LESSON PLANNING TEMPLATE - Bible



LESSON PLANNING TEMPLATE

|Title of Lesson: |Date: |

|Scripture Passage |Lesson Description: overview of the lesson in terms of topic; activities and purposes. What is unique about |

| |this lesson? |

|Materials: resources; books; equipment; worksheets, (needs to be listed in details |Age Level/Audience |

|so that you begin to think time and usage) | |

|Review: (this is the place to put|What questions will you use to review the previous week’s lesson; it is imperative that you are linking past to present. Challenge your students to rehearse and |

|in the review of the past week’s |re-acquaint with what they have learned with what they will learn. What doctrine or doctrinal principle was included in the last lesson that will be also |

|lesson objectives and seek |included in this lesson and the lessons to follow? |

|practical ways the students | |

|applied the principles and/or | |

|truths | |

|Stated Objective(s) |Some questions to consider: |

|(CATo) = Cause the |Where are you going? How will you get there? How will you know when you have arrived? Think through these steps as you put together your lesson plan |

|Audience/Student to know: |P = prayer/preparation/processes/planning |

|(this reflects the |A = active activities to introduce the lesson (this also includes a review of where you have been the week before) |

|goals/objectives for your |C = coordination/checking/ |

|lessons…what do you want your |E = evaluation (what have you gleaned/ where do you go next, what did you learn from this lesson that you can practically implement; what might have worked |

|class/Audience/Students to know |better for next time) |

|after this lesson) | |

|Principles: (biblical truths that | |

|never change) | |

| | |

|Lesson overview paragraph (this is|Gather this from your worksheet that you have put together during the week from the scriptural principles and the divisions and the general sentence that you |

|for you as a reminder of the whole|wrote which gives the totality summary of this passage. |

|lesson) | |

| | |

|Introduction to Lesson |Open each lesson with your goals and objectives. Students need a direction and a point of reference. This can be accomplished through writing it on a chalkboard |

| |or speaking it or on a written sheet that is given to the student. |

| |This is where you want to plug in your “ice breaker” activity or you want to introduce an illustration or use a prop to get your students thinking about what is |

| |ahead. This can be something you also include class members ahead of time to bring in articles such as a staff or a model of a Bible story etc. Get the class |

| |involved in this step so they take ownership of the lesson. |

| |What will be used to introduce the ideas and objectives of this lesson? What will you the teacher use to get students' attention and motivate them in order to |

| |hold their attention? How can you tie lesson objectives with student interests and past classroom activities? What do you expect the students to glean from this|

| |lesson? |

| |This is a good place to actually write out how you would pass this lesson on to another teacher…what would you say, do. Will you use: a demonstration? (if using|

| |this what materials; steps need to be followed and the time involved)An explanation? (write out the outline of what you will actually do to explain the |

| |information…such as explaining the geographical area or how Nineveh disappeared. A discussion (what questions have you formulated that will follow the Bloom’s |

| |Taxonomy pattern to challenge your students to think critically)? Will you divide the class into buzz groups? (what discussion questions are prepared ahead of |

| |time for them to discuss and what is the goal you are seeking to achieve); Will you use a lecture? (If this is chosen; it is imperative that your audience have a|

| |copy of your outline that they can follow. Then combine with audience involvement such as small quick discussions; question/answer; illustrations and visuals |

| |such as a chalkboard, overhead projector; charts; maps; have a simple and clear outline that you stick to…see below for p’s and t’s; |

|TEACHING STRATEGIES |It is important here to write out your divisions with the number of people = “p’s” and the time “t’s” that you will use for each division of your lesson. Use |

|A. Lesson Divisions |your study guide sheet to follow as your guide. For each division you should plan on a time for one activity to walk through this section. That means an |

|B. Lesson Questions |illustration, a prop or just walking through the questions one by one, see above. Children need activities; adults need critical thinking questions and small |

|C. P’s & T’s (people and time – if|group discussion time. Watch your time and the number of people who you include in this time. |

|you need this as a reminder to | |

|yourself) | |

| | |

| | |

| |Example: |

| |(P 2) (T 10:15 a.m.) {Ask two people the following question starting at 10:15 a.m.} According to II Cor. 10:5, Paul states that spiritual weapons are mighty for |

| |use against mind wandering. What are the two spiritual weapons that God gives us? |

| | |

| |(P 3) (T 10:18) How do you use those weapons in your personal life? Would you share those ideas with the class. |

| |Check for Understanding as you teach by asking different types of questions. Use the student’s/teacher’s answer key questions to guide the discussion. |

|Activities or reinforcement |What do you wish to include to further reinforce what the passage is teaching; such as: activities/questions/thinking time will be used in the lesson time? What |

| |materials are needed; what time is needed; how many students are to be involved? How will you close out the lesson? What application activities or questions will|

| |you give as a challenge to your students? |

|Application |This is where you begin to develop those questions that will prick the hearts and open a dialog to allow the Holy Spirit to engage their hearts and minds. A good|

| |application has 4 “p’s”[1] ( it should be personal, possible, and practical and lastly provable). |

| |(These are inserted here but also need to be developed throughout the lesson) |

| |You should plan to include a challenge application question at the end: what are we going to do with what we have learned today? |

| |Is there a memory verse will you have your class include in their practical application? |

|PERSONAL EVALUATION: |What questions came out in the lesson that will need further follow-up and discussion? What activities could you plan for them to use outside of class that |

| |replicates what you used in class and that can be done without your direction? What assignment will you plan to give out as a test or measure of this lesson |

| |which will be assessed the following Sunday. |

| |How did you do on your timing? How many people participated? |

|Class or Personal Prayer Needs |If you desire to record these this might be the place to do so. This is an optional section. |

©G. Austin 2010 update

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[1] Warren, Richard with Shell, William A; “12 Dynamic Bible Study Methods”; Victor Books; 1978. p. 37.

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