Example of Lesson Plan
LESSON PLAN
SUBJECT: ECONOMIC FUNDAMENTALS
DATE / DAY: 9TH November 2010
FORM: FORM 4
TIME: 9.00 AM
DURATION: 15 minutes
TITLE: MARKET
SUB TITLE: - Market equilibrium - Meaning the market equilibrium - Market disequilibrium
OBJECTIVE: At the end of the lesson, students will be able to: i) Explain the purpose of market equilibrium ii) Draw a diagram of market equilibrium under the given table iii) To explain the determination of market equilibrium price and quantity based on the tables and figures iv) Analyzing the market disequilibrium
EXISTING KNOWLEDGE: Students have learned about the concept of the market, the purpose of the request market and the market supply
ABM: Power point presentation, reference questions last year, scissors, pen marker and white boards
Values: Respect for teachers, collaboration, intelligent and confident decisions.
|Step / Time |Content |Teacher Activities |Student Activities |Strategy / Method ABM / |
| | | | |Value / KBKK |
|Classroom management and |Initial Class |Classes begin with a |- Students respond to back |Teacher-and student-centered|
|induction set | |gift-greetings |bay |strategy |
|(5 minutes) | | | | |
| | |- Teacher asks the student |- Students respond |
SUBJECT: ECONOMIC FUNDAMENTALS
DATE / DAY: 9TH November 2010
FORM: FORM 4
TIME: 9.00 AM
DURATION: 15 minutes
TITLE: MARKET
SUB TITLE: - Market equilibrium - Meaning the market equilibrium - Market disequilibrium
OBJECTIVE: At the end of the lesson, students will be able to: i) Explain the purpose of market equilibrium ii) Draw a diagram of market equilibrium under the given table iii) To explain the determination of market equilibrium price and quantity based on the tables and figures iv) Analyzing the market disequilibrium
EXISTING KNOWLEDGE: Students have learned about the concept of the market, the purpose of the request market and the market supply
ABM: Power point presentation, reference questions last year, scissors, pen marker and white boards
Values: Respect for teachers, collaboration, intelligent and confident decisions.
|Step / Time |Content |Teacher Activities |Student Activities |Strategy / Method ABM / |
| | | | |Value / KBKK |
|Classroom management and |Initial Class |Classes begin with a |- Students respond to back |Teacher-and student-centered|
|induction set | |gift-greetings |bay |strategy |
|(5 minutes) | | | | |
| | |- Teacher asks the student |- Students respond |