What is the difference between Lesson note and Lesson plan?

You are probably reading this because you want to know the difference between a lesson note and lesson plan.

A lot of people don't know the difference between lesson plan and lesson notes.

Here is a simple and straightforward explanation of the lesson plan.

Lesson plan is one of the most important records to be kept by the class teacher. It contains an outline of what is to be achieved taught in the classroom. In fact there is nothing more important in the scope of the duty of a classroom teacher than a well-planned comprehensive lesson.

A well-planned lesson include the following;

Name of the classroom teacher

The class level and size

The average age of the students

The subject

The objectives

Instructional/reference materials

Content

Presentation

Evaluation

Assignment

A well-prepared lesson plan is evidence of adequate preparation of the teachers.

Now let us talk about lesson note

Lesson note is the detailed and comprehensive content given to the students by the teacher, it is the teacher's copy of the note given to the students.

For examples if you are a Biology teacher, if you are to teach your students Habitat, you should give them note on that topic after you might

have explained the content, this would help the students to read up on their own and it would also serve as reference for them when they are

preparing for the examination.

SAMPLES OF SECONDARY SCHOOL LESSON PLAN

SS1 3RD TERM YORUBA LANGUAGE LESSON PLAN
WEEK: 1 DATE: CLASS: SS1_______
SUBJECT: Yoruba Language
LESSON TITLE: Ede Isori Oro
SUBTITLE (IF ANY): Oro oruko
PERIOD: 2 DURATION: 40 Minutes____
LEARNING OBJECTIVES: Ni opin idanilekoo awon akekoo yoo le:
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)

KEY VOCABULARY WORDS: oriki, oro, oruko, gbolohun abbl

RESOURCES & MATERIALS: Imo Ede, Asa Ati Litireso Yoruba fun Ile-Eko Sekondiri Agba SS1; Saati alagbeka ti ati ya, eka igi si to n se ati han isori oro.

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Awọn ọmọ ile-iwe mọ nipa oro oruko.

CONTENT:
ORI ORO: ISORI –ORO (ORO- ORUKO)
Ise ti oro Kan ba n se ninu gbolohun ni a le fi pin in si isori oro ti o ye ninu gbolohun. Isori oro Yoruba ni wonyii;
i. Oro oruko(noun)
ii. Oro ise(verb)
iii. Oro aropo oruko(pronoun)
iv. Oro aropo oruko afarajoruko(prominal )
v. Oro atokun(prepositional noun)
vi. Oro eyan/apejuwe (adjective)
vii. Oro asopo(conjuction)


ORO ORUKO
Oro oruko ni oro ti o le da duro ni ipo oluwa, abo ati eyan ninu gbolohun




STRATEGIES & ACTIVITIES
Activity 1: Awon akekoo daruko orişirişi oro tió leda duro gege bi apeere oro-oruko ninu gbolohun.

Activity 2: Oluko ko awon oro naá soju patako ikowe.

Activity 3: Awon akekoo pin awon oro si orisii işori oro-oruko bi oro-oruko aşeeka, alaişeeka, aridimu, airidimu abbl.

Activity 4: Awon akękoo şalaye ise ti oro oruko n şe ninu gbolohun
Activity 5: Awon akękoo şe akosilę koko işę sinu we won.



ASSESSMENT (EVALUATION):
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)

WRAP UP (CONCLUSION)
Olùkọ́ náà parí nípa ṣíṣe àkópọ̀ ẹ̀kọ́ náà


ASSIGNMENT:
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)
HOD/VP’S COMMENTS & ENDORSEMENT:




SSS 1 LITERATURE LESSON PLAN
WEEK: THREE DATE: CLASS: SSS 1_________________
SUBJECT: LITERATURE ______________________________________________________
LESSON TITLE: John Kargbo :Let Me Die Alone__ ___________
SUBTITLE (IF ANY): Comprehensive treatment of Act I
PERIOD: 1 & 2 DURATION: 80 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
1. read the text
2. identify some literary terms used in the text

KEY VOCABULARY WORDS: Africa, Drama, play etc.
RESOURCES & MATERIALS: Round Up Literature in English Senior school Book 1.
WEB RESOURCES: file:///C:/Users/NEW/Downloads/_book_edcoll_9789401209892_B9789401209892-s005-preview%20(3).pdf
https://olist.ng/books-games/Let-Me-Die-Alone-by-John-Kolosa-Kargbo-32806199754753.htmlpp
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar Africa Drama.
CONTENT
Reading and Analysis of Act I
Act one scene one
Madam Yoko reminds Gbanya of the promise to pass the chiefdom over to her
The play opens in Gbanya’s bedroom, in the room, there are various fighting paraphernalia such as spears, machetes, and raffia skirts hung on the walls. Gbanya enters pulling his wife Yoko along and she insists that she cannot leave her girls who are seen dancing. “Your girls need you, but your husband needs you now. Of what better use is a woman to a man” (2) Gbanya snaps at her. Suddenly, a knock is heard at the door, behold, a guard enters to announce to Gbanya that a messenger has just arrived and he says the Governor will be here tomorrow. Gbanya begins to panic because the Governor has never visited them. He, therefore, attributes the purpose of his coming to something that has to do with the boys he hired out to John Caulker to fight against his brother. Now he’s troubled because of the dream he had also in the previous night when the Governor came to humiliate him in the eyes of his people. Gbanya therefore vows to welcome him warmly, “I will present him with the greatest of gifts. He will see the most dazzling and gracious of Sande dancers Mende land can boast of, the richest wine and the biggest cattle. Let my murderer know my power before he Snuffs out my life” (3)


STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Learners, as a class read and summarise the text
Activity 2: Learners in small groups identify some literary terms used in the text.
Activity 3: Learners as a class discuss Let me die alone.
ASSESSMENT (EVALUATIN):
1. read the text
2. identify some literary terms used in the text

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
1. Read the text
2. Identify some literary terms used in the Act
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS1 3RD TERM MATHEMATICS LESSON PLAN
WEEK: 2 DATE: CLASS: JSS 1
SUBJECT: MATHEMATICS
LESSON TITLE: Simple Equation
SUBTITLE (IF ANY):
• Use of balance scale or sea-saw to demonstrate principle of equality
• Solution of simple equation
• Translation of real world problems into simple equations and vice versa
• Quantitative reasoning
PERIOD: 1 & 2 DURATION: 80 Minutes
LEARNING OBJECTIVES: At the end of the lesson, the students should be able to;
i. Use balance scale or sea-saw to illustrate the equality principle.
ii. Solve real life problems on simple equations.
iii. Translate word problems into simple equations.
KEY VOCABULARY WORDS: equation, balance scale, etc.
RESOURCES & MATERIALS: New General Mathematics for Junior Secondary Schools 1; First term question paper, chart showing simple equations.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The Students are familiar with equation.
CONTENT:
SIMPLE EQUATION:
This expression 3 x p= 18 is an algebraic sentence. It means three times an unknown numbers is equal to eighteen.
To translate the following equations into words;
5x + 7 = 37. It means if 7 is added to five times a number, the result is 37
11 = 3x – 1. It means 11 is equal to 3 times a certain number minus one.
If a number is added to 8 to give a result of 31;
To write this word sentence in the form of a mathematical sentence, we represent the unknown number by a letter and translate. Hence, we have mathematical sentence:
8 + x = 31
USE OF BALANCE SCALE OR SEA-SAW TO DEMONSTRATE PRINCIPLE OF EQUALITY:
This will enable Algebraic thinking
The purpose of showing equality

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes Students’ examples and contribution.

Students’ Activities:
Activity 1: The Students in a group use a sea-saw to illustrate the principle of equality.
Activity 2: The Students in a group to make simple sentences that can be translated into simple equations.
Activity 3: The Students ask questions for clarity.
Activity 4: The Students are to demonstrate the activity with a role play to write the simple equations.

ASSESSMENT (EVALUATION):
Write mathematical expression to represent the following:
• Eight more than a number results in five less than twice the same number
• The result of taking 3 from the product of x and 4 is the same as taking 7 from 5 times x
Translate the following into sentences:
• 3a + 4 = 46
• 3a + 1


WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Solve the following equation
1. 6m + 2 = 20 + 5m
2. 4c – 8 = 10 – 5c
3. 5x +5 = 35+ 2x
4. 56 +7y = 5y + 16
HOD/VP’S COMMENTS & ENDORSEMENT:





JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: ONE DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_____________________________________
LESSON TITLE: Speech Work
SUBTITLE (IF ANY): Diphthong
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. Discuss diphthongs
ii. Identify words that have diphthongs
iii. Pronounce words that have diphthong appropriately.
KEY VOCABULARY WORDS: diphthong, sound, phonetics, vowel etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, charts, flash cards, pronouncing dictionary by Daniel Jones
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with diphthong.
CONTENT
Identification of Diphthongs in words
THE PRIMARY DIPHTHONGS
There are eight primary diphthongs in the English language, according to and. They are:
• /eɪ/ as in day, pay, say, lay
• /aɪ/ as in sky, buy, cry, tie
• /ɔɪ/ as in boy, toy, coy or the first syllable of soya
• /ɪə/ as in beer, pier, hear
• /eə/ as in bear, pair, and hair
• /ʊə/ as in tour, poor or the first syllable of tourist
• /əʊ/ as in oh, no, so, or phone
/aʊ/ as in all the words of “How now
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, as a class watch video on speech sounds (diphthongs) and identify the words that have diphthongs.
Activity 2: Students, in pairs write ten examples of words that have diphthongs and share with others for a critique
Activity 3: Every student in the class attempts the pronunciation of words that have diphthongs.


ASSESSMENT (EVALUATION):
i. Write out the diphthongs
ii. Construct two meaningful sentence each for the diphthongs.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
1. List the consonant with examples
HOD/VP’S COMMENTS & ENDORSEMENT:

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