a commitment to diverse instructional strategies.

Detailed Procedures:

Within the 30-40 minute timeframe, provide a detailed, step-by-step breakdown of the main activities. This involves clear instructions for each lesson segment, ensuring seamless transitions between activities. Educators facilitate understanding and maintain a structured learning environment by breaking down complex concepts into manageable chunks.

Varied Activities:

To cater to students' diverse learning styles, incorporate various teaching methods. Utilize hands-on activities, group work, class discussions, and technology-based tools. This variety caters to different preferences and ensures the lesson remains dynamic and engaging. Educators enhance comprehension and retention by appealing to multiple senses and learning modalities.

Differentiation:

Recognizing and accommodating diverse learning needs is paramount. Differentiation involves supporting struggling learners and offering extension activities for those who grasp concepts quickly. Scaffolding, additional resources, and targeted interventions create an inclusive environment where students can succeed at their own pace. This proactive approach acknowledges the individuality of learners and promotes an equitable learning experience.

6. Closure:

Developing an effective closure for a lesson plan is vital in consolidating learning and ensuring that students leave with a clear understanding of the key concepts.

In the final 5-10 minutes, a concise review of the key points and concepts reinforces the learning objectives. By summarizing the main ideas, educators help solidify the information in students' minds. This reflective process aids in connecting the dots between various components of the lesson, promoting a holistic understanding.

Assessment:

To gauge student comprehension, incorporate a brief assessment during the closure phase. Exit tickets, quick quizzes, or informal questioning provide valuable insights into whether the learning objectives have been met. This immediate feedback informs educators and students about the effectiveness of the lesson, allowing for adjustments in future instruction.

Assigning relevant homework that aligns with the lesson's content ensures continuity beyond the classroom. Reading is a valuable reinforcement tool, allowing students to practice and apply newly acquired knowledge. Carefully crafted homework assignments should be manageable, purposeful, and directly linked to the learning objectives, extending the learning experience beyond the classroom walls.

Wrapping Up

Effective lesson plans are a nuanced blend of pedagogical artistry and strategic planning. This blog has illuminated the crucial elements essential for creating impactful lessons. The lesson title acts as a beacon, offering clarity and purpose, while precise learning objectives serve as a guiding roadmap for educators and students. Materials thoughtfully chosen and aligned with objectives are pivotal in facilitating engagement. The structured introduction engages students and communicates goals transparently, setting the stage for learning. The main activities segment emphasises meticulous planning, varied instructional strategies, and differentiation to meet diverse learning needs. This approach ensures an inclusive learning environment. The closure phase solidifies key concepts, assesses understanding, and extends learning through purposeful homework assignments. By implementing these strategies, educators navigate the complexities of the classroom, fostering an environment where meaningful learning experiences inspire and empower both teachers and students. This blog serves as a concise yet comprehensive guide for educators, regardless of their experience level, in creating lesson plans that make a lasting impact.

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Create Your Course

How to plan an online course (templates & tips), share this article.

Learn the top things to do when planning your course, and download the free templates in each section to put these concepts into action.

Creating an online course is a pretty huge undertaking. It’s a bit like building one of those super complicated pieces of furniture from IKEA — sure, you could just pour out all the raw materials on your living room floor and try to figure out how everything fits together as you go. But it’s oh so much easier if you have a plan to guide you.

Unfortunately, there has never been a set of instructions for planning your online course.

…Until now! (Ta-da!)

Introducing: Your First Course by Thinkific . Now, you can now follow simple step-by-step instructions to plan, create, and launch your first online course. And thankfully, it’s much more easy to follow than some of the maddeningly-hard-to-decipher illustrations from IKEA…

With the right plan in place, you can make sure you’re creating your course in an organized and strategic way. You can tick the right boxes to make sure your lesson plans are engaging, your students are interested, and (perhaps most importantly) your time isn’t being wasted. The foundation of every great online course starts here — with these five simple steps.

Related: 10 Steps To Creating A Wildly Successful Online Course

5 steps to plan your online course (with templates)

If you’ve been scratching your head trying to figure out how to get started planning your course, this is a great place to start. Keep reading to see some of the top things you should do when planning your online course, and be sure to download the free templates in each section to put these concepts into action…

Define your audience

Choose your course topic, build your course outline, structure your lesson plans.

• Design your course storyboard

When you get an idea for a new course, it can be tempting to jump ahead to start planning your lessons. But before you get into the nitty gritty of all that, the first thing you’re going to want to do is define exactly who your course is going to be for .

Why bother defining your audience first? Because this will help you avoid the common mistakes that new course creators tend to make: creating a course that nobody actually wants to buy. By having a clear definition of who your ideal students are and how you plan to help them, you can be sure that you’re creating something valuable (and not just wasting a big ol’ bunch of your time).

Knowing your audience will not only help you sell your course — it will also help you pick the right topic, design the right type of curriculum, and craft the most effective type of lesson plans. In the words of Mike Gospe…

“Whoever understands the customer best, wins.”     Mike Gospe, Author, “ The Marketing High Ground ”

If you have an existing audience

Let’s say you already have an audience of some kind. Whether it’s a social media following, a list of email subscribers, a group of YouTube subscribers, or customers of your business. The first thing you’re going to want to do in this case is to begin to collect information about them.

There are two main types of info you want to seek out:

• Quantifiable insights : These are demographic data points that you can verify, usually using analytics. Try to learn the basics, such as their age, location, gender, and what pieces of content or products they’re most interested in.
• Qualitative insights : These are more in-depth insights around their needs, wants, likes, dislikes, struggles, and interests. You can collect these by randomly selecting some of your customers and sending them a survey or by getting on a Zoom call with them and conducting a short interview. It’s a bit more effort — but the insights will be worth it!

You can use these insights to build a quick profile of what your audience looks like and what their main paint points tend to be. This will be very important for you later on as you start to plan out the rest of your course.

Download the free Audience Research Survey Template to make your own survey.

If you’re seeking a new audience

On the other hand, plenty of creators start out without any existing audience. That’s okay — you just want to make sure you know which type of audience you’re seeking out and how it is you’re going to be able to reach them. 

Think about where your target audience likes to hang out and try to get a sense of what methods you’d be able to use to communicate with them. Try to reach out to a few individuals within this community to discover your target audience’s goals and problems:

• What results are they hoping to achieve? 
• What steps do they need to take to get there? 
• What do they struggle with most?

Create a persona for your ideal student

Using the information you collected, you can start to create a customer profile of your ideal student. This is what you’ll use as your north star as you move through the rest of the course planning and creation process. Whenever you run into a tricky spot or a difficult decision, all you’ll have to do is look back at your ideal student and ask yourself: is this something that they would want?

It helps if you think of them as an actual person. So rather than having to plan a course for potentially hundreds of nameless and faceless people, you can just focus on pleasing this one individual.

Need help defining your audience? Use this workbook to start crafting your customer profile and build a snapshot of your ideal student. Get prompts for defining key characteristics, fears, wants, aspirations, and more.

Here, you’ll find three templates for to help you define your ideal customer persona .

Launch your online learning product for free

Use Thinkific to create, market, and sell online courses, communities, and memberships — all from a single platform.

Next, you’ll need to decide on a course topic . This sounds deceptively easy, but you’ll want to carefully consider exactly what you want to teach based on your specific areas of expertise, life experiences, and skill sets.

It’s not just all about you though — look back at the ideal student persona and ask yourself where your specific niche of knowledge can best help them. What type of course content can you offer that they would find undeniably useful?

You’ll probably have a few different ideas for courses you could create. So how do you narrow it down to the best possible topic? Ask yourself which idea you’re the most passionate about, which one fits your expertise the best, and which one lines up most ideally with your audience’s problems.

Create a “transformation statement”

It’s pretty rare for students to purchase an online course for the pure sake of knowledge. Most of the time, the reason someone actually hits the “Buy” button is not because of the information they’re hoping to get, but because of the transformation they want to make.

You’re not going to be selling the learning. You’re going to be selling the outcome of the learning.

For creators, marketing funnels should begin with that first transformation. That’s why we like to think of them as something different: Transformation Funnels.  When your marketing funnel moves students through a transformation, then you can sell through teaching.

Related: The Best Educators Are the Best Sellers (They Just Don’t Know It Yet)

So it can be helpful to identify right from the top what that transformation will look like. This can be a super useful exercise to go through when you’re deciding on a course topic. If you have a few candidates, try creating a transformation statement for each of them and see which one sounds the most appealing. 

What’s a transformation statement? It’s simple — all you need to do is replace the bolded words in this sentence with ones that apply to your course:

•  My course on TOPIC
• … will help AUDIENCE to LEARNING OUTCOME
• … so that they can  TRANSFORMATION .

If you’re offering a practical course (say, how to learn Excel) then this transformation statement is easy enough to write. But it even works for more conceptual courses. For example, here’s how a creator like KRS Astrology might create a transformation statement for their course on Vedic Astrology Simplified:

My course on Vedic Astrology helps people interested in spiritual knowledge to learn how to read the stars and planets using Indian astrology so that they can become more grounded within the roadmap of the universe .

Writing a transformation statement can help you better focus your course content so that you’re always serving the main goal or goals your students want to achieve.

Downloadable: Topic & Positioning Workbook

Looking for a workbook to help you choose a course topic? This interactive guide can help you hone in on your best ideas and position it for a specific target audience.

Of course, a transformation won’t just happen right away for students once they purchase your course. There will likely be a number of steps they need to take along the way in order to get there.

That’s why it’s helpful to break down the learning journey into milestones. This will give you a better idea of how much content you need to create, and help to direct the focus of your lesson plans and curriculum.

So to build on the KRS Astrology example from above, creator Kapiel Raaj might start to list all the different skills that students might require in order to get a basic understanding of Vedic astrology. This might be things such as…

• Foundation of Jyotish
• Basics Terminology
• Degrees of Planets
• Zodiac Signs
• Understanding the Birth Chart
• Groups of Houses

Once you know the milestones that students need to learn, you’ll have a better idea of how long your course needs to be and how much work you’re going to need to put in.

Downloadable: Content Plan Workbook

At this point in the planning process, you have an overall idea of what your course is going to accomplish and what learning milestones you want students to hit along the way. The next part of the process involves breaking down each milestone into an individual lesson plan.

You can do this using a Google Doc, whiteboard, or a trust notebook and pen. But it might actually be easiest to hop right into Thinkific to start structuring your lesson plans in there. You’ll be able to create a course skeleton to help you visualize what your course will look like when it’s complete, right in the platform.

And while every lesson may require a different structure, you can use the following general format to hit each milestone…

Part One: The High-Level Lesson

In the high level lesson, you’ll want to cover anything a student needs to know BEFORE jumping in to get their hands dirty. This part of the chapter should focus on the WHAT and WHY before you get into the HOW.

High-level lessons cover the following:

• Any required concepts the students need to understand
• Definitions and other need-to-know details
• Anything you can’t show or talk about during a demo

Part Two: The Hands-On Lesson

In the hands-on lesson, you should be covering how you can put your high-level knowledge into action. This stage isn’t necessary in every course, but it can be a great way to make your course more interactive and useful for students.

Cover the following:

• Demonstrate the how-to portion of your course
• Try and show how you can get one task done

Part Three: The Formative Assessment

At the end of your teaching comes the testing. Typically, you don’t want to give an exam that’s overly tough to complete — you’re just trying to confirm your students are learning. This is key for long-term retention and engagement.

Consider the following when creating a quiz:

• Limit the questions to be about what students just learned
• Ask questions that are easy to recall the answer to
• Make assessments non-graded and explain answers

Part Four: The Learning Aids

After the high-level and hands-on teaching, you should include a learning aid or resource that helps them put their knowledge into action. A cheat sheet, worksheet, workbook, or template can work well here.

Consider the following:

• A reference guide for relevant information
• A community for the student to work on learned skills
• Resources that make the student’s work easier

Downloadable: Lesson Plan Template

Want a handy reminder of how to structure your online lessons? Check out this free guide that includes all the information above, plus additional resources on how to structure your course introduction and conclusion.

Related: How to Use Backwards Design To Create Your Lesson Plan (Template + Steps)

Design your lesson storyboards

By this point, you already have a pretty solid plan for your online course. (In fact, I’d wager that you have a better plan than 95% of other course creators!) But there’s one additional step you can take if you’d like to be extra prepared for creating your course content: a storyboard for each lesson.

Because only a lucky few people are able to simply hit record on their camera and “wing it” when it comes to teaching. For the rest of us, it’s important to have a solid idea of what you want to say and how you want to say it . That’s where instructional design models and storyboarding comes into play.

These are proven ways of teaching effectively that have been scientifically tested and backed by researchers. You can borrow from some of these storyboard templates to make sure your lesson plans are engaging and memorable. For example…

Storyboard Template 1: Bloom’s taxonomy

Bloom’s taxonomy is one of the most well-known storyboard templates. This is a hierarchy of steps that students can go through in order to learn a new skill or concept. It goes: remembering, understanding, applying, analyzing, evaluating, creating.

You can apply this hierarchy to any of your lesson plans in order to make them more effective. So you can start out by helping them remember a concept, then give them a chance to demonstrate their understanding and apply it in actual situation.

Storyboard Template 2: 9 Events of Instruction

Another design model you can follow for your storyboard are the 9 Events of Instruction. This process splits learning into three stages that you can apply to any online lesson or lecture.

According to this storyboard model, each of the nine events are vital to creating a positive learning experience. So you can’t just “present the instruction” (event 4) and hope for the best — you need to take students through each of the events in order to properly prepare and follow-up with them before and after each lesson.

Storyboard Template 3: 70-20-10

One final storyboard template I’d like to mention here is the 70-20-10 approach. These numbers refer to the different ways people learn, and how much weight you should assign to each of them. The three different categories are…

• 70% of knowledge comes from experience, experiment, and reflection.
• 20% of knowledge comes from working with others.
• 10% of knowledge comes from formal, planned learning.

In most online courses, creators tend to focus on the 10%. But according to this model, you would give your students more value by giving them opportunities to work with others (perhaps by attaching a learning community to your course) or experiment and reflect on the course materials.

Downloadable: 7 Instructional Design Templates

To learn more about these instructional design storyboard models and four others, download our free template. You’ll get info on when to use each storyboard template, how to apply them to your online course, and how to test whether they’re working.

The best way to create an online course? Stick to the plan.

It’s always overwhelming when you first start working on a new online course. But with the right instructions and plan in place, the actual act of creating the content for your lessons and getting it ready for launch will be a snap. (*snap fingers noise*)

If you’re looking for more step-by-step instructions on the rest of the course creation process, be sure to check out the free guide at Your First Course by Thinkific . And if you’re interested in getting started right away, you can always sign up for a free account on Thinkific. Now that the planning is done you can get started on the fun stuff — bringing your course to life!

Try Thinkific for free , or take this free course on Creating Your Curriculum & Content .

Colin is a Content Marketer at Thinkific, writing about everything from online entrepreneurship & course creation to digital marketing strategy.

• How to Structure Your Course (Ultimate Guide)
• 10 Instructional Design Models For Creating A Winning Online Course
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Teaching Resources

Designing a Course

Resource overview.

Designing a course can seem like a daunting task, so we break it down into a few easy steps to help you navigate creating a structure that's engaging and fun for your students.

Begin the process early, giving yourself as much time as you can to plan a new course.  Successful courses require careful planning and continual revision. Consult with colleagues who have taught the same or similar courses to learn from their strategies and their general impressions of the students who typically take the course. If you are team-teaching, you and your teaching partner(s) should begin meeting well in advance to discuss course goals, teaching philosophies, course content, teaching methods, and course policies, as well as specific responsibilities for each instructor.

Define course goals.  Determining the goals for the course will clarify what you want the students to learn and accomplish. Having these course goals in mind will then help you make decisions about which content to include, which teaching methods to use, and what kinds of assignments and exams are appropriate. For a useful introduction to curriculum planning that begins with defining goals for student learning, rather than with course content, see Grant Wiggins and Jay McTighe’s Understanding by Design (1998). When you define the course goals, focus on student learning. One way to formulate these goals is to determine what students should be learning in terms of content, cognitive development, and personal development. Be as specific as you can and make sure that the goals define learning in ways that can be measured. Consider the following questions:

• What do you want your students to remember from your course in 5-10 years?
• How should taking your course change students?
• What skills should students gain in this course?
• How does this course relate to other courses in the discipline? How, then, might you define the course goals accordingly (e.g., for an introductory, fundamental, or advanced course in the discipline)?

In addition, you should learn about the students who typically take the course (their level of preparation, their majors or academic interests, etc.) in order to think about how your course will help this group of students build their knowledge and understanding of the topic.

Benjamin Bloom’s Taxonomy of Educational Objectives (1956) provides a helpful framework for identifying the observable and measurable skills you would like your students to learn.  Bloom identified six types of cognitive processes and ordered these according to the increasing level of complexity involved: knowledge, comprehension, application, analysis, synthesis, and evaluation. This page provides resources for using Bloom’s Taxonomy to help write learning goals.

Below is an example of a list of course goals, as developed for a General Chemistry course. (At Washington University, General Chemistry is a foundational course for several scientific disciplines; it attracts mainly first-year students who were in the top one percent of their high-school classes and whose academic interests represent a variety of disciplines.)

General Chemistry: Course Goals

• Teach chemistry topics that must be covered to help students prepare for other courses and for standardized exams.
• Teach study skills that students need to succeed in university-level science courses; these skills are distinct from those required to succeed in high-school science courses. For example, teach students how to study effectively in a group.
• Teach students problem-solving and critical-thinking skills. Demonstrate how chemistry is used in other fields and in everyday situations.
• Teach students the beauty of chemistry.

Determine course content.  Select the major topics and determine the order in which you will teach them.

• Select the main topics to be covered.  To obtain an initial list of course topics, look in current textbooks or the current literature (for a special-topics course). Determine whether there is a consensus concerning the necessary topics by obtaining previous course syllabi and discussing potential topics with colleagues. Refine your list by considering your course goals and the characteristics of your students. At the same time, use the desired content to refine the course goals.
• Pare down and refine your initial list of topics.  Instructors often plan initially to teach more material than they can cover in the allotted time.
• Determine the structure of the course; arrange the topics in a logical order.  Developing a rationale that guides the structure of the course can help you explain the material more clearly to the students. In other words, you can discuss how and why you have organized the material in a particular way, helping them to see, for example, how one topic builds on, illustrates, or offers a different perspective on another. Articulating the rationale behind the course structure also increases and maintains the students’ interest in the course content. Determining the course structure can help you decide which texts are most appropriate.

You can choose to organize the topics in a variety of ways, whether chronological, topical, conceptual, survey-oriented, or process-oriented. Think about how the structure of the course will contribute to student learning. Ask questions such as the following:

• Can I organize the topics according to a theme or storyline?
• Do I need to teach certain skills initially and then discuss applications?
• Do I want to introduce a particular theory before illustrating it with specific examples or problems?

Develop teaching methods and tools.  Once you have determined the course goals and content, think about how you will present the content. Select and develop teaching methods and tools that are 1) appropriate for the size of the class and 2) consistent with the course goals. Consider the following questions and suggestions:

• What is your teaching style? How will you apply or adapt your style to suit the course goals, the size of the class, and the types of students who are likely to enroll?
• Which types of teaching methods will best fulfill your course goals?
• When deciding whether or not you will use technology in your teaching, identify specific goals that technology will help you reach. Plan carefully to determine how you will integrate technology with more traditional teaching tools, such as the chalkboard.
• Whenever possible, use a variety of approaches, taking into account that students use a diverse range of learning preferences.
• Plan to use teaching methods that will require and measure active student learning.

Determine how you will evaluate student learning: Plan assignments and exams. The evaluation must go hand-in-hand with course goals. For example, if one course goal is to improve problem-solving skills, the exam should not contain only questions that ask students to recall facts; it should contain questions that ask students to solve specific and well-chosen problems. By the same token, homework and class activities leading up to the exam must include some questions that require problem-solving skills. Consider the following questions:

• Do assignments reflect and help achieve course goals? For example, are the papers required for the course an appropriate genre and length? How much time will you give students to complete these papers?
• Do exams and quizzes reflect course goals? Do they measure the extent to which students are achieving the learning objectives you have set out for the course?
• Will the students have an opportunity to acquire and practice the skills that are required for exams and major assignments?

Select text(s) and other materials.  If you are using texts, decide whether the course goals will be best met by using a published text or a course reader that compiles material published elsewhere (and unpublished material, if applicable). Take into account the cost of all materials. Consider placing some of the material on reserve at the library so that students can borrow, photocopy, or download the material themselves. Order texts early and call the bookstore about a month before the course starts to ask if the texts have arrived.

If you are compiling a course reader, consider copyright issues (see the University’s guidelines on copyright and fair use ). If you need to obtain permission to reprint or otherwise use published material, allow at least 3 months to complete the process. Keep in mind that some publishers now offer faculty the option of creating custom readers, for which the publisher has already obtained the necessary permissions. You can also use commercial copyright clearance services.

Before the semester begins, order text(s) and other materials, including films, videos, or software; contact guest speakers; and arrange field trips. If you plan to use instructional technology or multimedia equipment, ensure that you will have the necessary equipment, software, and training.  Reserve a classroom that has all the necessary components. Classroom reservations are handled by the  Office of the University Registrar (OUR), formerly the Office of Student Records. Typically, requests to register classrooms for a course are forwarded to OUR by departmental administrative assistants. To learn about the process in your department, ask the department chair or administrative assistant. Contact The Teaching Center at 935-6810 to schedule training on how to use the classroom multimedia or to arrange for additional, licensed software to be installed on the classroom PC. If you would like to reserve a classroom to practice using the multimedia before the semester starts, or when classes are not in session, please contact Jeanine Gibson in the Office of Student Records by email , or by phone at 935-4145.

Define course policies.  Determine how you will grade all required work, including all assignments, papers, exams, and, if applicable, class participation. Decide ahead of time how you will deal with such issues as tardiness, attendance problems, work turned in late, and requests for extensions or the rescheduling of exams. Learn the  Policy on Academic Integrity  and develop strategies for preventing and responding to plagiarism and cheating. Include all course policies on the syllabus and plan to review them with students on the first day of class.

Develop the course schedule. The tendency is nearly always to try to accomplish too much during each class period. Allow time for active learning to occur during class and for students to complete major assignments and prepare for exams. When preparing the schedule, consult the relevant academic calendars, and keep in mind major religious holidays and significant campus events (for example, Homecoming and Thurtene Carnival).

Write the course syllabus. At a minimum, the syllabus should contain the following: course title, time, and location; prerequisites; required texts and other materials; course topics; major assignments and exams; course policies on grading, academic integrity, attendance, and late work; and contact information for instructor and assistants to instruction (if applicable).

Refine the Course Design.  Course planning is a continual process, as illustrated by the diagram below. Each of the steps is necessarily undertaken with the others in mind, and each will necessarily undergo revision each time you teach a particular course.

As you plan and revise courses, remember the importance of teaching core concepts and critical-thinking skills. Focusing only on content can quickly lead you to over-emphasize knowledge-based skills and to ignore the teaching of the higher-level thinking skills in Bloom’s Taxonomy.

Further Reading

Nilson, L. (2016). “Outcomes-Centered Course Design” in  Teaching at It’s Best , 4th edition. Jossey-Bass.

Fink, L. D. (2005).  A Self-Directed Guide to Designing Courses for Significant Learning .

Bloom, Benjamin (ed). Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York: McKay, 1956.

Davis, Barbara Gross. “Preparing or Revising a Course.” Tools for Teaching. San Francisco: Jossey-Bass Publishers, 1993.

McKeachie, Wilbert, et al. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

“Planning Your Course: A Decision Guide.” Center for Learning and Teaching, Cornell University.

Stout, Julie. “Radical Course Revision: A Case Study.” National Teaching and Learning Forum 10(4). May 2001.

Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

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• Creating Lesson Plans

How to Build a Lesson Plan: Templates, Requirements, and More

Last Updated: April 7, 2024 Fact Checked

Sample Lesson Plans

Constructing a lesson plan, adjusting your lesson plans efficiently, presenting the lesson, expert q&a.

This article was co-authored by César de León, M.Ed. and by wikiHow staff writer, Eric McClure . César de León is an Educational Leadership Consultant and currently serves as an Assistant Principal for the Austin Independent School District in Austin, TX. César specializes in education program development, curriculum improvement, student mentorship, social justice, equity leadership, and family and community engagement. He is passionate about eradicating inequities in schools for all children, especially those who have been historically underserved and marginalized. César holds a Bachelor’s degree in Education and Biology from Texas State University and a Master’s degree in Educational Leadership from The University of Texas at Austin. There are 20 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 3,838,623 times.

As a teacher, developing a thoughtful lesson plan is an essential part of your job. Not only do your lesson plans lay out everything you’ll do in a given class, but they can be shared with subs to complete your lessons when you’re out sick, and administrators can use them to provide feedback and monitor your classroom. While writing a lesson plan may seem like a daunting task at first, take it from a former teacher that they’ll soon become second nature. In this article, we’ll walk you through what you need to include in each lesson plan, show you how to use your lesson plan to make you a better teacher, and walk you through what a class might look like based on your plans.

Things You Should Know

• A lesson plan outlines what you’ll teach in a given lesson and provides justification for why you’re teaching it.
• Every lesson plan needs an objective, relevant standards, a timeline of activities, an overview of the class, assessments, and required instructional materials.
• Overplan in case your lesson ends early and tailor your plans to suit the needs of your students.

• An example of a good objective might be, "Students will be able to analyze nonfiction texts by performing a close reading on a historical document."
• Most teachers will use Bloom’s taxonomy when choosing their objective verb.
• Teachers often abbreviate “Students will be able to” with “SWBAT” on their lesson plans.
• Many teachers start with the objective then work their way out from there, choosing class activities last. This is called “backmapping” and it’s the most widely accepted lesson organization style around today. [2] X Research source

• Our previous objective aligns nicely with the CCSS R.L.8.2, which reads “Determine a theme or central idea of a text and analyze in detail its development over the course of the text…”
• A handful of states, including Florida, Virginia, and Texas, refuse to adopt common core. They have their own state standards.
• If you’re still in school to become a teacher, you may not have specific standards you need to cover just yet.
• Many schools will allow teachers to cover the objectives in whatever order they’d like so far as they cover all of them. Some schools will map out the standards to cover in their curriculum, though.

• For example, if your class is about Shakespeare's Hamlet , your overview might be “Introduction to Hamlet . Historical context, biographical info, and preliminary information. We’ll cover the folio, character list, and assign reading roles. Start Act 1 if time allows.”
• A single overview may get you through multiple classes, so you may find yourself copy and pasting the same overview into multiple plans. That’s totally okay!

• 1:00-1:10: Warm up . Bring class into focus and recap yesterday's discussion on great tragedies; relate it to Hamlet .
• 1:10-1:25: Present information. Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.
• 1:25-1:40: Guided practice . Class discussion regarding major themes in the play.
• 1:40-1:55: Freer practice. Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.
• 1:55-2:00: Conclusion. Collect papers, assign homework, dismiss class.

• Formative assessments are instructional tools. They’re anything you use to check if students are learning so you can adjust your lessons. Examples include: class discussions, teacher questions, pop quizzes, group work, surveys, and self-reflections.
• Summative assessments are how you prove a student learned something. They occur at the end of lesson arcs, units, or sections. Examples include: tests, quizzes, essays, presentations, and final projects.
• All summative assessments (outside of tests and quizzes) have rubrics, which are the set of standards you’re judging students on. You do not need to include your rubrics in the lesson plan, but you should be making rubrics.

• You might list textbooks, worksheets, novels, calculators, or whiteboards. If you need to borrow a TV or need a link to a specific YouTube video, include that, too.
• Skip the basic school supplies every student needs. You don’t need to mention pens, pencils, etc.
• Need a worksheet or special materials for a class but don’t want to spend super long making them from scratch? Check out Teachers Pay Teachers . Seasoned educators sell their instructional material to other teachers for cheap!

• Over time, you’ll need to do this less and less. Eventually, you'll be able to go in with practically nothing at all!

• If you find yourself constantly running over your schedule, know what you can and cannot scratch. What must you cover in order for the children to learn most? What is just fluff and time killers?

• Odds are you'll be working with a pile of extroverts and introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences. [11] X Research source
• You'll also wind up having a few students that know just about as much as you do on the topic and some that, while smart, look at you like you're from another planet. If you know who these kids are, you can plan accordingly.

Joseph Meyer

Effective teaching strategies consider a student's individual strengths. Tailoring instruction to a student's existing skills and encouraging collaborative activities can improve a student's outcome. Recognizing diverse learning styles allows for a stronger approach, fostering potential in all learners.

• Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up.

• Every student learns differently. Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you've spent a great while talking, stop and let them talk about it.
• You will likely have some students with IEPs, or Instructional Educational Plans. These are legal documents for students with special needs that require specific instructional adjustments.

• The easiest thing to do is to come up with a quick concluding game or discussion. Throw the students together and have them discuss their opinions or ask questions.

• Avoid using shorthand or acronyms that only you’ll be able to understand.

Eric McClure

"It helps if your backup lesson plans are very easy to find and clearly labeled as substitute plans. If there are any handouts, print those out ahead of time as well. This is the kind of thing that’s easy to overlook early in the year, but trust me—you’ll need a day off at some point and when you do, you won’t want to come in just to drop off lesson plans."

• The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!). Or, it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking and thinking about the topic.

• Go over the objective at the beginning of class! Always let your students know why they’re doing what they’re doing.

• This is often explained by teachers as “I do, we do, you do.” In other words, you show them how to do it. Then, the whole class does it together. Finally, the students do it on their own.
• If you have time for two activities, all the better. It's a good idea to test their knowledge on two different levels -- for example, writing and speaking (two very different skills). Try to incorporate different activities for students that have different aptitudes.

• If you've been teaching the same group for a while, odds are you know the students who might struggle with certain concepts. If that's the case, pair them with stronger students to keep the class going.
• You don't want certain students left behind, but you also don't want the class held up, waiting for everyone to get on the same level.

• It all depends on the subject at hand and the skills you want to use. It can be anything from a 20-minute puppet making project to a two-week long dalliance with the oversoul in a heated debate on transcendentalism.

• If you have a group full of kids that can't be paid to raise their hands, turn them amongst themselves. Give them an aspect of the topic to discuss and 5 minutes to converse about it. Then bring the focus to the front of the class and lead a group discussion. Interesting points are bound to pop up!

• Assign and hand out any homework at the end of the class.

• Don’t worry if lesson planning feels really unfulfilling and pointless to you. A lot of new teachers think they feel like busy work at first—especially when classes don’t go as planned. Luckily, once you finish one year of teaching, you’ll have a full year’s worth of lessons to use! [24] X Research source Thanks Helpful 0 Not Helpful 0
• Lesson plans typically cover a single class period, although a more complex lesson may require 2-3 days to get through. A single lesson plan may also bleed over into multiple classes if there’s a fire alarm, some behavioral issue that requires attention, or you have to modify your schedule due to a school-wide event. Thanks Helpful 0 Not Helpful 1

You Might Also Like

• ↑ https://www.nea.org/professional-excellence/student-engagement/tools-tips/5-tips-improve-your-lesson-plan
• ↑ https://www.calstate.edu/csu-system/why-the-csu-matters/graduation-initiative-2025/co-requisite-mathematics-summit/Handouts/Backmapping_example_and_template.pdf
• ↑ https://drexel.edu/soe/resources/student-teaching/advice/how-to-write-a-lesson-plan/
• ↑ https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q4/p16/
• ↑ https://poorvucenter.yale.edu/Formative-Summative-Assessments
• ↑ https://jan.ucc.nau.edu/~slm/AdjCI/Lessonplan/Elements.html
• ↑ https://awildsurmise.medium.com/improving-teaching-scripting-5950e1d15f54
• ↑ https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/511257/Eliminating-unnecessary-workload-around-planning-and-teaching-resources.pdf
• ↑ César de León, M.Ed.. Educational Leadership Consultant. Expert Interview. 11 November 2020.
• ↑ https://onlineprograms.ollusa.edu/ma-in-counseling/resources/learning-styles-of-introverts-and-extroverts
• ↑ http://www.auburn.edu/~nunnath/engl6240/seating.html
• ↑ https://teach.com/what/teachers-know/learning-styles/
• ↑ https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning
• ↑ https://www.chalk.com/introduction-to-lesson-planning/why-lesson-plan/
• ↑ https://www.edutopia.org/blog/having-an-off-day-josh-stock
• ↑ https://poorvucenter.yale.edu/teaching/teaching-how/chapter-2-teaching-successful-section/running-class
• ↑ https://readingrecovery.clemson.edu/home-2/reading-comprehension/lesson-structure/guided-practice/
• ↑ https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/d-h/free-practice
• ↑ https://teaching.cornell.edu/teaching-resources/engaging-students/using-effective-questions
• ↑ https://www.tefl.net/elt/ideas/younglearners/finishing-preschool-english-lessons/

About This Article

If you need to make a lesson plan, start by creating a timeline based on the length of the class or the school day. As you get to know your class throughout the year, try to tailor your lesson plan to their strengths. For instance, some groups might learn better by taking notes during a lecture, while others might benefit more from group discussions or worksheets. Try to include several different activities during each class period so the kids don’t get bored, and also to appeal to the different learning styles in the classroom. Read on for sample lesson plans and more tips on how to budget your time! Did this summary help you? Yes No

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How to Create a Course Outline [With Templates]

Table of Contents

Do you have a great idea for an online course but don’t know where to start? You’re not alone – getting started is the most overwhelming part of course design for first-time course creators, who struggle to put their ideas together and turn them into a well-structured course.

The solution to your problem is something as simple as a course outline.

Creating a course outline will help you overcome your mental block and start building your online course.

In this article, we will guide you through the process of designing an online course outline following instructional design principles. We’ll also offer you 18 amazing course templates to spark your creativity.

💡 If you are more of a visual learner, watch the following video on how to create an online course from Idea to Outline with Rachel Reclam.

Table of contents

• 1 What is a Course Outline?
• 2 How to Write a Course Outline Step-by-Step
• 3 Training Course Outline: How is it Different?
• 4 18 Course Outline Templates to Download

What is a Course Outline?

A course outline is a plan of the course that contains all the learning material, structured in the order you’ll use it in your online course. It can be in the form of a storyboard or a simple list.

A course outline usually includes the following:

• Essential course information like name & description
• The learning objectives
• Course requirements & prerequisites (if any)
• Learning activities per session
• Supporting learning material
• Milestones (assignment due dates, quizzes, final exams)
• Course schedule (if there’re any live sessions)

An outline is not just a tool to create an optimal learning path but also a resource to share with your learners .

How to Write a Course Outline Step-by-Step

Let’s go over the steps you need to follow when creating an online course outline:

• Step #1: Build a Learner Profile
• Step #2: Write the Learning Objectives
• Step #3: Break Down the Course Into Sessions
• Step #4: Choose the Learning Activities
• Step #5: Plan for Interactivity
• Step #6: Include Knowledge Checkpoints

💁 The LearnWorlds WorkBook will guide you through all the necessary steps, offering additional items you can go through.

Step #1 – Build a Learner Profile

How well you know your audience has a massive impact on student learning. The better you know the people who will be attending your course, the more beneficial the learning experience you can build for them.

A learner profile should include the following:

• Basic demographics
• Knowledge level
• Desired goals & pain points

Pre-assessments can help you determine the learners’ knowledge of the subject matter, while a survey can give you information regarding their demographics, their reason for taking the course, and potential roadblocks.

Step #2 – Write the Learning Objectives

Learning goals are broad, general statements of what we want our students to learn – they’re the end goal of the course, the bigger picture. For instance, if you’re teaching social skills, the learning goal is to improve the learners’ social skills. But that doesn’t really say much, right?

When creating your online course outline, break this broad goal down into learning objectives , which are specific and, whenever possible, measurable . So, in this case, ask yourself:

• What does improving social skills entail? What will learners be able to do after the course that they couldn’t do before?
• Carry out conversations with confidence.
• Make a great first impression.
• Master small talk.
• Feel more comfortable in a large group of people.

Write all these objectives and make sure to a) use them as a reference point when creating your content and assessments, and b) clearly mention them in your course description and syllabus.

Step #3 – Break Down the Course Into Modules

Now that you know the learning objectives, the next step is to break down the course into smaller learning modules, keeping in mind that you need to keep each module short and sweet and increase the level of difficulty gradually.

A helpful practice creating a topical outline of your course to organize subtopics under general topics. This way, you’re creating the backbone of your course, upon which you will create your course content. In the LearnWorlds’ Course Creation Workbook, visit pages 7-8 to see how to create a topical outline.

Step #4 – Choose the Learning Activities

What learning activities are you going to include in your course? Before choosing, think about the content you may already have and can repurpose . For example, you can use the highlights from a blog post to create PDF infographics.

Most importantly, before adding any activity to your lesson plan, think about whether it serves the learning objectives of the course. Anything that doesn’t directly support the learning objectives should be offered as additional/supportive learning resources.

Why? Because bombarding the learners with a mountain of videos, eBooks, and what have you will inevitably lead to cognitive overload .

LearnWorlds supports a wide variety of learning activities to choose from, some of which you can also sell separately as digital products , like:

• Interactive videos
• Audio files & podcasts
• Live sessions
• Self-assessments, quizzes & exams
• SCORM packages

Step #5 – Plan for Interactivity

Remember that what separates a great course from a good-enough one is interactivity. This single “detail” can skyrocket not only learner engagement but the effectiveness of the course, as it allows for in-depth conversations and meaningful connections.

If you can’t include real-time sessions, then at least make sure to build an online community , like a discussion group, where you will interact with your learners and enable them to communicate with one another and exchange knowledge.

Step #6 – Include Knowledge Checkpoints

Last but not least, make sure to include several assessments throughout the course and for different purposes. Let us give you a few ideas:

• Non-graded quizzes : to help learners refresh, practice, and test their knowledge “safely” without it having an impact on their final grade. Including non-graded quizzes will also help you identify learners who need extra support.
• Self-assessments and self-reflection journals : to enable learners to reflect on their learning journey and figure out ways they can improve their learning processes.
• Graded assignments & exams, like written or video submissions : to accurately measure learner knowledge and offer a certificate of completion (or CPE credits ).

💡Interested in taking your knowledge business a step further? Then our free webinar Use AI & Instructional Design to supercharge your elearning is the right one for you! Watch the webinar now and learn how to harness AI with Instructional Design for more effective eLearning.

Training Course Outline: How is it Different?

An online training course designed for employees, customers, or partners, like employee onboarding or customer education, is different from an online course addressed to a wide audience.

Goals are set based on company priorities and result tracking (on multiple levels we’ll explain below) is non-negotiable. Employee training is often mandatory and crucial. All this means that your outline might look a little different.

Assessment Evaluation

The first major difference is an assessment evaluation. If you are tasked with creating a training course, there are good chance the company hiring you has already assessed their training needs and documented them.

If not, you should perform an assessment evaluation and identify the training needs of the company. These are similar to learning goals and objectives but focus specifically on the people or departments requesting the training to improve specific deficiencies.

Adult Learning Principles

Training is addressed to adults. They might be coming with some industry or work experience and will be looking to implement their newfound knowledge and skills in their work. As such, they have different preferences and needs than younger students.

Adult learning principles will help you make training more relevant to their needs:

• Prefer self-directed learning
• Draw on life experience to assist with learning
• Willingness to learn when transitioning into new roles
• Immediacy of applying the new knowledge to real-life situations and problems
• Internally instead of externally motivated

Remember to make the training more practical, using real-world examples and allowing learners to draw from their years of experience.

Training Evaluation & Tracking

Lastly, evaluating the results is a huge part of training. More often than not, it’s the key stakeholders who will decide the course prerequisites and how success is measured.

For example, compliance training might include a specific number of video watch hours and a final exam with a passing score of 80%. It’s also possible that you should include a certificate to award learners at the end of the course.

You might additionally need to collect grades, assignments, or physical examinations. Some advanced learning management systems , like LearnWorlds, include a gradebook or reporting features you will need to meet these requirements.

Include evaluation activities such as exams, on-site testing, scenarios, or other forms of evaluations to the course outline for training, and plan on certifications or reporting requirements.

Your professional looking Academy in a few clicks

18 course outline templates to download.

The best way to create your own outline is to use a good example as a guide. Our team of experts reviewed LearnWorlds’ course creators and prepared 18 course outline templates based on the most popular course types.

Here is a sneak peek of the templates:

Assessment courses

These courses help you and your potential students assess their skills. This course type can also be used as a powerful lead magnet to gather students’ emails early in the process.

Presell courses

Presell courses serve as a storefront for an upcoming course . They can help you validate a course idea and build an email list of your potential students before officially releasing a course.

Orientation courses

An orientation course provides an overview of all your courses . They can build student engagement and interest. Don’t forget to add a walkthrough of your academy and the online community, as well as the instructor’s contact details.

Orientation courses can also help mobile app users onboard faster. Be sure to add an orientation-style course on your roadmap for user training!

Μini-courses

Mini-courses are versions of full-sized courses. Like presell and orientation courses, they serve as teasers that make students enroll in a course. However, in contrast to the other two categories, mini-courses provide real educational value : a full summary of what will be taught in the full-sized course.

Live courses

This course type includes mostly scheduled live sessions , which you can enrich with different types of material, like quizzes, discussions, transcripts, and downloadable PDF files. Live courses could also have office hours, during which learners can reach the instructor for questions, feedback, or support.

Workshop courses consist of a series of videos where an instructor demonstrates practical tasks while describing the process for the students to follow through. Workshop courses are usually about arts & crafts, painting, sewing, fitness, content creation, etc. You can also share top highlights of your event for your social media as part of your marketing strategy.

Professional training courses

Professional training courses aim to build knowledge, skills, and competence in a group of individuals or a team. Companies deploy employee training & development initiatives to improve employee performance, smooth out productivity issues, and enhance the soft skills of their workforce.

The “X days challenge” courses

Through an “X Days Challenge” course, an instructor guides the students through daily or weekly small achievements to reach a more challenging end goal at the end of the course. Deploying gamification gimmicks, like badges, is good practice in these courses, as they motivate and reward learners along the way.

A good example of a challenge course is “Create your first mandala painting in 14 days” or “Improve your sleeping habits in a month.”

Certification courses

Certification courses verify the skills and knowledge the learner has obtained in the course in the form of a (usually sharable and printable) certificate. They require learners to pass a final exam or perform a practical task demonstrating their skills. Certifications can be obtained from external governmental organizations or recognized entities.

Unsurprisingly, certification courses often have prerequisites and strict navigation; you can read more on the course navigation on LearnWorlds here .

Spotlight/Niche topic courses

Niche topics are created to teach particular skills . Instructors can create a whole academy with multiple niche courses and sell them in bundles to provide a more comprehensive learning experience while boosting their revenue.

Academic courses

Academic courses follow the traditional structure that higher education institutions follow . This type of course usually consists of an introduction to the course and its learning outcomes, a short test or discussion to assess pre-existing knowledge, and multiple lectures (live or video) supported by written learning material, like handouts.

Drip-feed courses

In a drip-feed course , you organize the timely release of your content (section by section) so that it doesn’t become available to your students all at once. This comes with multiple benefits, such as avoiding overwhelming learners , ensuring they learn at a reasonable pace that boosts knowledge retention , and preventing them from downloading the course content all at once and asking for a refund.

Conceptual change courses

Conceptual change courses create a learning experience based on storytelling. These courses don’t intend to teach a skill but rather challenge the learner’s mentality and open them up to different perspectives. Conceptual change courses don’t have a fixed structure.

Hybrid courses

Hybrid courses combine the benefits of online learning with traditional in-class learning offering the flexibility of the first and the opportunity for practice and direct communication of the latter.

Series of “invited talks” courses

Courses made up of invited talks from guest speakers who are experts in the course topic are particularly engaging. A typical course of this sort could include a series of live webinars with key insights sent out to participants in the form of an eBook.

Selling digital goods or extra services

Online courses are not strictly used for teaching. An online course can be a suitable wrapper for your digital product or service , sold either as additional or standalone offerings. For example, you might be an online coach who sells a package of inspirational videos and eBooks separately in a course.

💡 If you are selling digital downloads , be sure to check out our guide as well.

Bonus courses

Bonus courses are usually short and offer some extra resources to students. They typically contain scarce resources, like a PDG, an exclusive interview, an exciting webinar, etc. What makes bonus courses popular is that they add value to your initial offering. They’re usually promoted as being free, which makes them even more appealing.

Complementary to physical products courses

A complementary course offers additional material to a product you sell through your website. Such complementary content can be information about that specific product or guidelines about how to use the product, similar to customer education.

💁 You can download all of these templates for free in our downloadable pdf. Download the entire collection here:

Start Creating Your Course Outline

A course outline is the foundation of your online course. You’ll find that creating one will help you streamline the content development process and focus your energy on building your course instead of trying to bring order to the chaos.

Leverage the 30-day free trial and start putting together your course in your shiny new LearnWorlds academy.

Further reading you might find interesting:

• How to Teach Online & Earn Money: Definitive Guide
• SCORM 101: The Definitive Guide to Choose a SCORM-Compliant LMS
• How Much Money Can You Make Selling Online Courses?
• The 19 Best Employee Online Training Software Tools (A Comparison Guide)
• What is an LMS (Learning Management System)?
• How To Start A Profitable Online Course Business From Scratch
• The Essential Guide on How to Create Cohort-Based Courses

What does a course outline include?

A course outline should include a brief course description and the learning outcomes, outlining the topics that will be covered in the course in the order in which they will be covered. The outline can also mention a list of required and recommended readings you plan to include in the course, as well as assessments and exams.

What is the difference between a course outline and a course syllabus?

A course outline is a document that includes the basic components to be taught, such as learning activities, assessments, and evaluations of an online course. It is used to plan and organize the course creation process.

A course syllabus is built for the learner and includes all learning material (mandatory and optional), specific assignments, dates, grading standards, and rules of conduct & classroom policies defined by the instructor.

What is the purpose of a course outline?

The purpose of a course outline is to assist the instructor in creating and delivering the course by following a predetermined structure, planning activities, and creating the materials beforehand.

What are the benefits of a course outline?

A course outline helps the instructor avoid pitfalls while creating a course, from setting clear learning outcomes to including/creating the most suitable content, therefore speeding up the course creation process.

How do you write an outline for an online course?

To write an online course outline you need to follow these steps:

• Build learner profiles
• Write the learning objectives
• Break down the course into modules
• Choose the learning activities to include
• Plan for interactivity
• Include knowledge checkpoints

What are the components of an online course?

An online course might include the following:

• Video lessons
• PDFs, slideshows, and PowerPoint presentations
• Discussion forum
• Assessments and final exams

Androniki Koumadoraki

Androniki is a Content Writer at LearnWorlds sharing Instructional Design and marketing tips. With solid experience in B2B writing and technical translation, she is passionate about learning and spreading knowledge. She is also an aspiring yogi, a book nerd, and a talented transponster.

Creating Lesson Plans

There are many approaches to writing lesson plans. Some instructors develop their plans independently from scratch, while others borrow plans from a shared curriculum. Some carefully write out all the details for their lesson, while others use a brief outline. Your approach to writing lesson plans will depend on various factors: how well you know the material you're teaching, how long you've been teaching, the kinds of teaching you've done, and the students you expect to have in your class. There is no single formula for writing lesson plans, but this guide will help you think through some of the processes that other instructors have found valuable to their own lesson planning.

Guidelines for writing lesson plans:

Consider Your Destination

Sequence your objectives, know your time frame.

• Create Activities to Meet Your Objectives

Check for Understanding

Sample lesson plan format.

• Citation Information

When creating lesson plans, always keep your destination in mind. Where do you want students to end up? If you're planning daily activities, think about how these activities connect to the larger goals for the course. Ask yourself, how will each activity prepare students for the upcoming portfolio assignment? Assuming that your assignment sheets accurately reflect the course goals, use them at the beginning of each unit to determine:

• What is the overall goal for this assignment? What is the assignment asking students to do?
• What knowledge do students already have that will help them meet the goals for writing this assignment?
• What skills and concepts will students need to meet the goals for this assignment?

From these questions, create a list of smaller objectives to use as stepping stones for your destination. If you are planning writing assignments for student portfolios, your list of objectives may include:

Portfolio 1 - Objectives for Teaching Summary/Response

• Students will think about their purpose, audience and context for writing.
• Students will use critical thinking skills and critical reading strategies to become better writers.
• Students will practice writing academic summaries.
• Students will practice writing different types of response.
• Students will learn to develop a claim and support that claim with reasons and evidence.
• Students will learn to value revision through workshops and other peer review activities.

While sequencing your objectives, consider how each one builds off another. How might one objective prepare students for learning another? If reading critically helps students summarize an argument, you might address your critical reading objective before teaching summary.

Also, think about what your students know. Given the information they already have, which objectives would be best met at certain points in the unit? Will simpler objectives work better at the start of a unit? Will more complicated objectives make clearer sense to students after some basic objectives have already been met?

Finally, determine how your sequencing of objectives will best meet these goals and requirements for the upcoming assignment.

While sequencing your objectives, be aware of the amount of time allotted for each portfolio. Based on the overall goals for the portfolio, determine how much time you will need to spend addressing each objective. Keep in mind that a single lesson will address only one or two objectives. Some of these goals will be easily met, while others will present a challenge for students. You may decide to build in extra time to review concepts that are more challenging.

Try to be flexible, but remain within a reasonable time frame. Spending three days on one essay may be too much (even if students are thrilled by the subject matter). One strategy to help you keep up your pace, is to utilize outside resources such as the CSU Writing Center or online tutorials. The Writing at CSU home page contains plenty of online resources as well. Use these resources to compliment discussions and save you some time in class.

Below is an example for how you might organize your sequence and time frame for the first student portfolio:

Portfolio I - Sequence and Time Frame for Objectives:

• Students will begin to think about their purpose, audience and context for writing. (day 1)
• Students will use critical thinking skills and critical reading strategies to become better writers. (day 2)
• Students will practice writing academic summaries. (days 3 - 4)
• Students will practice writing different types of response. (days 5 - 6)
• Students will learn to develop a claim and support that claim with reasons and evidence. (day 7)
• Students will learn to value revision through workshops and other peer- review activities. (day 8)

Develop Activities to Meet Objectives

Once you've sequenced your objectives within a given time frame, the next step is to create activities that will help students meet each objective. Decide which activities are most relevant to your desired objectives. Take the time to revise existing activities and to create new ones that meet the needs of your class. You may also combine activities or eliminate some that seem less related to your objectives.

Two questions that you should always keep in mind when constructing activities are: "What do my students already know that will help them meet a desired objective?" And, "What activities will best help students meet a desired objective?"

Below is an example illustrating how you might design activities to meet a particular objective:

Objective: Students will use critical thinking skills and critical reading strategies to become better writers.

Activities:

• Define critical reading and provide a list of strategies on an overhead (this is useful because many students do not know what critical reading is).
• Model critical reading strategies (show students how to implement critical reading strategies).
• Have students practice critical reading strategies with their homework.
• Ask students to respond to an in class writing, describing their experience with the critical reading assignment. Have them speculate as to how this process of critical reading will influence their own writing. As a group, discuss the connection between reading and writing.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities and it will help you connect your activities to larger, writing-related objectives.

The final step in planning lessons is to make time for assessing students' learning. How will you check to see that students understand the new concepts you're teaching? When will you revisit the material that they didn't quite grasp?

Intervention along the way can help you learn what students are struggling with. Many instructors collect homework once a week, or assign quizzes and short writing exercises to assess their students' progress. Conferences and e-mail exchanges are other effective means for gauging students' understanding.

Depending on what you learn from using evaluative measures, you may need to revise your lesson plans. If students' homework indicates that they're having trouble summarizing main points, you may spend the first fifteen minutes of the next class reviewing this concept. Addressing such struggles early on will help students face the more challenging objectives that follow.

Just as you did with objectives, you'll need to create a sequence and time frame for your activities. Which activities should come first? How much class time will each activity take? Planning this out ahead of time will help you create smoother transitions between activities, and help you connect your activities to larger, writing-related objectives.

Course: Date: Materials needed: Class Announcements:

• Class Objectives: Write out the goals or objectives for class. Try to limit these to one or two things.
• Connection to Course Goals: Describe how your daily objectives connect to the overall course goals.
• Anticipatory Set: Sometimes referred to as a "hook." Use an informal Writing to Learn (WTL) exercise, a question, a quote, or an object to focus students' attention at the start of class. This activity should be brief and directly related to the lesson.
• Introduction: Write down what you'll need to inform students of the daily goals and class procedures. Be sure to explain how these procedures relate to students' own writing.
• Procedures: List your activities, including any discussion questions and transitions along the way.
• Conclusion: Describe the objective for the lesson and point students forward by connecting your objective to their own writing.
• What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future changes.

Also see the guide on Planning a Class for help with writing introductions, transitions, and conclusions.

Eglin, Kerry. (2008). Creating Lesson Plans. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=96

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SOCIAL STUDIES

PROFESSIONAL DEVELOPMENT

Instructional Practices

How to Create a Lesson Plan

No matter what content or subject you’re teaching, knowing how to create a lesson plan prepares you for class by providing a clear outline for the day. Your lesson plans don’t need to be complex or lengthy — they just need to contain elements about what you’re teaching, how you’re going to be teaching this material, and what goals and objectives you want your students to meet as part of the curriculum.

Regardless of the sections within a lesson plan, each class you teach should build on the previous lesson and move seamlessly into the next. Of course, it’s easier creating a lesson plan that flows from class to class when you know what goes into building one!

4 Advantages of Writing a Lesson Plan

In any class, there are going to be things that you can’t predict. But the more prepared you are, the easier it will be to adapt to the unexpected so you can effectively teach and respond to your students. Here are some of the main benefits of making a lesson plan ahead of time:

1. Inspire personal confidence

Having a good lesson plan lets you stay in control of the class and the lesson. As your confidence comes across to students, you’ll find it easier to keep them focused and on track.

2. Evaluate your own lessons

Lesson plans allow you to evaluate your own teaching performance as you compare your methods with the plan you’ve prepared. This is a good way to make adjustments to your teaching style and techniques.

3. Organization

Lesson plans help you think in an organized manner, visualizing each step of the outline as you work from one concept to the next. A disorganized class presents too many opportunities for students to get off task and misbehave.

4. A guide for substitute teachers

With a lesson plan guide, substitute teachers will know exactly what your students are learning that day, making it easier for them to stay on track to meet any curriculum objectives that are set for your class.

How To Make a Lesson Plan Engaging

While there’s no instruction manual on how to develop a lesson plan, there are some important components that go into building each one. 

Every lesson that you build is an entire segment that you create to teach your students something new. As you build a lesson it’s important to keep all your students in mind and ask the following essential questions before you begin:

Who are your students?

In order for you to figure out how to write a lesson plan, you must get to know your students. This may seem silly—of course, you know who your students are . . . right? Before you can write an effective lesson plan, you need to really know your students. This includes information such as their interests, abilities, how they work independently and in groups, any special needs that may require lesson tweaks, and their backgrounds.

What do your students already know?

Knowing your students’ prior knowledge of a subject can help you plan lessons. If you’ve been building lesson plans all along to follow a curriculum, you’ll already know what you’ve previously presented to your students; this allows you to continue with the flow.

What’s the best way to get them to learn?

Determine the best ways to get your students to learn. Younger students may do well with a lot of interactive teaching, while older students may prefer that some material is explained with a lecture and slideshow. After the first few classes, you’ll have a better idea of how to keep your students engaged.

You can break down the teaching techniques that you can use in your lesson plan into:

• The types of students you have in your class. Think about their interests, experiences, and times that they seem most engaged in the classroom.
• The type of learning and goals you’re aiming for. As an exercise, fill in this blank: “By the end of today’s class, I’m hoping my students will have learned or be able to ___.”
• The resources, materials, and teaching environment that are available to you, such as a dedicated room; field trip opportunities (including a virtual field trip!); or selected readings, videos, and other media.

Steps to Building A Lesson Plan

Once you’ve identified the components that need to go into teaching a class, you’re ready to use these eight steps on how to build a lesson plan: 

1. Identify the objectives

To build a lesson, you first need to identify the objective(s). What do you hope to accomplish by the end of the period? Are there specific things that your students should know or be able to do? Make the goal specific. If you’re teaching younger students, a lesson objective may be that they’re able to identify animals that live in the rainforest after reading a chapter about animals in Brazil. For older students, this goal may involve learning how to solve a specific type of algebraic equation.

2. Determine the needs of your students

With this particular lesson, are you introducing new material or reviewing what you’ve already taught in a previous class? At the start of the class, be sure to let students know what to expect so they can stay focused on meeting your objectives. When reviewing material, some of your students may need more encouragement than others. Identifying these needs in your lesson plan will help you prepare.

3. Plan your resources and materials

Make a list of the resources and materials you’ll need to teach this lesson. Think about writing materials, paper, manipulatives, art supplies, and anything else that students may need to complete the lesson. Don’t forget to include technology resources in your plan when appropriate, like computers, apps, or educational websites.

4. Engage your students

What’s the point of a lesson if your students aren’t engaged? You want them to be interested in what you’re teaching. As you prepare a lesson plan, you need to find ways to get them interested in what this lesson is all about. Give them an outline of what you’re going to be presenting. Then, introduce the subject more informally. For example, if you’re teaching students a formula, try deriving it from scratch to build their intuition for where it comes from. Or, if you’re discussing certain historical events, try to draw parallels between those and current events so students can relate to the material.

5. Instruct and present information

Once you’ve set the stage for what you’ll be teaching, it’s time to present the information to your students. This is the time to instruct and use whatever resources you’ve included in your lesson plan. Involve your students in the process whenever possible so they’re engaged. For example, you could plan for most of the lesson to take place in pairs or small groups, or when having whole-class instruction, look for ways to facilitate class-wide discourse and involve student volunteers.

Whether it’s reading from a book, using props such as blocks for younger students, or displaying graphics on the screen for older students, it’s all about presenting information and concepts in a meaningful way.

6. Allow time for student practice

After teaching new material, leave time for students to practice. There are three practice methods that, when worked in order, are a good way to reinforce what you’ve just taught:

• Guided practice: With a guided practice, you’re taking students back through what they’ve just learned, letting them add their own input as they gain confidence with new information.
• Collaborative process: With partners or in a group, the collaborative process is all about students talking with their peers as they explore new concepts. Circulate among your class and offer additional instruction or help when needed.
• Independent practice: After the collaborative practice, it’s time for students to practice what they’ve learned on their own. Adapt independent practice according to the material just presented, such as using worksheets or having students write a short essay.

7. Ending the lesson

Finish the lesson with a quick wrap-up. Do a brief overview of the lesson, including the main concepts the class learned. Ask students to identify the key ideas as a refresher, and leave them with a preview of the next lesson so they know what to expect.

8. Evaluate the lesson

Did you achieve your learning objectives? Provide students with the opportunity to show they know the material by using a short quiz or formative assessment. Depending on the results, your next lesson plan may include a review of information before moving on to new material.

For the final step on how to make a lesson plan, you'll need to use a template. You can find many teacher lesson plan templates online. You could even ask your colleagues to share their format! 

This article was adapted from a blog post initially developed by the education technology company Classcraft, which was acquired by HMH in 2023. The views expressed in this article are those of the author and do not necessarily represent those of HMH.

Find more lesson plans and classroom resources on Shaped .

• Plan Like a Pro: The Teacher’s Ultimate Guide to Lesson Planning »

Plan Like a Pro: The Teacher’s Ultimate Guide to Lesson Planning

Lesson plans are written outlines that education professionals use to map out their courses for students. These plans act as a guide for instructors, covering their teaching goals and the learning activities planned to achieve them. By following a lesson plan, students gain a clearer picture of the course structure and upcoming material.

This article will explain what lesson plans are, explore different types, offer tips for writing one, and break down the main elements of a strong lesson plan.

Quick Links

What is a Lesson Plan?

Think of a lesson plan as a teacher’s roadmap for a class session. As mentioned earlier, it outlines what students will learn (the goal) and how they’ll learn it (the activities). The plan also helps check how well students understood the material (through assignments or tests). It basically brings together the teacher’s goals for the students’ learning and the methods to achieve them. This involves deciding what to teach, why it’s important, and the best way to present it. Lesson plans typically include learning objectives, activities for students, and ways to assess their understanding. Every lesson plan is unique, depending on the topic and students’ needs.

Types of Lesson Plans

Here are five common ways to structure lesson plans:

Daily Lesson Plan

Weekly lesson plan, whole unit lesson plan, subject-specific lesson plan, grade-specific lesson plans, impact of lesson planning on students.

Lesson plans aren’t just helpful for teachers; they play an important role in student learning as well. Without a clear roadmap, a lesson can feel confusing and disorganised for students. Lesson plans benefit students in several ways:

Clear Learning Goals

A well-defined lesson plan helps students understand what they’ll be learning and how they’ll participate in the process. This mental preparation can improve their focus and engagement in activities and lectures.

Simplified Learning

Students often struggle with topics they find difficult. Lesson plans can help by breaking down complex concepts into smaller, more manageable pieces. Bullet points or timelines can make the information easier to understand and connect, creating a clear learning path for students.

Stronger Learning Outcomes

A well-designed lesson plan ensures clear explanations for each topic, catering to all students. Visual aids like videos, flowcharts, and presentations can be incorporated to enhance understanding for complex concepts, ultimately leading to improved learning outcomes .

Inclusive Learning Environment

Students have diverse learning styles . A well-structured lesson plan helps address these differences by incorporating a variety of teaching methods. This creates a more inclusive learning environment where each student has the opportunity to benefit from the education.

Personalised Learning

Lesson plans help teachers identify areas where students might need additional explanation or support. If a particular concept seems difficult for the class, the teacher can adjust the plan to address those challenges. This allows for a more personalised learning experience for each student.

Steps for Lesson Planning

Before class, identify learning objectives, plan learning activities, gather your learning materials, set up a realistic timeline.

Having a clear timeline is essential for a successful lesson. Here are some tips to ensure your timeline realistic:

Keep Your Work Organised

Plan an effective lesson wrap-up, benefits for instructors.

• Check for understanding : This allows you to adjust your teaching for the next lesson based on student needs.
• Emphasise Key Information : Briefly revisit important concepts to ensure they stick in students’ minds.
• Clear up Misunderstandings : Address any confusion students might have before moving on.
• Preview Upcoming Topics : Briefly introduce what students will learn next to create a smooth transition.

Benefits for Students

• Review and Demonstrate Understanding : Closure activities allow students to summarise what they learned, showcase their knowledge, and identify areas needing further clarification.
• Connect Ideas : Provides opportunities to connect lesson ideas to broader concepts and prior knowledge.
• Transfer Learning : Closure can help students see how they can apply their knowledge in new situations.

Strategies for Lesson Closure

Here are a few ways to effectively close your lesson:

• Summarise Important Points Yourself : Briefly recap the main ideas of the lesson.
• Student-led summary : Have a student volunteer to summarise the lesson.
• Written review : Have students write down the main points they learned.

During the Class

After the class (evaluate and reflect), enhance your teaching with extramarks.

Extramarks can be your ultimate tool for better teaching. We offer features to streamline your entire workflow, from planning to assessment.

Here’s how Extramarks can help:

Let’s transform your teaching journey together. Join us today!

Closing Thoughts

Lesson plans are more than just outlines; they’re powerful tools that benefit both educators and students. A well-structured lesson plan acts as a roadmap, guiding students through the learning process. This clarity helps to boost engagement and understanding, ultimately leading to better achievement. We explored various lesson plan formats, offered steps for crafting effective plans, and emphasised the importance of adapting them based on student needs. Remember, a well-designed lesson plan acts as a guide for successful learning. By taking this approach, educators can create engaging and effective lessons that empower students to learn.

Last Updated on August 23, 2024

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Understanding How AI Works Makes It More Effective in Lesson Planning

A teacher’s discernment is the most critical component of using generative AI tools to assist with developing lessons.

If you're like me, you've been inundated with news, opinions and cluttered Canva designs full of bulleted lists about how AI can “transform education.” I knew that I couldn’t ignore this new generative AI phenomenon, so of course I began experimenting.

One symptom of being in the edtech sphere for so long is a deep sense of skepticism, and along with that skepticism is a deep sense of remorse that so many of us educators, myself included, fell for the shiny objects without thinking about the long-term repercussions for student data, privacy, and security. It’s also not clear that many of the tools we ran to adopt had that large of an impact on student learning. This time around, I vowed to take things more slowly and to make sure that I had fully explored some of the tools inside and out, including their privacy policies, before using them with my students.

Once I understood that any large language model (LLM) I used was basically going to regurgitate the internet back to me, I began to think about all of the web searching I had done over the course of my career to find projects and lessons that would help my students engage with and understand the concepts and skills I wanted them to acquire and incorporate into their thinking. What if an LLM could help me with that work?

Thinking Beyond ChatGPT to Plan a Unit

While ChatGPT is often the LLM that most people head to, I came across an LLM known for its better writing style and ability to read uploaded PDFs called Claude.ai . I also learned that it used “constitutional AI” guardrails to guide its behavior and didn’t use users’ chats to train its model like ChatGPT does by default. The last thing I wanted was for my queries and conversations to end up in someone else’s chat with the tool.

I decided to give a wild idea a try: I use a unit planning template from the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. This backward-design framework calls for identifying the underlying, deeper questions that guide a unit of study and pinpointing the precise skills and understandings students should have by the end of the unit before creating a “transfer task” (project) where students can show what they have learned by engaging with and incorporating their new skills and understandings. I wondered if Claude could help me with those parts of the unit as well.

This past school year, I wanted to hone my art students’ drawing skills. This can be a very stressful unit for students and daunting to teach, so I asked Claude for the top five drawing skills that high school students should have . I reviewed the list and chose a few that felt right to focus on with my students. I was able to plug those into my UbD template. I then asked it to provide five essential drawing concepts for high school students to see what kinds of big-picture thinking would help my students build stronger drawing skills.

I chose a few of those concepts to include in my UbD template. The next step was to develop a transfer task–something students could do that would allow them to show what they had learned throughout the unit. I asked Claude to provide a list of five potential transfer tasks for the unit. Luckily, by now, it had been learning about my unit and could use our previous conversation thread to inform its replies.

I landed on my transfer task and plugged it into my UbD planning template. I uploaded a PDF of the unit so far and told Claude how many class periods I had for the unit and how long each class period was. It gave me a breakdown by day that helped me get started . This was barebones, so I added more instructions–telling it to provide an objective and list of materials for each lesson. By the end of the process, I had my entire UbD completed and my pathway through the unit.

How to Get The Results You Want From the LLM

This was my very first attempt at using Claude. Here is what I learned and did differently the next time around:

• Make sure to keep what you use simple and short. I was so excited by what Claude was pumping out that I used way too much of it.
• Have the LLM cross-check any lesson planning jargon you may use. For example, true essential questions are hard to draft so by adding “Please use the Understanding by Design framework to write the questions” can make sure that the LLM is cross-referencing specific uses of the jargon that align with your goals.
• Using Claude.ai, upload your partially completed unit and ask it for three potential transfer task ideas based on the unit's essential questions, skills, and understandings. Choose and rework one as necessary and enter it into your unit plan. I wish I had done this for my first attempt.
• Upload this new version of the unit plan and ask Claude to create daily lesson plans by telling it how many class periods you have and how long each class period is.
• Revise and adjust this timeline and lessons as needed.

Use AI as a Thought Partner

It’s important to remember that your expertise matters. The internet is full of problematic pedagogy, and replacing your years of experience or content knowledge with the text that an LLM spits out is similarly problematic. Cross-check the information it gives you with sources that you trust. Treat any LLM as a thought partner–a tool to help prod your thinking and get you thinking outside the box.

There are many tools out there that will write lesson plans for you or create worksheets. Be mindful of how these tools work and how these lessons are created. Be critical about whether they’re pedagogically sound and match your own pedagogical approach.

I find that LLMs allow me to save time brainstorming so that I can focus my attention on creating deeper ways for my students to engage with the unit. Rather than generating fill-in-the-blanks or comprehension questions, try asking an LLM to design an activity where students move around the room, or how your content could be connected to the world that students live in.

While unit planning is always iterative, I find that the iterative process feels a little more exciting and faster with the help of an LLM thought-partner. It’s rare that the tool will generate something I can use right away, but it pushes my thinking and helps me focus and streamline my units on what really matters so I can spend more time on designing truly engaging and relevant lessons.

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TEAL Center Fact Sheet No. 8: Effective Lesson Planning

Planning ahead to identify a course of action that can effectively help learners reach their goals and objectives is an important first step in effective instruction. Lesson planning communicates to learners what they will learn and how their goals will be assessed, and it helps instructors organize content, materials, time, instructional strategies, and assistance in the classroom.

About Effective Lesson Planning

Planning ahead to identify a course of action that can effectively reach goals and objectives is an important first step in any process, and education is no exception. In education, the planning tool is the lesson plan, which is a detailed description of an instructor’s course of instruction for an individual lesson intended to help learners achieve a particular learning objective. Lesson plans communicate to learners what they will learn and how they will be assessed, and they help instructors organize content, materials, time, instructional strategies, and assistance in the classroom. Lesson planning helps English as a second language (ESL), adult basic education (ABE), adult secondary education (ASE), and other instructors create a smooth instructional flow and scaffold instruction for learners.

The Lesson Planning Process

Before the actual delivery of a lesson, instructors engage in a planning process. During this process, they determine the lesson topic (if states have implemented content standards, the topic should derive from them). From the topic, derive the lesson objective or desired results —the concepts and ideas that learners are expected to develop and the specific knowledge and skills that learners are expected to acquire and use at the end of the lesson. Objectives are critical to effective instruction because they help instructors plan the instructional strategies and activities they will use, including the materials and resources to support learning. It is essential that the objective be clear and describe the intended learning outcome. Objectives can communicate to learners what is expected of them—but only if they are shared with learners in an accessible manner. Instructional objectives must be specific, outcome-based, and measurable, and they must describe learner behavior. Heinich, Molenda, Russell, and Smaldino (2001) refer to the ABCD ’s of writing objectives:

• A udience – learners for whom the objective is written (e.g., ESL, ABE, GED)
• B ehavior – the verb that describes what the audience will be able to do (e.g., describe, explain, locate, synthesize, argue, communicate)
• C ondition – the circumstances under which the audience will perform the behavior (e.g., when a learner obtains medicine from the pharmacy, he or she will be able to read the dosage)
• D egree – acceptable performance of the behavior (i.e., how well the learner performs the behavior)

Learner assessment follows from the objectives. Based on the principles of backward design developed by Wiggins and McTighe (1998), instructors identify the lesson objective or desired results and then decide what they will accept as evidence of learners’ knowledge and skills. The concept of backward design holds that the instructor must begin with the end in mind (i.e., what the student should be able to know, understand, or do) and then map backward from the desired result to the current time and the students’ current ability/skill levels to determine the best way to reach the performance goal.

The WIPPEA Model for Lesson Planning

The WIPPEA Model, an acronym that stands for W arm-up, I ntroduction, P resentation, P ractice, E valuation, A pplication, is a lesson plan model that represents a continuous teaching cycle in which each learning concept builds on the previous one, serving as an instructional roadmap for instructors. The WIPPEA lesson plan model is adapted from the work of Hunter (Hunter, 1982). This six-step cyclical lesson planning approach has learners demonstrate mastery of concepts and content at each step before the instructor proceeds to the next step. In the following list, TEAL Center suggestions for incorporating each of these elements are included in italics.

Warm-up – Assesses prior knowledge by reviewing previous materials relevant to the current lesson. Introduce an activity that reviews previously learned content (e.g., for a vocabulary lesson, the warm-up may be a quick matching exercise with words previously learned and their definitions), and also include an activity that focuses on the topic to be taught.

Introduction – Provides a broad overview of the content and concepts to be taught and focuses the learners’ attention on the new lesson. Introduce the purpose of the lesson by stating and writing the objectives for learners and discussing the lesson content and benefits by relating the objective to learners’ own lives. Assess learners’ prior knowledge of the new material by asking questions and writing learners’ responses on a chalkboard or flip chart.

Presentation – Teaches the lesson content and concepts. Create an activity to introduce the concept or skill (e.g., introduce new vocabulary by asking learners to work in groups to identify words related to taking medications) and then introduce information through a variety of modalities using visuals, realia, description, explanation, and written text. Check for learner understanding of the new material and make changes in lesson procedures if necessary.

Practice – Models the skills and provides opportunities for guided practice. Introduce a variety of activities that allow learners to work in groups, in pairs, or independently to practice the skills, concepts, and information presented. Integrate technology into activities as available.

Evaluation – Assesses each learner’s attainment of the objective. Include oral, aural, written, or applied performance assessments. For example, ask learners to fill in the blanks on a cloze activity using the four medicine warning labels that were discussed in class. For lower level learners, provide a word bank at the bottom of the worksheet. Omit the word bank for more advanced students.

Application – Provides activities that help learners apply their learning to new situations or contexts beyond the lesson and connect it to their own lives. Choose activities that learners can relate to or have expressed concern about. For example, have learners read the label of a medication they or a family member may use at home to make certain they understand the meaning of the words on the label. Gather feedback from learners in follow-up classes and help them assess what additional support, if any, they may require.

The following graphic integrates the WIPPEA process with backward design in a lesson planning wheel. In this cyclical approach, teachers assess prior knowledge, provide a broad overview of the content/concepts to be taught, introduce vocabulary, teach content/concepts, check comprehension, combine the content and vocabulary through guided practice, evaluate student performance, and provide an application activity. Instructional strategies vary depending on the lesson content and skill areas and the needs of the learners.

Planning for differentiated instruction requires various learner profiles to inform the process (See TEAL Center Fact Sheet No. 5. on Differentiated Instruction). Students demonstrate mastery of concepts/content in each step before the teacher proceeds to the next step.

The relationship of the objective to the evaluation keeps the lesson focused and drives instruction. By keeping the end in mind (backward design) and creating the evaluation activity at the beginning of the lesson, the teacher has a clear destination for the lesson and a roadmap to get there. Instructors can then select materials and activities that will best prepare students to successfully complete the evaluation activity in the lesson. The process is repeated for each learning objective. Lesson planning is an ongoing process in which instruction flows from one objective to the next. This cyclical process is repeated for each learning objective.

How Does Lesson Planning Benefit Learners and Instructors?

Instructors and learners benefit from thoughtful lesson planning. It provides a framework for instruction, and it guides implementation of standards-based education. Lesson planning establishes a road map for instructors of what has been taught and what needs to be taught. It allows them to focus on one objective at a time and communicate to learners what they will learn in each lesson. Because lessons incorporate ongoing assessments that determine how well learners understand concepts and skills, instructors are able to make mid-course changes in instructional procedures or provide additional support to learners. Additionally, the practice and application components of the lesson help learners use the new skills and knowledge in educational and other settings, thus promoting generalization and relevance.

Barroso, K., & Pon, S. (2005). Effective lesson planning, A facilitator’s guide . Sacramento, CA: California Adult Literacy Professional Development Project, American Institutes for Research.

Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (2001). Instructional media and technologies for learning (7th ed). Englewood Cliffs, NJ: Prentice Hall.

Hunter, M. (1982). Mastery teaching . El Segundo, CA: TIP Publications.

Wiggins, G., & McTighe, J. (1998). Understanding by design . Alexandria, VA: Association for Supervision and Curriculum Development.

Authors: TEAL Center Staff

Adapted from CALPRO Professional Development Module, Effective Lesson Planning, by Barroso, K. & Pon, S. (2004). AIR: Sacramento, CA.

About the TEAL Center: The Teaching Excellence in Adult Literacy (TEAL) Center is a project of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE), designed to improve the quality of teaching in adult education in the content areas.

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The importance of lesson planning for student success.

Navigate the educational landscape and unlock the secrets to successful teaching with our blog on lesson planning for student success. Explore its significance to teachers and understand why a lesson plan is important in teaching. This comprehensive guide outlines the importance of lesson planning for teachers and provides valuable insights into creating well-structured plans that resonate with curriculum goals. Immerse yourself in strategic lesson planning for a transformative teaching experience that fosters student success and educator growth.

Lesson Planning Is Essential to Teaching

Any experienced teacher will tell you that lesson planning is a big part of the job. Teachers around the world routinely spend as much as half of their working time on non-teaching activities, and lesson planning accounts for much of that time. 1, 2

Lesson planning is how teachers synthesize the curriculum goals with pedagogy and knowledge of their specific teaching context. 3 Ask ten teachers about the benefits of lesson planning, and you might very well get ten unique answers. There are also different opinions about how far ahead a teacher should plan lessons. Some recommend working a week out, while others advocate planning a month ahead. 4, 5

In the end, though, creating successful learning outcomes for students is the goal. Although well-designed lesson plans take time and thought, it's an investment that can provide returns in many ways. Explore the elements to consider when creating lesson plans and what factors teachers can include in planning to assure success for themselves, their classrooms and, most importantly, their students.

The Many Reasons Why Lesson Planning Is Important

Effective lesson planning contributes to successful learning outcomes for students in several ways. A well-designed lesson plan:

• Helps students and teachers understand the goals of an instructional module
• Allows the teacher to translate the curriculum into learning activities
• Aligns the instructional materials with the assessment
• Aligns the assessment with the learning goal
• Helps assure that the needed instructional materials are available
• Enables the teacher to thoughtfully address individual learning needs among students

Effective lesson planning can also contribute to the teacher’s own success and well-being. Teachers teach because they want to support students, and effective lesson planning can contribute to job satisfaction when a lesson is successful or a student does well on an assessment. Having a skillfully-planned lesson can also make the act of teaching more pleasurable by increasing the teacher’s confidence in themselves and letting them focus more on interaction with the students than on what is supposed to happen next. Importantly, good planning can save time by avoiding last-minute efforts to buy supplies or create materials needed for a day in the classroom. Teachers can use that reclaimed time for themselves or other parts of their lives, increasing work-life balance.

The Importance of Lesson Planning to Effective Curriculum Delivery

“Curriculum” is a word with many meanings, depending on the context. At the most abstract level, curriculum theory addresses such different aspects of teaching as what elements are included in the course of study, along with considerations of how it is taught and tested. See “What Are the 8 Types of Curriculum?” for more on curriculum theory.

Some curricula are more detailed and structured than others. 6 Regardless of the level of detail, the importance of lesson planning is that it bridges the curriculum’s intent with the daily teaching and learning in a classroom. At a minimum, lesson planning adds the element of time, breaking the curriculum into units delivered each session. Usually, though, teachers incorporate their training and knowledge of their students into the task, translating a previously developed curriculum into an action plan for their classroom.

The Importance of Lesson Planning to Student Assessment

The lesson plan translates the curriculum into clear daily goals for student learning that include a description of the objective and a way to measure the student’s attainment of it. 7 A few standard measurement methods are tests, homework assignments and group work. One benefit of the lesson plan is fitting the assessment to the particular goal while accounting for your specific situation. Some educational writers argue that teachers should design the evaluation before designing the learning activities.4 Working outward from the central idea of the learning objective allows teachers flexibility in choosing the type of assessment that will best suit their students and the classroom environment.

Why Lesson Planning Is Important for Classroom Management

Building the lesson plan outward from your learning goals also offers much-needed flexibility in adapting instructional delivery and classroom management during uncertain times. Classes that move from onsite to online or hybrid require different delivery methods, requiring adjustments to existing plans. Such situations highlight the importance of lesson planning in keeping the class moving smoothly from task to task regardless of the learning environment. Advance lesson planning also minimizes the need for discipline and allows you to make the most of your time with students.

Better Lesson Planning Creates More Student Success

Student success and good behavior are more likely when your pupils are actively engaged in classwork. A thoroughly planned lesson facilitates that desirable state by considering unique student educational needs. “All successful teachers need to be pupil-focused; in other words, you have to think about how the learning activity you have set up will be experienced by each pupil, and how this experience will generate your intended learning outcomes.” 8

​​Better Lesson Planning Is Important for Teacher Success

Teacher success is predicated on student success. Beyond that, the documents you create as part of the planning process are usually part of your evaluation by school administrators. Therefore, having well-prepared and documented plans is an integral part of your success as a teacher. Your lesson plans also become a repository of your growing knowledge as you continue to teach. The importance of lesson planning in furthering your professional growth is undeniable. Cultivating good habits for preparing and reviewing your lesson plans prepares the ground for your success.

• Retrieved on January 20, 2022, from oecd-ilibrary.org/docserver/5js64kndz1f3-en.pdf?expires=1642704108&id=id&accname=guest&checksum=793A8F13FA53BD6FF0680CA7F2DDD448
• Retrieved on January 20, 2022, from businessinsider.com/teachers-time-spent-after-school-work-2019-10#planning-lessons-can-take-several-hours-a-week-4
• Retrieved on January 20, 2022, from tesol.org/docs/default-source/books/14002_lesson-planning_ch-1
• Retrieved on January 20, 2022, from edutopia.org/blog/9-ways-plan-transformational-lessons-todd-finley
• Retrieved on January 20, 2022, blog.planbook.com/lesson-plan-classroom-management/
• Retrieved on January 20, 2022, from https://www.edglossary.org/curriculum/
• Retrieved on January 20, 2022, from edutopia.org/article/how-universal-design-learning-can-help-lesson-planning-year
• Retrieved on January 20, 2022, from educationblog.oup.com/secondary/english/why-is-planning-so-important-for-effective-teaching

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30 Lesson Plan Examples for Every Grade Level and Subject

Lots of ways to prepare for top-notch learning.

Lesson planning: Most teachers either love it or hate it. Either way, it’s something every teacher has to spend at least some time doing, so it’s worth learning to do well. Whether you’re a brand-new teacher or an experienced educator looking for some new ideas, these lesson plan examples offer inspiration for every subject and every grade level.

Lesson Plan Sections

Preschool lesson plan examples, elementary school lesson plan examples, middle and high school lesson plan examples.

Many lesson plans include some or all of the following sections.

• Objective : These should be specific and measurable. Often they align with Common Core or other learning standards.
• Materials: List any items you’ll need, including worksheets or handouts, school supplies, etc.
• Activities: This is usually the longest section, where you’ll lay out what the lesson and its activities look like. Some teachers write these in great detail. Others include just an overview to help them plan.
• Assessment : How will you assess your students’ learning? This could be a formal assessment or something simple like an exit ticket.
• Differentiation : Describe how you’ll vary the level of difficulty for students at all levels, including any enrichment for early finishers.

Some people think preschool is just playtime, but pre-K teachers know better! Here are some of the ways preschool teachers plan for their lessons.

Weekly Lesson Plan

Weekly preschool lesson planning helps you plan each day and ensure you’re tackling all the most important skills.

Learn more: Pre-K Weekly Lesson Plan

Pre-K Theme Lesson Plan

If you like to plan by theme, try a template like this. It includes space for a variety of activities that fit your topic.

Learn more: Pre-K Theme Lesson Plan

Alphabet Letter Lesson Plan

If you’re focusing on a new letter of the alphabet each week, try lesson planning like this. You can see the week at a glance, including all the materials and books you’ll need.

Learn more: Alphabet Letter Lesson Plan

Centers Lesson Plan

Your centers need some planning too! Whether you change them out weekly, monthly, or as needed, use plans like these to stay prepared.

Learn more: Centers Lesson Plan

Weekly Unit Lesson Plan

Adding pops of color and a few images can make it easier to locate the lesson plan you’re looking for in a snap.

Learn more: Weekly Weather Unit Lesson Plan

Since elementary teachers tackle multiple subjects every day, their lesson plans might look like a general overview. Or they may prepare more detailed lesson plans for each topic to help them stay on track. The choice is up to you.

Weekly Overview Lesson Plan

Don’t be afraid to write out your lesson plans by hand! A side-by-side setup like this lets you see a whole week at once. We love the use of color to highlight special things like fire drills.

Learn more: Elementary Weekly Overview Lesson Plan

Unit Lesson Plan

Planning out a unit helps ensure you cover all the important topics and meet your learning objectives.

Learn more: Unit Lesson Plan

Yearlong Schedule

Planning a whole year may seem daunting, but it can show you where you’re going to need to stretch a unit and where you can circle back and review. Mrs. D from Mrs. D’s Corner has ideas on how to structure a yearlong lesson plan using Google Sheets.

Guided Math Lesson Plan

This example on adding three numbers together can be altered to fit any math lesson plan.

Learn more: Guided Math Lesson Plan

Art Lesson Plan

While these are elementary art lesson plan examples, you can easily use this style for teaching art at upper levels too.

Learn more: Art Lesson Plans

Special Education Lesson Plans

Lesson planning for special education looks different than general classroom lessons in that the lessons have to cover specific IEP goals and include lots and lots of progress monitoring. The Bender Bunch starts each lesson with independent work (read: IEP practice) and then heads into mini-lessons and group work.

Learn more: Special Education Lesson Plan

Interactive Read-Aloud Plan

Interactive read-alouds take some careful planning. The Colorful Apple explains how to choose a book, get to know it, and get ready to teach it. Once you’re in the book, sticky notes may be the best lesson-planning tool you have for marking questions and vocabulary words you want to point out to students.

Learn more: Interactive Read-Aloud Plan

Social Studies Lesson Plan

Including images of your anchor charts is a great idea! That way, you can pull one out and have it ready to go in advance.

Learn more: Social Studies Lesson Plan

5E Lesson Plan for Elementary School

The 5Es stand for Engagement, Exploration, Explanation, Elaborate, and Evaluate. This type of lesson planning can be helpful for students as they work through each of the 5Es related to the topic you’re studying.

Learn more: 5E Lesson Plan for Elementary Math

Science Lesson Plans

If you like to plan your lessons in more detail, take a look at this elementary science lesson plan example.

Learn more: Science Lesson Plan Template

Reading Group Lesson Plan

Lots of elementary schools have differentiated reading groups. Use a template like this one to plan for each one, all on one page.

P.E. Lesson Plan

Gym teachers will love this lesson plan idea, which includes directions for playing the games.

Learn more: PE Lesson Plan

Music Class Lesson Plan

Plan out the skills and songs you’ll need for a meaningful music class with a lesson plan like this one.

Learn more: Music Class Lesson Plan

At the middle and high school levels, teachers often need more detailed plans for each class, which they may teach multiple times a day. Here are some examples to try.

Google Sheets Lesson Plans

Google Sheets (or Excel) is terrific for lesson planning! Create a new tab for each week, unit, or class.

Learn more: Google Sheets Lesson Plan

Handwritten Lesson Plan

Some people really prefer to write things out by hand, highlighting important parts and making notes as they go. You can always convert this kind of plan to a digital format later if you need to.

Learn more: Handwritten Lesson Plan

Weekly History Plan

This example shows how you can plan out a week’s worth of lessons at once, and see the entire week all in one spot. This example is for history, but you could use this for math, ELA, or social studies too.

Learn more: Weekly History Plan

Outline and Pacing Guide Lesson Plan

A pacing guide or outline works for both you and your students. Share it at the beginning of a unit to let them know what’s ahead.

Learn more: Outline and Pacing Guide

5E Lessons in Middle and High School

5E lesson plans (Engagement, Exploration, Explanation, Elaborate, Evaluate) are great for middle and high school as well. This example is for science, but you can use the 5E structure across all lessons.

Learn more: Middle and High School 5E Lesson Plans

Sticky-Note Lesson Plan

At some point, you’ll know what students are doing each day, you’ll just need some reminders for questions to ask and key points to cover. The nice thing about using sticky notes for lesson planning is if you get ahead or behind schedule, you can move the entire sticky-note lesson to another day. ( Find more ways to use sticky notes in the classroom here .)

Learn more: Sticky Note Lesson Plan

Backwards Planning Lesson Plan

If your school uses backwards planning, you’ll be thinking about the outcome first and working back from there (rather than forward from an activity or task). Backwards planning lesson plans are intensive, but they’re also something you can use over and over, modifying them slightly for each group of students you have.

Learn more: Backwards Planning Lesson Plan

Visual Arts Lesson Plan

Detailed lesson plans take longer to prepare, but they make it easier on the day (especially if you wind up needing a sub).

Learn more: Visual Arts Lesson Plan Template

ELL or World Language Lesson Plan

Whether you’re teaching English-language learners (ELL) or a world language to English speakers, this lesson plan style is perfect.

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Music Lesson Plan

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• Frank Cerabino
• Nation & World
• Fort Lauderdale

Proposed plan to put golf courses at Jonathan Dickinson State Park isn't the first time

The 2011 plan was to create the "jack nicklaus golf trail of florida.".

The Florida Department of Environmental Protection's proposed plans to add golf courses and other amenities at nine state parks, including Jonathan Dickinson State Park, isn't the first time golf courses were proposed on state parks.

In 2011, legislators tried to add golf courses to state parks through bills that would have required the state Division of Recreation and Parks to hire a company that would work with golf legend Jack Nicklaus to build courses in state parks around the state. The idea was to create the “Jack Nicklaus Golf Trail of Florida.”  

The only park specifically mentioned in the House’s version of the bill was Jonathan Dickinson, which is nearest Nicklaus’s North Palm Beach home. Former state Rep. Patrick Rooney Jr., R-West Palm Beach, filed the house’s Bill 1239.

From high schools to Congress: Rising concern about Jonathan Dickinson State Park development

More: Could changes in Florida's park system add golf courses at Jonathan Dickinson State Park?

Under the legislation, hotels could be included in the golf facility, according to the language in the bill. The courses would also include a clubhouse with limited food and service, parking, and a golf course maintenance building.

An article in the Tampa Bay Times from March 2011 paraphrases a Nicklaus lobbyist saying that the legislation was born from discussions between Nicklaus and then Gov. Rick Scott about promoting tourism in the state.

There was so much public backlash about the proposals that both were quickly withdrawn, however.  

More: Jonathan Dickinson State Park was named after a shipwrecked Quaker: 5 notable facts

"Floridians spoke very clearly over the past several days on this proposal, and they are the reason I'm in office," Rooney said in a news release his office e-mailed reporters shortly after he withdrew the bill, according to the Times story.

Nicklaus could not be reached or did not respond to messages about the current proposal. 

The current plan, part of the 2024-2025 Great Outdoors Initiative to increase public access to parks, also includes pickleball courts and lodges. The state DEP posted the plans on social media after documents were leaked describing the proposal. Opponents are outraged at the plans and that statewide meetings with residents are being scheduled so soon, Tuesday, Aug. 27, and all at the same time.

Kimberly Miller  is a journalist for The Palm Beach Post, part of the USA Today Network of Florida. She covers real estate, weather, and the environment. Subscribe to  The Dirt  for a weekly real estate roundup. If you have news tips, please send them to  [email protected].   Help support our local journalism, subscribe today.

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• Nate Monroe

Latest bad plan for Florida state parks? Golf courses, pickleball courts, big hotels.

I've never had a specialty license plate before. But I recently decided to get one of the Florida plates that has the nose of a red kayak heading down a river, a turtle on a log, a heron in flight, the sun rising or setting in the distance.

"Explore Our State Parks," it says.

I got this plate, which reminds me of some of my favorite places in Florida, to support our state parks. I did not get it to support state hotels and golf courses. We have plenty of those outside of the parks.

But here we go again.

The State of Florida likes to brag that we have the best state parks in America; that our 175 parks attract nearly 30 million visitors and produce billions of dollars of economic impact; that our state park system keeps winning national awards and preserving, as the slogan says, “Real Florida.”

But you know what they say, if it ain’t broke … do bulldoze it to make way for golf courses, pickleball courts and 350-room hotels.

Sorry, I know I basically repurposed what I said years ago , after then-Gov. Rick Scott kept looking at our state parks and picturing ways to make more money off land that was just sitting there, all natural, with old trees and water and wildlife. Most memorably, he envisioned fairways and sand traps, new golf courses in every corner of a state that already had the most golf courses in America.

That didn’t happen. Turns out that idea didn’t go over too well with people already trying to run golf courses — or with Floridians, in general.

This time it’s Gov. Ron DeSantis, trying to hurriedly ram through dramatic changes to nine state parks — including taking part of Anastasia State Park in St. Augustine and building pickleball courts and a disc golf course, along with a large hotel in the maritime hammock near the ocean.

The Florida Department of Environmental Protection announced the plan Monday — well, some of the plan — with a press release about the launch of the Great Outdoors Initiative to “increase public access, recreation and lodging” at Florida’s state parks.

Public meetings were scheduled around the state for next week, eight of them all at the same conveniently inconvenient time (3 p.m. Tuesday). According to a leaked memo, the Office of Park Planning was instructed to play pre-recorded presentations at these meetings, receive feedback and not answer questions — setting the stage for it to roll to approval next month.

Judging from the reaction so far, it won’t be that simple.

On Friday, DEP postponed all of the meetings, saying that "due to the overwhelming interest" it was looking for new venues to accommodate the public.

When the news of the plans first started breaking — and a long list of groups all over the state quickly began rallying in vehement opposition — I kept getting people sending me details about it. And I kept thinking two things about the proposal: A) it sounds very familiar and B) it was a bad idea before, and it’s a bad idea now.

Start with the golf courses. That’s a particularly bad idea — partly because of how much land it takes to build a golf course, partly because Florida isn’t exactly hurting for golf courses. Even after a period when more golf courses were closing than opening, we still have more than 1,200 courses, many of them open to the public.

In 2011, Jonathan Dickinson State Park in Martin County was one of the places the state wanted to have a Jack Nicklaus-designed course. That didn’t happen then. It’s still a beautiful, sprawling park that protects one of Southeast Florida's largest contiguous areas of natural habitat. But this proposal includes taking more than 1,000 acres and creating two 18-hole courses and one 9-hole course there — a place with nearly 50 golf courses within a 20-mile radius.

In this proposal, other state parks would get new pickleball courts. Because it's really hard to find pickleball courts in Florida, right? As that sport has exploded, according to pickleheads.com, more than 5,000 courts have popped up all over the state.

Pickleball courts do take up less space than a golf course, but they come with something larger than their size: their sound.

The New York Times recently did a story with a headline that said, “ Pickleball noise is driving everyone nuts .”

So it’s one thing to introduce that to a city park or country club alongside the tennis courts. But to add it to state parks?

Visit Florida’s state parks and listen to the chirping of the birds, the rustling of trees, the crashing of waves and — coming soon! — the pop-pop-popping of pickleball.

And then there are the “lodges” — a quaint word that belies what is being proposed.

A 'lodge' bigger than many hotels

I’ve said before that I’d welcome adding some more cabins to some of our state parks. So it would be hypocritical of me to say I’m opposed to any lodging.

But this isn’t just any lodging. To put 350 rooms in perspective, just south of Anastasia State Park, there is an Embassy Suites with 217 suites. A little farther south there’s a Hampton Inn with 100 rooms.

This isn’t a matter of adding some cabins or small lodges. It’s adding one of the larger oceanfront hotels/lodges in Northeast Florida. And it isn’t just the size. It’s the location.

Could an oceanfront "lodge" be quite popular at Anastasia State Park? Absolutely. So why stop there? How about Talbot Islands State Parks? Sure, there is plenty of lodging up the road on Amelia Island. But maybe the future could include a big hotel where right now, according to the Florida State Parks website, there are “ancient dunes, pristine beaches and a secluded barrier island.”

That’s one more reason this proposal is a bad idea. It’s a terrible precedent.

Even Florida Chief Financial Officer Jimmy Patronis called it a “slippery slope" — part of what was, by the end of the week, a remarkable groundswell of bipartisan blowback.

Small dot on map hides big impact

Back in 2017, I wrote a column about going for a walk on the Anastasia beach with Chris Farrell of the Northeast Florida office of Audubon. He wanted to show me how that summer Anastasia was home to the largest colony of Least terns — a bird whose population had dropped by nearly 90 percent in the last 50 years — we’d had in the area in years.

When I heard from Farrell this week, it was because Audubon was among those sounding an alarm about threats to the state parks and, in particular, Anastasia.

Among Audubon’s thoughts and concerns: “Displacing maritime hammock — an imperiled habitat that supports native and migratory songbirds — for pickleball courts and a giant lodge is unconscionable.”

He noted that the rudimentary maps show the potential location of the lodge within the southern stand of maritime hammock — and that this same maritime hammock is described in the "Park Significance" section of the park's management plan as "one of the largest contiguous stands of the globally rare maritime hammock along Florida's east coast." 

And while there is a dot on the map that illustrates where the lodge might go, it doesn’t give a sense of the footprint of everything involved.

“The small dot on the map hides the real impact of the proposal,” he said. 

He noted that it doesn’t make sense when there are thousands of hotel rooms near the park and two pickleball courts across the street from it. He said it’s not clear what is driving these proposals “but it sure isn’t based on local needs.”

Floridians have spoken clearly again

When it comes to Anastasia State Park, it’s hard to get more local than the Surf Station .

In 1984, Tory Strange started the surf shop in an Amaco station conveniently located near the entrance to the park.

He’s often said that one of the keys to his business succeeding was that location.

Now, with the Surf Station about to celebrate its 40th anniversary next weekend, he can sell to the entire world via the internet. But the location still is a good one. And putting a big hotel in the state park probably could mean some more local business. Not that Strange looks at it that way.

He’s among the locals who’s quite upset about the proposal.

“This isn’t about being anti-golf course or anti-hotel or anti-pickleball,” he said. “This is about protecting our limited natural environment.”

That was his initial reaction. And I thought it summed things up nicely. But a bit later he said he wanted to add something even stronger, which I think sums up how upset some are about this.

“The meeting that is to take place about this … the people that are proposing it better back down and make major changes to these radical proposals,” he said, adding that they will be voted out if they don’t. “I predict that’s what will happen if destruction of our state parks is ram-rodded through over the objection of the citizenry. The vast majority of people are against major developments inside our state parks.”

So if you’re among the people against it, what can you do?

The same thing Floridians did in the past. Contact your state representatives. Sign the petitions . Show up for the rescheduled meetings (likely the first week in September).

In 2011, state lawmakers quickly withdrew bills about the proposed golf courses after they were deluged by calls, letters and emails. Then-Rep. Patrick Rooney Jr. said, “Floridians spoke very clearly.”

Floridians have spoken very clearly again.

Now the question is whether this governor — and the state agency with "environmental protection" in its name — will actually listen.

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Woman who acted as 'secretary' for drug dealers tells court she's learned her lesson

Crown asks that Marie-Pier Archambault receive an eight-year prison term for delivering and counting cash for traffickers.

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A woman who collected cash for drug dealers while they moved nearly 900 kilograms of cocaine between Toronto and Montreal over the course of a year told a judge she has learned her lesson while sentencing arguments were made in her case on Friday.

“I didn’t make good choices. I didn’t ask good questions,” Marie-Pier Archambault, 33, told Quebec Court Judge Pierre Dupras while explaining how she was recruited into the group of drug dealers investigated by the Montreal police during 2021 and 2022.

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Archambault said the invitation was put to her while she was at a baby shower held for a friend she attended high school with.

She said she jumped at the chance to act as a driver. The invitation came from a man who was also later arrested, along with several other people, in 2022 in Project Auxo. The man’s trial is scheduled to begin in October.

“I was told they were looking for a chauffeur,” Archambault said. “Did I seek out to know what was involved? No. I regret that now. I was told it was to pick up money.”

She also said it took two weeks before she realized the large amounts of cash she was picking up and delivering to a longtime friend, who is now her boyfriend, were the proceeds from drug trafficking.

On Dec. 15, Archambault pleaded guilty to a conspiracy charge as well as three counts related to drug trafficking.

“Every time I woke up, every time I looked at my parents’ faces, I asked myself questions because I never thought I would end up in prison,” she said, adding she was paid $500 for every day she worked for the organization and that she never asked for a percentage of the money she was transporting.

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“I never thought I was going to get rich. I see it now. I woke up. I said ‘this isn’t for me.’ I never put coke up my nose.”

Archambault broke down and sobbed several times while she answered questions from her defence lawyer, Ludovic Dufour.

She became very emotional while she recalled how her brother overdosed and died before she was arrested during November 2022. She was detained at the Leclerc detention centre when she learned her sibling overdosed on crack cocaine.

“I felt like shit,” she said.

On some of the days she worked, she was making up to four deliveries for the group. Archambault said she was eventually asked to also count the money she delivered and provided an accounting of it through encrypted messages sent to other people involved in the network. She described her role as that of “a secretary” and said she never made decisions for the group.

She delivered the money to an address on Pothier St. in Montreal where the man who is now her boyfriend, Kepler Philogene, resided while the network was under investigation. Philogene, 41, is currently awaiting his sentence in the same case.

According to a joint statement of facts presented to Dupras on Friday: “The investigation showed there were 28 shipments of cocaine, and one involved a firearm, from Toronto during the period of the investigation. Investigators estimate 870 kilograms of cocaine were sent to Quebec among the shipments.”

The Montreal police had a hidden microphone installed at the home on Pothier St. and through it investigators learned that more than $600,000 was there on May 16, 2022 and $460,00 was there on May 23, 2022.

On May 26, 2022, police arrested two people tied to the network and seized more than $750,000, 32 kilos of cocaine and an AR15 assault rifle.

Prosecutor Laurence Lavoie pointed out to the judge that one of the other people convicted in the same case recently received a seven-year sentence for acting as a drug courier for the network.

“She was more important than a courier,” Lavoie said while asking that Archambault receive an eight-year sentence.

The prosecutor said investigators estimate the network made a profit of $1.3 million.

Archambault’s defence lawyer will make his arguments on the sentence at a later date.

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Floridians balk at DeSantis administration plan to build golf courses at state parks

Red mangroves line the shore at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

Joshua Gross, right, and his brother Joseph, of Miami, prepare to launch their kayaks off the beach at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

Javier Fernandez, of Hollywood, rides on a mountain bike trail at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

Families enjoy the beach at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. The park is Florida’s urban park. A proposal by the Florida’s Department of Environmental Protection to build new sports facilities, hotels, and glamping sites at eight state parks across the state has drawn a wave of opposition, not just from nature lovers and birdwatchers but also from members of Governor Ron DeSantis’ Cabinet. (AP Photo/Marta Lavandier)

A boat docks near the beach at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

Tristan Martin and his girlfriend Lilly Ortega of Miami, go fishing on their day off at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

Bathers enjoy the warm water at Oleta River State Park, Thursday, Aug. 22, 2024, in North Miami Beach, Fla. (AP Photo/Marta Lavandier)

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TALLAHASSEE, Fla. (AP) — The golf course is not a threatened species in the Sunshine State — but the Florida scrub-jay is.

And advocates are warning that life for the small blue and gray birds and many other imperiled species could get much harder if Gov. Ron DeSantis’ administration follows through on a proposal to build golf courses, pickleball courts and 350-room hotels at state parks from Miami to the Panhandle.

State parks “are the last strongholds for a lot of wildlife in rapidly urbanizing communities in Florida,” said Julie Wraithmell, executive director of Audubon Florida.

“They have an outsized importance — not just to wildlife but also as places where Floridians and visitors can continue to see what Florida was like,” she said. “It’s the best of Florida.”

DeSantis has enjoyed rock solid support from the Republicans who dominate state politics. It has been rare for DeSantis to get pushback on anything from GOP lawmakers, and he has a reputation for seeking vengeance when they do.

But it appears a political line in the sand is being drawn after DeSantis’ administration announced plans this week to carve out golf courses and pickleball courts in Florida’s beloved state parks.

Unlike the issues of abortion, LGBTQ rights, race and guns that have divided voters, state parks apparently hold a place in the hearts of Floridians regardless of party. The state park system has received national recognition for years, and people are resistant to change the protected lands they enjoy.

The proposal announced by Florida’s Department of Environmental Protection to build new sports facilities, hotels and glamping sites at nine state parks across Florida has drawn a wave of opposition, not just from nature lovers and birdwatchers but also from members of DeSantis’ Cabinet, a Republican member of Congress and conservative state lawmakers. That includes outgoing Republican Senate President Kathleen Passidomo.

“Our vision (for state parks) did not contemplate the addition of golf courses and hotels, which in my view are not in-line with the peaceful and quiet enjoyment of nature,” Passidomo posted on X. “From what I know at this time, the proposal should not move forward in its current form.”

A spokesperson for DeSantis defended the plans — which are not final — and touted the administration’s investments in protecting and conserving the state’s natural resources.

“Teddy Roosevelt believed that public parks were for the benefit and enjoyment of the people, and we agree with him,” press secretary Jeremy Redfern said. “But it’s high time we made public lands more accessible to the public.”

The Department of Environmental Protection did not respond to requests for comment from The Associated Press.

All of the parks slated for development are located near heavily visited tourist destinations, including Miami, Tampa, Panama City and St. Augustine.

Florida’s state park system is a bastion of wildness in a state where vast stretches of sugar sand beaches and mangrove forests have long given way to condos, motels and strip mall souvenir shops.

Advocates say places like Topsail Hill Preserve State Park near Destin are literal beacons on a hill — the preserve is known for its 25-foot high sand dunes that tower over a stretch of the Panhandle known for its spring break destinations and military installations.

Eric Draper, a former head of the Florida Park Service, said Topsail is one of the last undeveloped stretches of Florida’s Gulf Coast.

In that part of the state, Draper said, “you can stand on the beach, you look right, you look left, and you just see a lot of condos and developments and houses. But this is one place that you can stand and look for three miles and not see any development.”

Under the new plans, Topsail would get up to four new pickleball courts, a disc golf course and a new hotel with a capacity of up to 350 rooms — a scale of development that Draper said is more in line with a conference center than a quiet beach retreat.

Another proposal is for a golf complex at Jonathan Dickinson State Park in Martin County on the state’s southeast coast north of West Palm Beach. Building the golf courses would entail removing a boardwalk and observation tower as well as relocating the residences and offices of park staff, as well as existing cabins for visitors.

A change.org petition targeting the would-be golf complex at Jonathan Dickinson had netted more than 60,000 signatures as of Thursday afternoon.

It is not the first time a Republican administration has raised the idea of leveraging more revenue from state parks by providing golf, lodging and other attractions. But past ideas were quickly dropped after public opposition.

In 2015, then-Gov. Rick Scott’s administration floated plans to allow cattle farmers to graze their herds and loggers to harvest timber from park lands.

Legendary former professional golfer Jack Nicklaus has long lobbied state officials to underwrite his push to build golf courses in state parks, efforts that fizzled following public pushback.

Wraithmell, the head of Audubon Florida, said she hopes state officials will listen to the Floridians who plan to pack public meetings next week to weigh in on the proposals.

“Absolutely there is demand for more people to enjoy state parks,” she said. “The solution is not to try to cram as many people into a park as we can .... The solution is to create more state parks.”

This story was first published on Aug. 22, 2024. It was updated on Aug. 23, 2024, to correct that there are nine state parks included in the proposal, not eight.

___ Associated Press reporter Brendan Farrington in Tallahassee contributed to this story.

Kate Payne is a corps member for The Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues.