CFI lesson plan example (template + steep turns)

Initial CFI applicants search for a CFI lesson plan example because the practical test expects you to teach, not just fly. FAA-H-8083-9B (Aviation Instructor's Handbook) and FAA-S-ACS-25 (Flight Instructor Airplane ACS) describe what belongs in a plan and how Area IV preflight lessons are evaluated. This guide lists the handbook elements, maps them to ACS tasks, provides one complete steep-turn ground lesson you can adapt, and includes a plain-text template you can copy — no downloads required.

What a lesson plan is for

In FAA-H-8083-9B, Chapter 7, Lesson Plans, the FAA defines a lesson plan as an organized outline for a single instructional period — a written guide another instructor could follow. Writing the plan forces you to teach the lesson to yourself first, select material wisely, and sequence activities for efficient learning. On the CFI practical test, that discipline shows up in Area IV — Preflight Lesson on a Maneuver to be Performed in Flight, where you present a ground lesson on a maneuver the evaluator selects (often from Areas VII–XII) before the flight portion.

Regulatory ground training also expects lesson-planning competence: 14 CFR 61.185(a)(1) requires logged fundamentals-of-instructing training that includes course development, lesson planning, and classroom techniques. Your FOI knowledge test and ACS Task I.C, Course Development, Lesson Plans, and Classroom Training Techniques, sample whether you can translate handbook structure into teachable lessons.

Lesson plan elements in FAA-H-8083-9B

Handbook sources use slightly different headings, but the core elements are consistent. Chapter 7 states that lesson plans should include objectives, content supporting those objectives, and completion standards (terminology may also appear as assessment, review and feedback, or performance evaluation). Chapter 5, The Teaching Process, defines a lesson plan as including lesson objectives, organization of material, description of teaching aids, instructor and learner actions, and evaluation criteria/completion standards — with objective components often shaping the schedule of events and equipment list.

For how you present material, Chapter 5 organizes the traditional lesson as introduction (attention, motivation, overview), development (main body — simple to complex, known to unknown, etc.), and conclusion (review tied to the objective). Chapter 7 Figure 7-6 illustrates a traditional maneuver lesson plan; Chapter 7 also describes scenario-based training (SBT) lesson plans with scenario goals and desired learning outcomes (Figure 7-7). For checkride prep, master the traditional structure first, then adapt plans toward SBT as ACS Task I.B discusses scenario-based training (FI.I.B.K8) and Chapter 7 integrates SBT with maneuver training.

Checklist of elements to include

• Objective(s) — performance- or decision-based, with conditions and criteria where appropriate (Chapter 5; ACS FI.I.C.K3a–d).
• References — POH/AFM, FAA handbooks, ACS task(s), applicable 14 CFR.
• Equipment / training aids — whiteboard, model aircraft, POH excerpts, handouts (Chapter 5).
• Schedule of events — time or phase order: introduction, development, conclusion, preflight briefing tie-in (Chapter 5).
• Content / development — knowledge points aligned to ACS K elements for the maneuver or ground topic.
• Instructor actions — questions, demonstrations, supervision cues (Chapter 5).
• Learner actions — recite, explain, practice, assess risk (Chapter 5).
• Completion standards — criterion objectives tied to ACS skill standards where applicable (Chapter 5; Chapter 7).
• Risk management — teach RM elements listed for the selected ACS task.
• Common errors — from ACS and AFH/POH, with corrections.

How lesson plans connect to FAA-S-ACS-25

Area I, Task I.C — Course Development, Lesson Plans, and Classroom Training Techniques — requires you to prepare instructional lesson plans for (a) an aeronautical knowledge ground lesson and (b) a maneuver introduction and ground lesson (FI.I.C.S1a–b). Knowledge elements include blocks of learning, syllabus use, training delivery methods, and planning instructional activity (FI.I.C.K10a–c).

Area IV, Task A, Maneuver Lesson — evaluates whether you can deliver ground instruction on a maneuver using a lesson plan that incorporates purpose (AI.IV.A.K1), maneuver elements and common errors (K2), desired outcomes including completion standards (K3), risk management for the maneuver (R1), and instructional delivery skill (AI.IV.A.S1). The ACS note states the evaluator asks you to present the lesson as taught to a student and that previously developed lesson plans from your library may be used.

Technical subject lessons pull from Area II (Tasks II.A–II.P). The flight portion of the ride samples maneuver tasks in later areas — for example, Area IX, Task A, Steep Turns (AI.IX.A) lists knowledge, risk, and skill elements including completion tolerances in AI.IX.A.S5. Your ground lesson should set up those flight standards without contradicting the POH or ACS.

What to bring and what examiners typically expect

The ACS establishes evaluation criteria; individual DPEs set logistics. Area IV explicitly allows lesson plans from your library. The checklist guide summarizes common document expectations: lesson plans or outlines as required by your examiner, ready to present a ground lesson and teach maneuvers to ACS standards. Phrase it as guidance: arrive with at least one polished plan structure (objective, organized content, completion standards, common errors, risk management) you can adapt when the evaluator names a maneuver — consistent with Area IV and FAA-H-8083-9B Chapters 5 and 7. See the CFI checkride checklist for eligibility, endorsements, and paperwork.

Worked example: steep turns preflight ground lesson

Below is a single-period maneuver introduction and ground lesson suitable for Area IV and FI.I.C.S1b. Flight completion standards reference FAA-S-ACS-25 Task AI.IX.A, Steep Turns, skill element AI.IX.A.S5. Aerodynamic content aligns with AI.IX.A.K1–K3; adjust airspeeds and limitations to your student's POH/AFM.

Header block

• Lesson: Steep turns — ground introduction (preflight briefing before flight practice)
• Objective: The learner explains purpose, procedures, aerodynamics, common errors, and risk mitigations for steep turns, and states ACS completion standards for the upcoming flight practice.
• References: FAA-S-ACS-25 AI.IX.A; FAA-H-8083-3 (Airplane Flying Handbook) steep turn procedures; FAA-H-8083-25 (PHAK) aerodynamics; POH/AFM V_A, limitations; FAA-H-8083-9B Ch. 5–7
• Equipment: POH/AFM, whiteboard or tablet diagram, ACS excerpt for AI.IX.A, model or sketch of lift vector in bank
• Estimated time: 45–60 minutes ground (adjust to syllabus)

Schedule of events

1. Introduction — attention, motivation, overview (10 min)
2. Development — purpose and procedures (10 min)
3. Development — aerodynamics: coordination, load factor, overbanking, V_A (15 min)
4. Development — common errors and corrections (10 min)
5. Risk management briefing — AI.IX.A.R1–R5 (10 min)
6. Conclusion — review, questions, flight brief preview (5–10 min)

Introduction (attention, motivation, overview)

Attention: Ask the learner to recall a recent turning maneuver and whether they noticed increased load factor or overbanking tendency. Motivation: Steep turns build precision, division of attention, and energy management used in traffic patterns, maneuvering flight, and CFI teaching demos — tie to readiness (8083-9B Ch. 3). Overview: Today covers purpose/procedure, aerodynamics, errors, risks, and the flight standards we will use in the practice area.

Development — key teaching points

• Purpose (AI.IX.A.K1): Develop confident, coordinated turning flight at approximately 50° bank; reinforce clearing, altitude control, and heading rollout.
• Procedures preview: Clear the area; establish entry airspeed per manufacturer's recommendation or not above V_A (AI.IX.A.S2); coordinated 360° steep turn each direction (S3–S4); maintain altitude ±100 ft, airspeed ±10 kt, bank ±5°, rollout heading ±10° (S5).
• Aerodynamics (AI.IX.A.K3): Maintaining coordinated flight; overbanking tendency; maneuvering speed and weight effects; load factor and accelerated stall awareness; rate and radius of turn.
• Sensations and control forces (K2): Increased back pressure, G-load cues, sight picture change.
• Common errors (K4): Uncoordinated ball deflection, fixation inside cockpit, altitude loss/gain, rolling out late, airspeed bleed — pair each with a correction you will use in flight.

Risk management (teach aloud)

• AI.IX.A.R1 — Division of attention between control and spatial orientation.
• AI.IX.A.R2 — Collision hazards; emphasize clearing and scanning.
• AI.IX.A.R3 — Low-altitude maneuvering (stall, spin, CFIT); minimum altitude and recovery plan.
• AI.IX.A.R4 — Distractions and task prioritization.
• AI.IX.A.R5 — Uncoordinated flight and stall/spin awareness.

Instructor and learner actions

• Instructor: Lead discussion; draw vector diagram; ask verifying questions; have learner teach back procedure and standards; assign POH V_A lookup.
• Learner: Explain purpose in own words; list procedure steps; identify errors and RM mitigations; recite ACS tolerances from AI.IX.A.S5 before heading to the aircraft.

Completion standards

Ground (this lesson): Learner can, without prompts, state purpose; describe coordination, load factor, and overbanking; name at least three common errors with fixes; explain RM items R1–R5; quote flight tolerances in AI.IX.A.S5 (altitude ±100 feet, airspeed ±10 knots, bank ±5°, heading ±10° at rollout). Flight (subsequent lesson): Demonstrate AI.IX.A.S1–S6 while simultaneously explaining — the evaluator samples this on the practical test when steep turns are selected.

Copyable CFI lesson plan template

Copy the block below into your notes app or print it. Replace bracketed fields. Keep one template for ground lessons and one for maneuver introductions.

LESSON TITLE: [e.g., Steep turns — ground introduction]
ACS / REG REFERENCES: [e.g., FAA-S-ACS-25 AI.IV.A / AI.IX.A; POH §...]

PERFORMANCE OBJECTIVE:
[Active verb — The learner will explain/demonstrate ... under conditions ...]

COMPLETION STANDARDS (CRITERIA):
[Ground: explain errors, RM, quote ACS tolerances]
[Flight: ACS skill elements, e.g., AI.IX.A.S5]

EQUIPMENT / TRAINING AIDS:
[POH, AFH, whiteboard, handouts]

SCHEDULE OF EVENTS:
1. Introduction — attention / motivation / overview
2. Development — [main points in logical order]
3. Conclusion — review and preview next lesson

CONTENT OUTLINE (DEVELOPMENT):
- [K1 purpose / concepts]
- [K2 elements / procedures]
- [K3 aerodynamics or systems detail]
- Common errors and corrections
- Risk management (ACS R elements)

INSTRUCTOR ACTIONS:
[Questions, demos, supervise practice]

LEARNER ACTIONS:
[Explain back, solve scenario, preflight brief]

NOTES / REVISIONS:
[Date, instructor signature, time flown — optional per Ch. 7 recordkeeping]

How to practice lesson plans before the ride

Treat each plan as a script you will discard — the goal is fluent teaching. Rehearse out loud on a timer; when you stumble, mark the heading and revise the plan (8083-9B Ch. 7 encourages revising lesson plans as experience grows). Cycle: teach 10 minutes without notes, note gaps, update completion standards or learner actions, repeat.

Scenario-based training: ACS FI.I.B.K8 and FAA-H-8083-9B Chapter 7 describe SBT — realistic scenarios that require planning, decision-making, and debrief. After you can teach a maneuver plan linearly, add a short scenario (weather, traffic, or student distraction) in the conclusion and ask the learner what changes in risk and briefing.

Protégé effect: Explaining material to someone else forces you to organize knowledge and expose gaps — the same skill Area IV tests when you teach the evaluator as a student. Practice by teaching a peer or recording yourself delivering the introduction and development sections.

Testing effect: Retrieving information from memory strengthens learning compared with re-reading alone. Use oral self-quizzes after each rehearsal (8083-9B Chapter 6 discusses oral assessment and effective questions). Close each practice session by stating the objective and completion standards without looking at the plan — similar to law of recency in Chapter 3. Pair with laws of learning and levels of learning when setting objectives at application or correlation depth.

Try explaining this out loud (10-minute drill)

1. Set a timer. Teach the steep-turn introduction only: attention, motivation, overview — 3 minutes max.
2. Without notes, list the six ACS skill steps AI.IX.A.S1–S6 and the S5 tolerances.
3. Answer as if the DPE asks: “What common errors would you watch for, and how does load factor change stall speed?”
4. Describe how your ground lesson objective links to Task I.C and Area IV K1–K3.
5. Finish by teaching one risk item (R3 low-altitude maneuvering) using a specific altitude and recovery plan you would use with a real student.

Primary references: FAA-H-8083-9B, Chapter 5 (lesson plan definition, introduction/development/conclusion, schedule and equipment); Chapter 7 (lesson plans, traditional and SBT formats, completion standards); FAA-S-ACS-25 Task I.C, Course Development, Lesson Plans, and Classroom Training Techniques; Area IV Task A, Maneuver Lesson; Area IX Task A, Steep Turns; 14 CFR 61.185(a)(1) (lesson planning in FOI training). Verify current handbook and ACS PDF dates on FAA.gov before your appointment.

Mock Oral Mastery is not affiliated with or approved by the FAA. Not a substitute for your certificated flight instructor or required endorsements. Always use the current ACS, 14 CFR, AC 61-65, and FAA handbooks as the source of truth.