ABSTRACT
This chapter explores a conceptualization of lesson planning as a historical and cultural practice and a suggestion for reading lesson plans within their sociohistorical context. Lesson planning has been approached by educational researchers, who have generated considerable discussion concerning its features, format, and use in the educational process. In her analysis of late nineteenth-and early twentieth-century lesson plans, Linne explores how the lesson as pedagogical text is structured in the early periods of modern compulsory schooling in Sweden. The traditional lesson plan offers a brief review of literature and looks into the genre of lesson plan. Whereas NewsHour Extra lesson plans are prepared along the lines of the traditional lesson plan, Rethinking Schools lesson plans follow an alternative format, which draws on the reflective lesson plan. The chapter explains the genre of lesson plan as a sociohistorical and cultural practice, and suggests that it is differently realized in different pedagogical paradigms.
