The conceptions and practices of lesson planning in Spain have been influenced by different traditions coming from Didactic and Instructional Psychology and were brought up in different educational reforms: The first one by Franco’s regime in 1970 (Ley general de Educación - LGE-) taking Bloom’s (1956 ) “taxonomy of educational objectives” and Tyler’s (1969) “objectives sources” to define and articulate the lesson plan through contents, activities, and attitudes; the second one by the Socialist Party in 1990 (Ley Orgánica de Ordenación General del Sistema Educativo, LOGSE) focuses on the elaboration theory of instruction (Reigeluth & Merrill, 1980) under a constructivist umbrella; the third one by the Spanish conservative party in 2002 (Ley Orgánica de la Calidad de la Educación - LOCE) with emphasis on the measurability of factual knowledge and the algorithm procedures; and the fourth one again by the Socialist Party in the year 2004 (Ley Orgánica de la Educación - LOE) combining the conceptualization of 1990 with the competences structure (Richman & Tiana, 2004). However, at the end of all these reforms the specification of the lesson plan always has been steered by texts books which are broadly used by Spanish teachers in their everyday classroom teaching.