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Page 50
ORGANIZING THE DAILY LESSON MATERIAL
The teacher's plan or organization of each lesson for presentation to
the class in the recitation is a matter of supreme importance. Even the
best and most experienced teachers never reach the point where they do
not need to prepare specifically for each recitation. No matter how
complete the knowledge of the subject, nor how often one has taught it,
there is always the necessity of fitting it directly to the needs and
interests of the particular class before us. This preparation should
result in a definitely worked out _lesson plan_ which, though it may
finally be modified to fit situations as they arise in the class
discussion, will nevertheless serve as an outline of procedure for the
recitation. Even the teachers' manual supplied with most of the lesson
series cannot take the place of this definite, individual plan prepared
by the teacher himself for his immediate class.
The lesson plan.--The first step in arranging a lesson plan is to
determine the range and amount of material which is to be presented to
accomplish the aim of the class hour. This will include the lesson or
story from the Bible, nature material, memory work, music, pictures or
any other subject matter to be considered. In determining this point the
age of the children, the time available, and the nature of the subject
must all be taken into account. It is a mistake to attempt more than can
be done well, or to try to do so many things that the recitation is too
much hurried to be interesting or profitable.
The lesson plan should provide for a few chief points or topics, with
the smaller points and the illustrations grouped under these. To have
many topics receiving the same amount of emphasis in a lesson indicates
poor organization. For example, in teaching the lesson of _obedience_
from the Garden of Eden story the material may well be grouped under the
following topics: 1. The many good and beautiful things God had given
Adam and Eve, 2. There was one thing only which they might not have. 3.
Their disobedience in desiring and taking this one thing, 4. Their
feeling of guilt and unhappiness which made them hide from God. Under
these four general heads will come all the stories, illustrations, and
applications necessary to make the lesson very real to children.
Small matters of large import.--Of course the particular questions to
be asked and the more immediate applications to be made must await the
unfolding of the lesson discussion with the class. Good planning
requires, however, that we have a set of pivotal questions thought out
and set down for our guidance; and also suggestions for illustrations
and applications under the various topics. If expression work is to be
used, this should be noted in its proper place, and provision made for
carrying it out. In planning for older classes, reference should be made
in the plan to special assignments to be made in books, magazines or any
other material.
Provision should be made in the plan for a summary at the end of the
lesson period, and for the making of the final impression which the
class are to carry away with them. Nor must the assignment of the next
lesson be forgotten. Probably no small proportion of the characteristic
failure of pupils to prepare their lessons comes from lack of definite
assignments showing the child just what he is expected to do, and how to
do it.
Details of a typical lesson plan.--Let us suppose that we are to teach
the lesson of obedience from the story of Adam and Eve to children of
early primary age. Our _Lesson Plan_ might be something as follows:
I. _The Aim or Purpose of the Lesson_--OBEDIENCE.
1. Knowledge or information to be given the class--
a. Of the Bible story itself.
b. Of the fact that God requires obedience.
c. That disobedience brings sorrow and punishment.
d. That children owe obedience to parents and teachers.
2. Attitudes, and feeling response to be sought.
a. Interest in and liking for the Bible story.
b. Appreciation of God's many gifts to his children.
c. Desire to please God with obedience.
d. Sorrow for acts of disobedience.
e. Respect for authority of home, school and law.
3. Applications to the child's life and conduct.
a. Acts of obedience to God in being kind, cheerful, and helpful to
others.
b. Cheerful obedience in home and school with no lagging nor ill
nature.
c. Prayer for forgiveness for any act of disobedience.
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