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LESSON PLANNING Writing a lesson plan requires putting down a detailed step-by-step guide that outlines the teacher's objectives for what the students will learn during the course of their lesson and how they will learn it. To create a lesson plan, the learning objectives should be identified, activities should be developed, and the materials to be used will also be determined. A lesson plan can exist in the teacher's mind, or written in any format understandable by the teacher. Its purpose is to outline the "programme" for a single lesson. It generally helps the teacher in both planning and executing the lesson. It helps the student achieve a detailed format of learning, and help them get a structured organization of learning in their minds. In writing the objectives of the lesson, the teacher should put in mind and into consideration why the students need to learn the objective, what they will be able to do with the knowledge after learning, and how they will demonstrate the learning. Every single Lesson Planning must include Context analysis, goals, contents, methodology and assessment. In analysing the context, the teacher would have to put into considerations the school educational system, as this basically lays the foundation for all teaching methods. Here also, the classroom structure, space, teacher-student proportions and infrastructure would alco be considered. The goals should be determined before the contents and learning activities. They must also provide a criteria aimed at the feedback of the conducted process. Lesson Planning must address different kinds of objectives which are the general objectives established by the school community and the subject objectives established in order to set up the capacities and competences that students must develop throughout the school year. Contents are majorly the subjects of teaching considered useful and necessary in order to promote the comprehension and coherence development of students. The most relevant and necessary contents should be chosen, organized to set up the presentation of the contents and the order of appearance and synthesized to establish conceptual maps. Furthermore, Lesson Planning must include key concepts, basic procedures and aptitudes which are indispensable for achieving the development of the contents. The teaching methods are the responsibility of teachers. The decision making process about methodological strategies must include two aspects. On the one hand, the design and the organization of activities. On the other hand, the design and the organization of the school environment (time and space distribution, material didactic resources assignments and students gathering). Assessment is the evaluation and decision making process about the students, teachers and the teaching/learning processes. It is important to differentiate four stages throughout this assessment. Initial evaluation, carried out at the beginning of each step of the learning process, Ongoing evaluation conducted during the whole teaching/learning process, Final evaluation performed at the end of the teaching/learning process and Meta-evaluation, done to show the usefulness of the evaluation . The assessment criteria must be referred applied to students’ learning and must have a general and global nature. Nonetheless, afterwards, the classroom planning must incorporate specific criteria for each didactic unit. At the same time, it must be specified the assessment components and the corrective measures for the learning improvement (supportive activities, tutorial action plan, etc.) References Margarita R. R, (2007). Lesson planning in Primary and Secondary Education. Technical report 1-37 Janelle C. (2019) Here's What You Need to Know About Lesson Plans https://www.thoughtco.com/what-is-a-lesson-plan-2081359