- Lesson Plan
- Adults often make plans.
- A plan helps you get organized.
- A plan helps you do the tasks.
- Asking questions and making decisions help you
- Students practice making a plan.
- Sometimes you have to change the plan after
you have started. That is OK.
- Prepare Transparency #5, "Planning
to Draw a Picture - Example in
- Download a version in Rich Text Format:
- Prepare transparency About
Plans - - - phtran14.rtf
- Prepare a numbered line
transparency. - - -
- You should continue using the Student
Participation Record. Continue to
use it unless directed not to in a lesson plan.
Planning is a very useful tool you will use as a
student and as an adult. Planning helps you reach your goals. You
will use it all through your life. It will make your life easier!
Learning to plan moves you
one step closer to having
Introduction / Presentation /
One of the things that adults do is to make plans
for things they will be doing. Here are some examples:
- Plan what roads and freeways to use to
get where they want to go.
- Plan what to cook for
- Plan what classes to take in
- Plan how to move to a new
- Plan what to write in a letter, essay,
or other paper.
- In building a birdhouse, plan how it
will look, and how it will be built.
Can you think of anything else that an adult might
make plans for?
- Cover all of transparency "About
Plans" except for the first question, and then project it.
- Ask for volunteers to answer the question.
Record them on Student Participation
- Uncover a block of answers when it looks
like no more answers are forthcoming.
- Move on to the next
- What is a plan?
- The steps to reach the goal, written in
the sequence you will do them.
- Why do we make plans for our goals?
- To know what we will
- To figure out how we will
reach our goal
- To work faster
- To work in the correct order, or
- To make fewer mistakes
- To do a better job
- How do we go about making plans?
- Ask questions
- Answer those questions
- Think it through, as
if you were doing it.
A plan doesn't have to be written on paper. If
it is simple, it can just be in our head. It is best to write
down your plans when you are learning to plan, when they are
complicated, or will take a long time to do.
Different people are likely to make different
plans for the same job, and that's OK. Often there can
be several ways to do the same job, so there can be several
It is very common to have to change or add to
plans as you are doing them. That's OK. Things change, or you find
out you have forgotten something.
As an engineer, many times it would take several
days, weeks, or even months to write out my plans. Other people had
to give their OK before starting to do the plan. It would take weeks
or even years to do them! If I had not written them down, I would
have forgotten them!
One good idea for making a plan is to ask
questions and answer them. You will probably have different questions
for different projects (goals). Here is a slide showing
questions you might ask if you are going to draw a picture. It is an
example, to show you how it is done.
TEACHER: Cover the slide below item # 1. Ask
for a few different answers to each question.
Uncover as you proceed.
Planning to Draw a Picture -
- 1. When will I draw it?
- (In a few minutes.)
- 2. Where will I draw it?
- (At my desk.)
- 3. What will I draw?
- (My cat.)
- 4. What other things will be in the
- (A ball.)
- 5. What will it look like?
- (Cat playing with ball.)
- (Cat's tail up in the air.)
- 6. How big will it be?
- (Full sheet of paper)
- 7. What colors will I use?
- (Black, white, and orange for
- (Ball is blue.)
- 8. What will I need?
- (Black, blue, & orange
- 9. Will I need help from anyone?
- 10. What part should I draw first?
- (Cat, because she is harder to
- 11. Will I have any words on the picture? What
- ("I love to play with my blue
These kinds of decisions are called
Student Participation /
It is a simple plan that we wouldn't have to write
down but we will, just for practice.
is to get ready to be picked up at car line. Our plan should go all
the way to the point where your car drives away. I will write the
steps. Just think through what we normally do. When I call on you
tell me what to write next. I have written the first
(Use a line numbered
transparency. If students leave out steps (as defined
below) you should skip line numbers, then later ask what might have
been forgotten in the blank spaces.)
Below is an example of what the plan
- I say to you "It is now time for you to get
ready for car line."
- Put away things that belong someplace else in
- Put your things in your desk.
- Push your chairs under your table.
- Get your backpack, coat, and lunch
- Line up at the door.
- Wait for teacher to dismiss you to car
- Go to the place where you wait to be picked
- When your car arrives, wait for teacher to
tell you to go to the car.
- Go to car and get in.
- Close the car door.
PERIODICALLY (Follow up)
Discussion, practice making plans:
Let's practice the adult skill of making plans:
You have an assignment to do (whatever). Lets talk
about making a plan to do it. Have students tell you what the
steps should be. Take maybe 5 - 10 minutes.
Personhood Sequence. Links to Lesson