Weekly Lesson Plan Template

This Process Street Weekly Lesson Plan Template is designed to be run each week in advance of a lesson in order to plan appropriately the upcoming activities and learning goals. 

By using this Process Street checklist, all planning data and documentation is saved for review and improvement. This template is geared to ensure teaching methods can consistently hit their highest standards through the following of industry accepted best practices. 

This process functions by an 8 phase structure of planning a lesson from the chapter Lesson Plans and Unit Plans: The Basis for Instruction in the book New Teacher's Companion by Gini Cunningham, which you can find on the Association for Supervision and Curriculum Development's website.

Some of the chapter's notes are quoted throughout this checklist for further guidance and advice.

The checklist is flexible to allow for your needs and requirements to guide the process. 

As with all Process Street checklists, this template is fully editable and you can add or remove steps in the process as you wish.

The template in Process Street acts as structure from which you can run checklists; instances of each template. This means that changes to the standardized template will result in changes for future runs of the checklist.  

All data entered into each checklist is stored in a table format in the Template Overview tab. This shows each checklist which has been run along with the metadata for each checklist plus all information which has been entered into the form fields.

You can assign whole checklists to one person or assign different aspects of each checklist to different people. You can do the latter with our Task Assignment feature. This helps you manage workflows and involve multiple people in complex processes or use cases where approval may be required. 

To assist further in facilitating approvals, we also have Stop Tasks which stop the process user from continuing until a particular task has been completed. This helps in promoting process adherence and improving accountability. 

You can also make use of Process Street's inbuilt automation features like conditional logic, variables, and checklist run links. Or connect Process Street with the third party automation tool Zapier. 

Use this task to record the details of the checklist and the lesson you are planning. 

If you are teaching a range of different lessons throughout the week it may be beneficial to add a drop-down field to the form fields below with each of your regular classes as a selectable option. 

This will allow you to better filter the data by class once you come to review your planning documentation. An example drop-down field has been included below. 

Use the form fields to develop an introduction for the lesson based on the following principles:

• Set a purpose. Describe the overarching reason for this lesson.
• Introduce the key concepts, topic, main idea. Get students on the right track. This step may be a note on the board, a diagram, or a probing question of the day's lesson focus.
• Pull students into the excitement of learning. Seize students' attention with items like an amazing fact, a funny quirk, a challenge, or other mind tickler.
• Make the learning relevant. Explain how this lesson extends past learning and leads to future learning—that is, the significance of the concepts, skills, and focus of the lesson.

Use the form fields to determine how you will check and reinforce the students' foundational knowledge for the lesson. 

• Check on previous knowledge. Verify what students already know.
• Clarify key points. Double-check on learning from the past.
• Focus on specific standards, objectives, goals. Link the lesson to the standards, and let students know exactly what they will know and be able to do as a result of this lesson.
• Check for correctness and add to background knowledge. Add extra information for the day's learning and beyond—just enough to launch into the main lesson.
• Introduce key vocabulary. See it; say it; read it; write it.

Use the form fields below to engage the class ready for further learning.

• Ask questions to clarify ideas and to add knowledge. Engage students in the learning and build background with probing questions.
• Brainstorm main ideas. Fill students' heads with ideas, concepts, possibilities; allow them to expand and clarify their thinking.
• Clarify and correct misconceptions. Engage students in activities that will inform you as to whether students are confused or have incorrect ideas so corrections can be made before the misconceptions become worse or detrimental to learning.

Use the form field provided to deliver the body of the lesson and present the new information to the class.

• Provide teacher input. Lecture, add key points and new information, read the text or articles, and solve problems. Present the body of the lesson. This may be a whole-class lecture, a small-group activity with teacher supervision, or a partner activity with teacher supervision. The learning is active (not silent reading without specific goals or mindless completion of a worksheet).

Use the form field provided to explain how you will make sure this information has been received by the class.

• Check for understanding with sample problems, situations, questions. Have students practice with the information just taught. Guide the learning.

Use the form field provided to outline activities you will lead to allow the students to practice the information presented in the lesson. 

• Provide time for practice and review. Allow students time to practice under your supervision. You and the students work together.

Use the form field below to describe how you will deal with classroom management to both facilitate practice and assist the learning of those who require further guidance.

• Supervise students' independent practice. Select additional strategies for small groups of students who still do not "get it." Other students may begin to work independently, with the final goal being that all students can work on their own. This practice prepares students for successful homework, and it prepares them for future learning.

Use the form field to document how you plan to summarize the lesson's core concepts and what strategies you will take to reinforce their importance or interest to your students.

• Bring the lesson to closure. Link the lesson phases and information together. Summarize the learning of the day, and discuss how it fits into the big vision for learning. Have students demonstrate what they know and can do by writing a brief note to hand in as they leave; the note may include questions, problems, or ideas on the learning. Alternatively, they may write in their journals or explain their understanding to a partner.

Now that your lesson is planned out, you can prepare this plan in a way which is actionable for you. 

You could have this checklist open on your computer as a set of reminder notes. This would allow you to have all of your lessons stored in the cloud in advance of a lesson and save you printing out copies which could get lost or damaged. 

However, if you do wish to print your lesson plan to take a paper copy with you, then you can click to print this checklist and select to print to PDF. This will save the completed checklist as a print-ready document in a format you are already familiar with. 

Once you have completed the lesson, you can return to this checklist to complete your final review task. 

It is important to be self-critical and to praise oneself in order to improve as a teacher, and in any other profession. 

Use the form fields provided to evaluate your own performance.

You can check out these two videos as inspiration.

• Chapter 7. Lesson Plans and Unit Plans: The Basis for Instruction - New Teacher's Companion
• EFFECTIVE LESSON PLANNING, DELIVERY TECHNIQUES AND CLASSROOM MANAGEMENT SUGGESTIONS
• WHAT YOU NEED TO KNOW TO STREAMLINE YOUR LESSON PLANNING PROCESS
• New Teacher Survival Guide: Planning
• Tips for Effective Lesson Planning

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