Hathorsoft
Hathorsoft

Hathorsoft Plan

Quickly build an effective lesson plan with this step-by-step tool. It's built with handy hints and suggestions, but allows full customisation so you can teach your lessons, your way.

Plan is completely free! Explore our other teaching tools to enhance your classroom management.

Prefer to do it your way?
Show/Hide guidance

Storage Options
Offline Online Not signed in Signed in {{ pendingOperationsCount }} pending
Your Lesson Plans:
{{ file.title }} {{ formatDate(file.lastModified) }}

No lesson plans found in {{ getProviderDisplayName() }}.

Basic Information
Enter some basic information to show on the lesson plan
Basic Information
Class: {{plan.class}}
Teacher: {{plan.teacher}}
Time/Period: {{plan.timePeriod}}
Date: {{plan.date}}
Stage 1
What are the three lesson objectives?
Use Bloom's Taxonomy verbs, building up

Learning Objective 1

This objective should start with a low-level verb like 'Remember', 'Understand' or 'Explain'.

Learning Objective 2

This objective should start with a mid-level verb like 'Apply' or 'Analyse'.

Learning Objective 3

This objective should start with a high-level verb like 'Evaluate' or 'Create'.
Stage 1
What are the three lesson objectives?
Use Bloom's Taxonomy verbs, building up
Learning Objective 1: {{plan.learningObjective1}}
Learning Objective 2: {{plan.learningObjective2}}
Learning Objective 3: {{plan.learningObjective3}}
Stage 2
Provide details of what each learning objective entails
What will students do to progress against the objective? How will progress be measured?

Click here for techniques to scaffold and support, and for checking progress.

Learning Objective 1: {{plan.learningObjective1}}

Briefly explain what activities in the lesson enable students to meet this objective. Also explain how you will assess and support students to meet this objective.

Learning Objective 2: {{plan.learningObjective2}}

Same as first objective, but with greater focus on independent student learning, and AFL questioning while moving around the room.

Learning Objective 3: {{plan.learningObjective3}}

Same again, but with a focus on students applying the knowledge gained throughout the rest of the lesson and utilising higher order thinking.
Stage 2
Provide details of what each learning objective entails
What will students do to progress against the objective? How will progress be measured?
Learning Objective 1: {{plan.learningObjectiveDetails1}}
Learning Objective 2: {{plan.learningObjectiveDetails2}}
Learning Objective 3: {{plan.learningObjectiveDetails3}}
Stage 3
Detailed plan (paragraphs) covering the content (activities) of the lesson, in chronological order
Provide guidance around what students should be doing in each part of the lesson
A common structure for a lesson is:
  1. A starter/do now/try it now activity
    • This should be on desks or on the board ready for students to get on with as soon as they enter the classroom.
  2. Teaching of a skill or introduction of new knowledge at the front, delivered to the whole class
    • This is where you introduce new content that will be used by students as the core of the lesson.
    • Ideally this should take no more than 2 to 4 minutes. Being concise but clear is a strength here.
  3. Students get on with activities, utilising the new knowledge or skill
    • This is an excellent opportunity for students to do active learning, applying the new knowledge/skill.
    • Students may work in silence individually for this, or talking to their neighbours.
    • AFL questioning can be used well while moving around the room, enabling you to identify students needing additional support, or common misconceptions.
    • Mini whiteboards can be an excellent tool here, and can be left with students who need additional support after you have explained something on the board(s).
  4. While students get on with activities, pull small groups off to the front or side to address misconceptions or provide additional support.
    • All students should be learning at all times during the lesson, pulling small groups off the activity enables other students to continue learning without receiving extra support they do not require.
    • Groups to target have been idenfied while moving around the room. This process is continuous while students get on with activities.
    • No group is too small, but once a group had more than 8 students in, consider stopping the class to address a common misconception briefly.
  5. A nice way to end the lesson, if not just continuing activities, is to have a 'challenge task'
    • This task should utilise higher order thinking, applied to the skill/knowledge learned during the lesson.
    • Differentiated/scaffolded versions of the task should be given to students, as identified while moving around the room during the previous activities.
Stage 3
Detailed plan (paragraphs) covering the content (activities) of the lesson, in chronological order
Provide guidance around what students should be doing in each part of the lesson
Lesson Content: {{plan.lessonContent}}
Stage 4
Explain the wider context this lesson sits in
  • What have students covered so far?
  • What different ability groups are present?
    • Who needs extra support?
    • Who needs extra challenge?
  • Are there other staff present? How will they be used?
Stage 4
Explain the wider context this lesson sits in
Lesson Context: {{plan.lessonContext}}
Teacher: {{ plan.teacher }}
Class: {{ plan.class }}
Time/Period: {{ plan.timePeriod }}
{{ plan.date }}
Learning Objective 1

By the end of the lesson, students will be able to

{{ plan.learningObjective1 }}

What will students do to progress against the objective? How will progress be measured?

{{ plan.learningObjectiveDetails1 }}

Learning Objective 2

By the end of the lesson, students will be able to

{{ plan.learningObjective2 }}

What will students do to progress against the objective? How will progress be measured?

{{ plan.learningObjectiveDetails2 }}

Learning Objective 3

By the end of the lesson, students will be able to

{{ plan.learningObjective3 }}

What will students do to progress against the objective? How will progress be measured?

{{ plan.learningObjectiveDetails3 }}

Lesson Content

{{ plan.lessonContent }}

Lesson Context

{{ plan.lessonContext }}