This lesson plan is modified Madelline Hunter style. It includes her seven steps of good teaching, but simplifies things for the novice lesson plan designer.

1. INTRODUCTION

Include in the Introduction, a statement which summarizes what has been going on in the classroom, adding to it a statement of what the class will be doing. This is a good place for a transition, an advance organizer, or a signal.  

Basically, your introduction should be something which interests the students, as well as gets them in the correct mind set. Madelline Hunter's term for this introduction is "ANTICIPATORY SET."

Also in the Introduction, you should state the objectives of the day. There are two types of objectives: Instructional Objectives and Behavioral Objectives.

2. BODY

The body of your lesson plan is where you start the day's agenda. Begin by presenting the material. If there is a certain assignment or a criteria which you want students to follow (as in most lessons), you should have a MODELING statement and/or demonstration. (Example: put the terms on the left hand side of the board and definitions on the right, making the statement that they should do the same on their homework vocabulary lesson).

Input follows as the actual presentation of the material to be studied. It is a good idea to include a list of materials which you intend to use as part of the presentation. This could be a simple statement of what the students will do to achieve the objectives and learn the necessary material for the lesson and/or unit.

The third step of the lesson's body should be GUIDED PRACTICE, where you help them find answers or question them and find answers together.

The teacher should be present and accessible to students during this time.

3. CONCLUSION

The conclusion of your lesson might possibly include an assignment, termed INDEPENDENT PRACTICE, for students to work on without the help of a teacher. This could be homework, a quiz, test, or class work where students are expected to find their own answers, alone or with a group.

Before dismissal, students should be given some statement of CLOSURE, or a comprehensive wrap-up, best if achieved through questions and student contribution.

 INTRODUCTION

 Anticipatory Set -

 Objectives -

 BODY

 Modeling -

 Input -

 Guided Practice -

 CONCLUSION

 Independent Practice -

 Closure -

 The teacher would put the specific statements of information pertaining to his/her particular lesson on the right of the hyphen.

TRANSITION:   briefly states what students have been doing and what they will do for the present lesson.

 Example:

"Yesterday, we defined the term square and measured their area. Today, we will distinguish squares from rectangles."

 ADVANCE ORGANIZER:   a better introductory statement in terms of information. This statement summarizes what was done in the previous lesson, states what will be done in the present lesson, and relates the two different lessons using three similarities or differences between the two.

 Example:

"Yesterday, we learned how a phrase might have a subject, but no verb, and if standing by itself, it would be termed a sentence fragment. Today, we're going to define a sentence. A sentence might also have a subject, but it will have a verb that goes with that sentence, in order to express a complete thought."

 SIGNAL:   is just a statement that signals a change in the pace.

 Example:

"Today, we're going to leave the subject of Hemingway, and go on to the subject of William Faulkner."

 INSTRUCTIONAL OBJECTIVE:   just a statement of what the teacher plans on getting the students to understand or know, along with a listing of cognitive skills involved in the lesson process.

 Example:

"To get students to understand the necessary procedure for writing an essay. Cognitive skills will be comprehension and application of the essay process.

BEHAVIORAL OBJECTIVE:   a statement of three things: 1) a conditional statement, 2) behavior students will demonstrate their knowledge through, and 3) accuracy measure.

 Example:

"After reading passages from Act I, Scenes i and ii of Shakespeare's King Lear, students will be able to list two of the main characters and give examples from the excerpts of their character weaknesses, with the help of members of their group. The evaluation will develop as a result of the teacher's direct supervision and satisfaction after checking over their answers.