using another teacher's learning objectives, rather than considering your own students' needs and how the objectives could be interpreted or adapted for them

too many activities? Too many objectives? .. Over-planning generally leads to under-leaning

more often than not, the teacher facilitated the beginning of the lesson, and this introduction was often then followed by a period of students leading their own learning p.63

To avoid these traps, ask yourself not 'how can we get to X,Y or Z? but 'where are the students starting from?' p.63

If you cannot describe your lesson plan in less than thirty seconds, it's already overcomplicated p.64

Act I: 'Lean foundations' nitroduces the 'meanings, mindsets and habits underpinning the lean approach.'
Act II: 'Habits for planning' details the 'core habits of lean planning'.
Act III: 'Habits for growing' provides strategies for growing excellent classroom practice.

The Spider Strategy: Six Steps to Outstanding, Marcella McCarthy

Your planning must first consider what students should learn before giving any consideration to what you want the students to do to teach this goal (p.61)