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It has been discussed that planning incorporates some decisions regarding the sequencing of each didactic unit. In that regard,  the teacher must face the analysis of the context as well as the goal setting, additional and reinforcement contents, methodological strategies and evaluation.

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1. Approaching to the concept of Lesson Planning

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1. Approaching to the concept of Lesson Planning

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It is relevant because  it is one of the main tasks assigned to the teacher. It is inherent to the profession.
PLANNING is known as the representation of the organization of the teaching and learning process. On the other hand, LESSON or DIDACTIC is referred as the basic unit of organizing the pedagogic action.  It  implies the design and organization of the learning sphere and it can be defined as the sum of organized and sequenced didactics units. THose units are based on the contexts.
The following components must be taken into account:
- The regulatory framework - The school educational and curricular Project - The context and the conditions under which the Lesson Planning is to be developed - The expertise, skills and peculiarities of both teachers and students - The nature of the contents.
The lesson planning depents on the educational goals set by the schools,being the teacher the ones responsible for adapting and assessing the guidelines, principles and content of it. It is also important to follow an approach.
Lesson planning help to the structure and organization af a class, among other advantages such as assessing students´ needs, time management and boosting confidence between teachers and students.

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2. Components of Lesson Planning in Primary and Secondary Education.

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2. Components of Lesson Planning in Primary and Secondary Education.

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Every single Lesson Planning must include the following elements:
1. Context analysis.
-School educational project. This project shall deal with the values, objectives and goals, and action priorities.
- Starting point. Analyzing the most relevant organizational features related to the people involved (students, teachers and parents), as well as the materials, the social and cultural infrastructure available is very important.
-  Students’ characteristics. Students’ psychoevolutive characteristics must be known and therefore, adequate adjustment to the teaching/learning process in each proposed didactic unit is needed.
-  Subject/area analysis. Apart from conducting an epistemological analysis of the subject where all the key ideas shall be included, it is necessary to focus on how to organize the contents inside the Lesson Planning.  Taking into account the theories of Piaget (1979), Scurati (1974) and Zabala (1999) the proposal is the following:
*Multidisciplinarity is the prior step to integration. It is based on the most traditional way of organizing contents. School contents are presented by independent subjects. Ex, Music and History.
*Interdisciplinarity is the interaction between two or more disciplines. This cooperation stage between two or more disciplines leads to real interactions, that is, mutual advantages and knowledge enrichment. Ex,  Spanish Language, Foreign Language or Physical Education.
* Globalization or transdisciplinarity is the upper step of integration. At this stage the relation between disciplines is at its peak. Therefore, it means a global integration inside a unified system.
* Metadisciplinarity means to approach the subjects of the study from a global view. In this approach, disciplines are the mean used in order to get to know the reality. For instance, the new implemented subject of Citizenship Education or the already known axis or transversal topics related to this subject.

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These objectives must accomplish two main functions in the Lesson Planning. Firstly, they must lead the contents and learning activities. Secondly, they must provide criteria aimed at the feedback of the conducted process. Lesson Planning must address different kinds of objectives.
-  General stage objectives
-  General objectives of the school Educational Project
-  General area/subject objectives

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They are  the subjects of teaching/learning that are considered useful and necessary in order to promote the comprehensive and coherent development of students. These contents must be selected (to choose the most relevant and necessary ones), organized (to set up the presentation of the contents and the order of appearance) and sequenced (to establish conceptual maps).

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Methodology is a range of proposed options according to the chosen didactic pattern. Versatility (flexibility) must be a key component in this basic element of didactic Planning. It is worth mentioning globalization (an integral view of the reality), personalization (the fact of learning according to the personal processes of students), socialization (student social integration), learning between equals (cooperative work) and transmission (lecture or exposition).

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It is important to differentiate four stages throughout this assessment. Initial evaluation (it is carried out at the beginning of each step of the learning process). Ongoing 7 evaluation (it is conducted during the whole teaching/learning process). Final evaluation (it is performed at the end of the teaching/learning process). Metaevaluation (it is done to show the usefulness of the evaluation). The assessment criteria must be referred applied to students’ learning and must have a general and global nature.

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his means the decisions related to the organization of the curricular components such as contents, resources, time organization, space distribution, etc., of those students with specific and special educational necessities.

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3. The didactic unit in Primary and Secondary Education.

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3. The didactic unit in Primary and Secondary Education.

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The didactic unit is a work unit that engages the goals, contents, methodology and assessment with a central organizational topic throughout an activities sequenced program. The proposal in the didactic Planning must be focused on the classroom planning, which is the amount of the didactic units presented.
it is important to clearly define the goals and objectives, to determine which contents are basic and which ones are complementary or supportive, to plan different activities for the development of the same content, to use different types of grouping, to have a variety of resources, to adapt the components of evaluation, etc.
- Two strategies can be adopted to develop the planning of didactic units. These strategies are inductive and deductive strategies (Carvajal and others, 1996). On the one hand, using a deductive strategy means that the components that are used in the teaching/learning process must be ordered from top to bottom according to the generic rate: setting the didactic goals, extraction of the contents, planned activities, space, time and resource distribution and 8 the assessment. On the other hand, an inductive strategy means that the planning is carried out according to the typology, structure and task sequence.
Considering that both strategies must allow holistic and systemic planning scenarios, activities and assessments that interact in order to achieve an integrated curriculum which leads students’ educational training will be presented.

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The didactic unit must have an interesting and catching title in order to engage students with the topic. This title can be made in the form of a statement, a problem or a question.

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hese goals are at the top of the didactic units and must be focused on specific criteria that students must develop in order to follow the path towards realizing the potential of their own skills and competences in specific knowledge fields. These goals can be classified according to:  Formulation level (general stage goals, general department goals or didactic goals)  Content extension (department, subject, etc.)  Domain (concepts, procedures or aptitudes)  Taxonomic category (memory, comprehension, assessment, etc.)  Relative importance  Assessment moment (long and short term goals).
In order to set the didactic objectives two different patterns can be chosen:  The student (description of the outcome of the required learning), by the way…(specific content)  Infinitive + direct object (specific content) + finality (optional).
Once the general stage goals, department goals and educational or didactic goals have been chosen, they must be sequenced regarding the context and personal characteristics of a certain group of students.

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These skills enable students to identify the learning that is considered indispensable in order to use the acquired knowledge. When teenagers complete the mandatory learning period, they must have developed these 10 skills and competences in order to achieve their personal fulfillment, to carry out active citizenship, satisfactorily adapt to adult life, and to be able to develop ongoing learning throughout their lives.
*Language communication skill. It refers to the use of language as a tool of oral and written communication, representation, interpretation and comprehension of reality; of knowledge communication and organization of thoughts, emotions and behavior.
* Mathematical skill. It refers to the knowledge and use of numbers, basic operations, symbols and mathematical reasoning; problem solving arising from daily situations and decision making.
* Knowledge and interaction with the real world skills. It represents the development and use of the personal scientific and technical thinking in order to assess the information received and to be able to make the decision by oneself.
* Information Access and digital skills. It means that a person must be efficient, responsible, critical and thoughtful when choosing, and using information 11 sources, as well as, dealing with technological tools.
* Social and citizenship skills. These skills enable students to understand the social reality in which they are involved and to face the coexistence and conflicts.
* Artistic and cultural skills. Students must achieve a basic knowledge of the main techniques, resources and conventions of the different artistic languages as well as the most remarkable works, plays and expressions of the cultural heritage.
* Learn to learn skills. Reference is made to the fact of creating a consciousness and control management of the own capacities and knowledge in order to achieve strategic thinking.
*independence and personal initiative. This means the fact of being able to imagine, begin, develop and assess individual actions and projects with a degree of confidence, creativity, responsibility and critical thinking.

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The contents refer to the amount of knowledge that students must obtain in a significant way in order to foster and promote their personal and social development. There is a close connection between the contents and the educational goals. This relationship is based on the sense of reality and culture that are required to be reached by students (goals), and the reality that is generated inside the school atmosphere (contents).
While the learning of facts only admits quantitative differences (whether you know the capital of Spain or not), the learning of concepts is characterized by qualitative aspects (a Primary Education student may understand the moon phases but an astronomer would understand it at a different level).
he term procedure is defined as the techniques, skills, competences and strategies that encompass the know how to do. It is the amount of structured actions that are aimed at the achievement of a goal.
Procedures may be part of a certain area (to carry out the morphosyntactic analysis of a sentence), or interdisciplinary when they are the same for different areas that include learning strategies and cognitive and metacognitive skills (to look something up in a dictionary). At the same time, it can be established the distinction between algorithmic procedures, where the steps sequence is marked by the resolution of a task (mathematical operations), and heuristic procedures, which offer a general orientation to be followed without determining the specific steps or the order in which tasks must be achieved (solving problems).
Finally, the term attitude is referred to the habits, values and rules that are considered vital for the individual´s integral development. Its teaching is more complex than those of the prior contents because there are affective variables that are difficult to control by the teacher. Each attitude has three key related components: the cognitive component, composed of all the knowledge and beliefs that a person has at a certain moment; the affective component; composed of all the feelings and preferences; and the attemptive component, composed by intentions and actions. The second components of the attitude contents are the values. These values can be defined as “ethic principles upon which people feel an emotional engagement and that are used to judge behaviors” (García Vidal y González Manjón, 1993:125)
Apart from the attitudes and values, rules must be promoted. These rules are “patterns upon which a judgment or the explanation of how a system works can be offered” (García Vidal y González Manjón, 1993:126).