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:

  1. The Aim or Purpose of the Lesson—OBEDIENCE.
    1. Knowledge or information to be given the class—
      1. Of the Bible story itself.
      2. Of the fact that God requires obedience.
      3. That disobedience brings sorrow and punishment.
      4. That children owe obedience to parents and teachers.
    2. Attitudes, and feeling response to be sought.
      1. Interest in and liking for the Bible story.
      2. Appreciation of God's many gifts to his children.
      3. Desire to please God with obedience.
      4. Sorrow for acts of disobedience.
      5. Respect for authority of home, school and law.
    3. Applications to the child's life and conduct.
      1. Acts of obedience to God in being kind, cheerful, and helpful to others.
      2. Cheerful obedience in home and school with no lagging nor ill nature.
      3. Prayer for forgiveness for any act of disobedience.
  2. Material or Subject Matter to be Presented.
    1. The story of Adam and Eve in the Garden.
    2. The version of the story is important. The original from the Bible is too difficult. If the lesson material does not offer the story in satisfactory form, go to one of the many books of Bible stories and find a rendering suited to your class. Be able to tell the story well.
    3. Pictures of Adam and Eve in the Garden.
    4. Be sure the picture is interesting, well executed, and that it shows attractive and beautiful things.
    5. Prayer on obedience.
    6. The prayer to be brief and simple, asking God to help each one to obey him and to obey father and mother, and to forgive us when we do not obey.
    7. Music.
    8. If possible, the music may correlate with the thought of the lesson. If not, let it be devotional and adapted to the children in words and melody.
    9. Handwork or other form of expression material.
    10. Cutting and pasting pictures in notebooks; coloring, or other such work, to be done either in the classroom or at home.
  3. Mode of Procedure—the Presentation, or Instruction.
    1. Greetings to the class—opening prayer and song.
    2. Introduction of the lesson and telling of the story.
    3. Discussion, questions and illustrations to reveal:
      1. The many beautiful gifts which God had given Adam and Eve, and which he gives us.
      2. How Adam and Eve were allowed to have everything except just one thing among many. Application of this thought to child's life at home, etc.
      3. How Adam and Eve yielded to temptation and disobeyed. Practical application to child's life.
      4. How Adam and Eve felt ashamed and guilty after they had disobeyed God, and how they tried to hide from him. This can be made very real to children.
      5. How punishment follows disobedience.
      6. Why we must ask for forgiveness when we have been disobedient.
    4. Summary, or brief restatement of chief impressions to carry away, and of applications to be made in the week ahead by the children themselves.
    5. Closing prayer and song.

Adapting the lesson plan to its uses.—It is, of course, evident that lesson plans can be made of all degrees of complexity and completeness. With a little practice the teacher can easily decide the kind of plan that best suits himself and his particular grade of work. On the one hand, the plan should not be so detailed as to become burdensome to follow in the lesson hour. On the other hand, it should not be so brief and sketchy as not to bring out the significant elements of the lesson.

Different grades of pupils and different subjects will require different lesson plans. It is probable, however, that the three major heads of "Aims," "Material," and "Mode of Procedure" will prove serviceable in all plan making. While the teacher should have his plan book at hand in the recitation, he must not become its slave, nor allow its use to kill spontaneity and responsiveness in his teaching. Both the subject matter and the day's plan should be so well mastered that no more than an occasional glance at the details in the plan book will be required. Nothing must be allowed to come between the teacher's best personality and his class.

1. Have you heard lectures, sermons, or lessons which were constructed after the haphazard plan? Were they easy to follow and to remember? Did they develop a line of thought in a successful way? Do you think that the haphazard type of organization indicates either lack of preparation or lack of ability?

2. Do you definitely try to organize your daily lesson material on a psychological plan? How can you tell whether you have succeeded? Are you close enough to the minds and hearts of your pupils so that you are able to judge quite accurately the best mode of approach in planning a lesson?

3. Do you study the lesson helps provided with your lesson material? Do you find them helpful? If you find that they are not well adapted to your particular class, have you the ability to make the suggestions over to fit your class?

4. Do you make a reasonably complete and wholly definite lesson plan for each lesson? Do you keep a plan book, so that you may be able to look back at any time and see just what devices you have used? If you have not done this, will you not start the practice now?

5. What type of lesson material do you use, uniform, graded, or textbook? Are you acquainted with other series or material for the same grades? Would it not be worth your while to secure supplemental material of such kinds?

6. Do you read a journal of Sunday school method dealing with problems of your grade of teaching? If day-school teachers find it worth while to read professional journals, do not church-school teachers need their help as much? If you do not know what journals to secure, your pastor can advise you.