Five Minute Lesson Plan
The big picture: How does the lesson fit into your scheme of work / topic? What knowledge are pupils coming to the lesson with already? What links have you made / can you make? Describe the lesson in 30 seconds!
Objectives: Your objectives for the current lesson. The arrow is just a visual reminder that your lesson is building on what’s gone before. I’d always try to incorporate at least 2 different levelled objectives – perhaps allowing students to choose their own.
Engagement: What’s the hook? How will you gain student attention at the start and throughout the lesson that is exciting and meaningful (without you working too hard!) that you’ll be using to lure pupils into learning? it’s not needed every lesson….but a good story often is enough!
Stickability: What will stick in pupils’ minds as they leave your lesson? What key point(s) do you want them to remember and bring back to the next lesson?
Assessment for Learning: How will you assess where your learners are at during the lesson, so as to know how to take them where you want to go? What AfL strategies are you going to use? What key questions will help you to lure pupils into learning? Plan for various (AfL) Assessment for Learning strategies to allow students to see progress. Use a Targeted-Question grid to help frame higher-order questions. Where possible, use the Pose Pause Pounce Bounce AfL strategy to stimulate discussion.
Key words: Literacy has never had such a high-profile as it has at the moment. Encourage students to read lesson objectives out. Pick out keywords and extrapolate their meanings. Use techniques to break down the phonics of each word and encourage visual recognition to reinforce. Plan what key-word you want students to learn. This promotes high levels of literacy which is an Ofsted focus. You can also add ‘numeracy’ to this section. Every lesson should involve some mathematical reference of link.
Differentiation / Groupings: Plan – at a glance – what activities you will provide for gifted and talented students; students with SEN/D and EAL. What sorts of groupings are needed, what are they doing and when? Do you have this mapped to a seating plan with current levels of progress?
Learning episodes: What is going to happen in the lesson from start to finish? Identify as many opportunities for pupil-led learning as possible. The four boxes do NOT denote a four-part lesson. Just fill them up with what needs to happen.