An effective lesson plan commences by the teacher addressing learners’ thinking. The teacher ought to determine the curriculum in which sociology as a subject is embedded. As such, it calls on the teacher to determine the subject content of the lesson while at the same time critically assessing what the students are able to do on their own after acquiring the selected knowledge. In this initial stage of planning for an ideal lesson plan, the teacher ought to establish the learners’ entry behaviour prior to starting the lesson on sociology. The analyses and research of the learners’ entry behaviour enables the teacher to lead into the present curricula whereupon they keep on the established track and avoid veering off the set trend (Buchberg, 1996). At this stage, the teacher establishes better means of assisting the involved learners in not only receiving but also understanding the new subject matter as stipulated in the curriculum. Ideal lesson plans on sociology also call on teachers to determine the specific time for assessing the learners’ outcomes in a learning process whereupon he or she is obliged to segment the lesson plan.
In the initial planning of a sociology lesson so as to address the inherent differences among learners, the teacher is called upon to describe the classroom context as well as the learners’ features that ideally make them different from the others. If the lesson is not meant for a real group of learners, it is recommended that the teacher should constitute the features as well as context of a sample class that the educator had in mind in the process of planning the lesson (Davies, 1999). It is also critical for the teacher to identify precise aims or objectives that he/she intends to meet upon the conclusion of the lesson. In meeting these objectives, it is absolutely critical that the teacher ensures that