State Objectives: Establishing the program's objectives is the second step. The goals should be specific, verifiable, and tested. Students should have a clear understanding of what they will gain from the course and be able to do once it is over (Roundtable Learning, 2022). Using the questions in the ABCD style, objectives can be written.

Select Methods, Media, and Materials: We must choose educational methodologies, technologies, and media that will achieve our desired outcomes in light of our learning objectives. Heinich et all., (2001) has drawn attention the fact that a systematic approach to the use of media and technology unquestionably necessitates the initial systematic selection of the methods, media, and materials. According to Heinich et all., there are three steps in this selection procedure.

Utilize Methods, Media, and Materials: The implementation of media and materials is the main focus of this stage. We create our strategy for using our media and materials during the Utilize Methods, Media, and Materials in this step. The teacher chooses each piece of media or material and explains how they will use it into the lesson to help the students achieve the lesson's goal (Instructional technology, n.d.). ''5Ps'' apply to either the teacher-based or student-centered instruction in order to make real this step.

Require Learner Participation: The fifth step establishes how students will be involved in the learning process. Ensuring student participation is important because students learn best when they actively participate in the learning experience. ("Instructional technology," n.d.) has drawn attention to the fact that John Dewey suggested reorganising the curriculum and instruction to make student participation a key component of the process. Making preparations for how to actively involve the pupils in the subject matter being taught is necessary (Educational Technology, 2022). Both the class level and the individual level of this need to be resolved.

Evaluate and Revise: ASSURE's last stage assesses the effectiveness of your training programme by looking at the technology, media, and materials employed during the course of the programme as well as learning methodologies (Roundtable Learning, 2022). This step of evaluation identifies areas for programme improvement, assesses if learning objectives are accomplished, and evaluates the effectiveness of the technology and materials used.

Analyze the Learner: In this stage: In this stage, training specialists assess the situation as it is and respond to a series of queries that help them effectively develop the programme. The learner traits that are linked to the desired learning outcomes should be the main focus. Making judgments on the subsequent phases in the process will be aided by the information acquired. The choice of particular learning tactics and resoureces will be influenced by an understanding of the learners' personalities (Educational Technology, 2022).

Entry Characteristics: The students ought to be familiar with fundamental concepts based on everyday experience, observation, and the environment. Teachers can determine students' readiness for the topic at hand by analysing these and changing their responses accordingly.

Learning Styles: The range of psychological characteristics that influence how audiences approach learning and react to learning environments are referred to as learning styles. Identifying learners learning style involves understanding how they tend to learn best. The teacher should use learning approaches that are best for students, such as writing notes, creating mind maps, using models, or reading aloud, to learners' advantage.

AUDIENCE: Learning primarily occurs when a student is active, either intellectually absorbing information or physically honing a skill (Heinich et all 2001). For this reason, audience focus on who are the targeted learners who the objectives are meant for? ("EDUC-506-May2011," n.d.).

BEHAVIOR: It describes the new skill the audience will possess once the directions have been followed ("EDUC-506-May2011," n.d.).

CONDITIONS: It describes what setting and tools the learner will be working in or with ("EDUC-506-May2011," n.d.).

DEGREE: This outlines the degree to which students' skills ought to be at the end of the lesson ("EDUC-506-May2011," n.d.).

2. Specific Materials: The right materials can be obtained, or educators can use materials that are already available, produce new ones, or modify existing ones. According to Heinich et all., (2001) One of three options will typically be required to obtain specific materials.

Selecting Available Materials: The first step in creating instructional materials is to do study and investigation into the knowledge and subject matter that will be used in the session. The majority of instructional materials used by teacher and trainers are off the shelf (Heinich et all., 2001). For this reason, the teacher should choose the materials that are most appropriate for the learners once the research portion is complete.

Modifying Existing Materials: If any changes or alterations are required to make the lesson more convenient for the pupils, the teacher should make them. In terms of time and cost it is more efficient procedure than designing ... materials (Heinich et all., 2001).

Designing New Materials: Heinich et all., (2001) had indicated that ''it is easier and less costly to use available materials, with or without modification, than to start from search'' (p.66).

General Characteristics: Age, average grade level, cultural, or socioeconomic aspects should all be considered by the teacher in order to understand the audience as a whole and facilitate learning.

1.Ps - Preview the Materials: During the selection process the teacher should always have determined that the materials are appropriate for the audience and objectives.

2.Ps - Prepare the Materials: Whether we are presenting the materials or our students are using them, the media and materials needed to support the instructional activities we intend to use must be prepared (Heinich et all., 2001).

3.Ps - Prepare the Environment:
The setting of the classroom where the lesson will take place should be taken into consideration by the teacher before the session begins. During a session, extraneous noises from the outside can disrupt the learning environment or divert the students' attention. At the same time, they run the risk of wasting the lesson's allotted allotted time.

4.Ps - Prepare the Learners: Heinich et all., (2001) ''To prepare the students, the teacher presents the overall plan and objectives for the lesson. Each student receives a handout describing a small-group activity. In addition, the evaluation procedures are given to each student. The teacher presents important aspects of the requirements and evaluation standards using the overhead projector'' (p.72).

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A Case Study Provided in a Lesson Plan 4

Questions to Ask: Where are you from?
Where is he/she from?
Are you ……

A Case Study Provided in a Lesson Plan 1

Evaluate learners:
-Take feedback by asking ''What do you have in your pockets?''.
-Monitor and observe students during the activities.
-Check the students' participation in activities.

Evaluate Media and Methods
-Ask the students ''Did you like our flashcards and our poster work?''.
-Check if the audio can be heard by each student.