The heart of a lesson plan is its objective.
The plan itself is no more than a map of one way to reach that objective.
There are, in fact, more ways than one to drive an objective home.
In fact, if a peer education team is able to generate a lively class
discussion around the objective, they are encouraged to abandon
the planned map and go with the discussion in which the class is
Peer educators are trained to develop lesson
plans that achieve the objective from experiences with which they
are familiar. Young students like nothing better than a story. Each
year, therefore, the lesson plans take a slightly different shape
depending on the individual peer educators who develop and personalize
Peer educators are trained to plan lessons
that shift every 12 to 14 minutes or so. They are warned that they
will lose a class if one peer educators talks to them for more than
a few minutes. The lessons should be active and interactive, involving
the students in discussion of the objective.
The following is an outline of the format
used at Blakefield.
Overview of the Elements
of a Lesson Plan
What is the objective of the lesson?
What will a student be able to do, to think, to feel as the result
of the lesson?
Each team member should be able to phrase the objective in his own
What common misconceptions are associated with this lesson?
What oppositional attitudes might arise during the course of the
What questions is the lesson likely to provoke?
What feelings are likely to arise as a result of the lesson?
Why should students want to learn what you have to discuss with
When and where in their lives will students need to know the truth
this lesson teaches?
How is this lesson relevant to them?
In a sentence how will this lesson help them?
What interactive elements built into this lesson?
What is fun about the lesson?
How will the team engage the students in a dialogue or a discussion?
How will the team avoid a didactic monologue?
Who will bring energy into this lesson?
What role will each team member play in this lesson?
Who will be the front man (Master of Ceremonies) for the lesson?
Who will keep the team organized and on the objective?
Who will summarize the lesson’s objective?
Where will each peer educators stand? Who will scan the class?
Is there a team member who is good at reframing and paraphrasing
Who will insure that the lesson is a whole class interaction, and
not a two party dialogue?
How will the team check to see if the objective has been achieved?
Will the students be asked to summarize the point of the lesson?
Sixth Grade Lessons
with Anger and Violence
Dynamics and Scapegoating
Ninth Grade Lessons
and Other Drugs: Perceptions
and Other Drugs: When a Problem