How to Write a Detailed Lesson Note and Format


There are specific ways for writing lesson notes. However the principles guiding lesson planning is the same. Writing of lesson notes depends on the nature of subject to be taught.

A lesson note should normally follow the following format. A lesson note serves as a reminder to a teacher on what to teach and methodology to use.

A lesson note helps in logical presentation of materials and enables the teacher to evaluate the learners as the lesson progresses or at the end of the so as to assess whether his intended objectives have been achieved or not.

A good lesson note enables the teacher to know the facts to include and those to ignore. It helps in the selection of appropriate instructional materials and helps in determining the type of teaching strategies to use for a particular topic in a lesson.

It helps in proper timing or judicious use of time of the lesson and makes the teacher to be more confident in front of the class.

The following comprehensive and detailed lesson note will help the teacher to know how to prepare a good lesson for the class and i twill less the stress of the teachers and educators in the classroom.

  • General information
  • Objectives
  • Teaching aids/Instructional materials
  • References
  • Introduction
  • Presentation
  • Evaluation
  • Conclusion
  • Assignment

General Information

This contains the school, the date, the subject, the topic to be treated, the time of the day, the apparatus to use, class, number of children, lesson period.

For example:

Name:  Mr A A Owolabi

School: AMES International School, Ibadan

Date: 24/8/2021

Subject: English Language

Topic:  Clauses

Sub-topic: Definitions and Basic Types of Clauses

Time: 10 a.m

Class: SSS1

Number of Children: 20

Period: Second


This aspect is important in forming notes as it:

(i)    sets limit to the lesson

(ii)   prevents the teacher from wondering away from the topic, and

(iii)   shows why the teacher wants to teach the lesson.

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Objectives stated must be:

(i) clear, concise and specific;

(ii) behaviourally stated showing what behaviour the pupils should display at the end of

the lesson, and

(iii) child-centered as against teacher-centred.

For example:

At the end of the lesson, students should be able to:

  1. define clauses.
  2. mention 2 basic types of clauses.
  3. explain each of the types of clauses.

Teaching Aids/Instructional Materials

Instructional materials are needed by the teacher to make teaching and learning effective e.g charts, posters, projectors etc. should be listed. These may be made locally through improvisation by the teachers or pupils themselves.

For example:

A flip chart is used to display some examples of clauses in sentences.


References are intellectual materials that are meant to help the teachers in preparing a good lesson note.

For example:

Deola Adelakun (2011) English Grammar: Parts of Speech and Their Usage for Schools and

Colleges: Ibadan. Stirling-Horden Publishers

Previous knowledge

There must be linkage between the old knowledge and the new knowledge to be acquired by the pupils. Entering behaviour is important as it guides the teacher to know where to start his lesson for the day so as not to disseminate too high or too low information.

For example:

The teacher is familiar with phrases and some examples of phrases.


This is concerned with already acquired knowledge by pupils. Introduction may take the form of asking simple but relevant questions from the pupils or by giving them problems to solve before the actual lesson for the day starts.

Introduction must be:

(i) brief, say for about five minutes.

(ii) stimulating enough to arouse the interest and curiosity of the pupils.

(iii) relevant to the topic to be taught.

(iv) straight to the point.

For example:

The teacher introduces the lesson by asking the previous lesson and linking it to the present lesson.

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This is the core of the lesson. It deals with what to be taught in the lesson and the methodology to use. Content should be logical and sequential. It should be subdivided into steps which must be followed systematically. Since this stage deals with the body of the lesson it must be treated with care so as to achieve intended objectives from the pupils  The introduction should solve the problem of stated objectives.

For example:

Step 1: The teacher defines clauses.

A clause is a group of words containing a finite verb, e.g.

  1. Ade eats food.
  2. He is a girl.

A clause is a subject-predicate structure, e.g.

  1. The man has come here.
  2. I have gone there.

Step 2: The teacher mentions two basic types of clauses.

There are two types of clauses, e.g.

  1. Main/independent clause
  2. Subordinate/independent clauses

Step 3: The teacher explains types of clauses.

Main/independent clause: A main clause is a clause that can meaningfully stand on its own. It does not depend on any clause, e.g.

  1. They have two children each.
  2. Bola is around.

Subordinate/dependent clause: A subordinate clause is a clause that cannot meaningfully stand on its own unless it depends on another clause, e.g.

  1. … if he has gone.
  2. …who plays football.

 Conclusion/Pupils’ Activities

Activities of pupils indicate whether the stated objectives have been successfully achieved or not.

If pupils respond positively to a given task, the teacher therefore knows that his mode of presentation has been successful but if it is negative, the teacher therefore needs to recheck his presentation and make necessary correction where needed.

For example:

The teacher summarises the lesson and allows pupils to ask the questions and make interaction.


Stated objectives at the initial stage of the lesson are tested and realized. Evaluation may take the form of take home assignment or class work.

For example:

The evaluates the lesson by asking the students the following questions:

  1. Define clauses.
  2. Mention two basic types of clause.
  3. With illustrations, explain the following:
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Main/Independent clause

Subordinate/dependent clause


Assignment is the work that a teacher gives to the pupils to after the class work. This is an extra work to do whether from home or any other place. The assignment may be from the day’s topic of lesson or the topic to teach them in the next class.

For example:

The teacher gives the pupils the following assignment.

  1. Explain the types of subordinate clauses with examples.
  2. Noun clause
  3. Adjectival clauses
  4. Adverbial clauses

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