5es Lesson Plan

Download as docx, pdf, or txt
Download as docx, pdf, or txt
You are on page 1of 6

5 Es Detailed Lesson Plan in __________

Inquiry-Based Instruction
I. Objectives
 Cognitive (Paste here the code from CG for reference)
 Affective
 Psychomotor

II. Subject Matter


A. Topic: _______________________
B. Materials: ____________________
C. References: __________________
D. Process Skills: ________________ (Science subject only)
E. Values Integration: _____________

III. Procedure

TEACHER’S ACTIVITY PUPILS’ RESPONSES

A. ENGAGEMENT
1. Routinely Activities
1.1. Prayer
Let us pray! Amen
1.2. Greetings
Good morning class Good morning sir/mam____
1.3. Attendance
Let’s check the attendance
1.4. Giving of Classroom Rules
1. Be Positive
2. Be Productive
3. Be Polite
4. Be Prepared
5. Be Respectful
2. Drill

3. Review
Who can still remember the lesson
Yesterday? (The pupils will answer)

4. Motivation
(The teacher will give a motivating
activity to reinforce learning) (Students will do the activity)

(Engagement part are activities which will


focus student’s attention, stimulate their thinking,
and access prior knowledge.)

B. EXPLORATION
1. Pre-Activity

2. Activity Proper

(Exploration are activities which give students time to


think and investigate/test/make decisions/problem
solve, and collect information.)

C. EXPLANATION
1. Post-Activity Discussion
2. Values Integration

(Explanation part are activities which allow students


to analyze their exploration. Student’s understanding
is clarified and modified through a reflective activity.)

D. ELABORATION
1. Generalization
(The teacher on this part will now focus entirely on
the lesson being presented and ask more lead questions
to lead the students in reinforcing what they know and
should know more. The student here starts to feel
more the importance of the lesson to her and see
the necessity of it to his/her life.)

2. Application

(The word itself describes the stage as bringing the


student to a more practical way of using HOW
are they going to use what they have learned and
thinking of new ways on how it can be improved
further.)

(Elaboration part are activities which expands and


solidifies student thinking and/or applies it to a
real-world situation.)

E. Evaluation

(Evaluation part are activities which allow the teacher to


assess student performance and/or understandings of
concepts, skills, processes, and applications.)

(Checking of answer sheets, monitoring the scores and


submission of papers for recording is done right away
after the test to interpret the result of the learners’ progress.)

Index of Mastery (Level of Proficiency) _________________

IV. Assignment
(The teacher will give an assignment somewhat
related to the topic as a fixing skills activity) (The pupils will copy the
assignment)
Are you done copying your assignment class? Yes sir/mam_______

Keep all your things in your bag (The pupils will follow)

Who will lead the prayer?


Okay________.
Amen Amen!

Goodbye class! Goodbye sir/mam_________,


Goodbye classmates, see you
tomorrow!

To add, this format will best affect learning when we facilitate more rather than placing the
lesson in their heads. We aim to keep them at phase but not to the point of dragging them to
what we would like them to achieve. And last but not the least, Mastery of the Lesson – when
the teacher is prepared and has mastered the lesson it will surely surprise you with good
results.

Prepared by:
_________________

Checked and Approved by:

MARKHILL V. TIOSAN, LPT


OIC-Program Chair, BEED

The 5 Es Lesson Plan


A. Engagement
Suggested Activities
• Demonstration
• Reading
• Free Write
• Analyze a Graphic Organizer
• KWL
• Brainstorming

What the Teacher Does


• Creates Interest.
• Generates curiosity.
• Raises questions.
• Elicits responses that uncover what the students know or think about the concept/topic.

What the Student Does


• Asks questions such as, Why did this happen? What do I already know about this?
What have I found out about this?
• Shows interest in the topic.

B. Exploration
Suggested Activities
• Perform an Investigation
• Read Authentic Resources to Collect Information
• Solve a Problem
• Construct a Model
What the Teacher Does
• Encourages the students to work together without direct instruction from the teacher.
• Observes and listens to the students as they interact.
• Asks probing questions to redirect the students’ investigations when necessary.
• Provides time for students to puzzle through problems.

What the Student Does


• Thinks freely but within the limits of the activity.
• Tests predictions and hypotheses.
• Forms new predictions and hypotheses.
• Tries alternatives and discusses them with others.
• Records observations and ideas.
• Suspends judgement.

C. Explanation
Suggested Activities
• Student Analysis & Explanation
• Supporting Ideas with Evidence
• Structured Questioning
• Reading and Discussion
• Teacher Explanation
• Thinking Skill Activities: compare, classify, error analysis

What the Teacher Does


• Encourages the students to explain concepts and definitions in their own words.
• Asks for justification (evidence) and clarification from students.
• Formally provides definitions, explanations, and new labels.
• Uses students’ previous experiences as basis for explaining concepts.

What the Student Does


• Explains possible solutions or answers to others.
• Listens officially to others’ explanations.
• Questions others’ explanations.
• Listens to and tries to comprehend explanations the teacher offers.
• Refers to previous activities.
• Uses recorded observations in explanations.

D. Elaboration
Suggested Activities
• Problem Solving
• Decision Making
• Experimental Inquiry
• Thinking Skill Activities: compare, classify, apply

What the Teacher Does


• Expects the students to use formal labels, definitions, and explanations provided
previously.
• Encourages the students to apply or extend the concepts and skills in new situations.
• Reminds the students of alternative explanations.
• Refers the students to existing data and evidence and asks, What do you already
know? Why do you think . . .?
• Strategies from Explore apply here also.

What the Student Does


• Applies new labels, definitions, explanations, and skills in new, but similar situations.
• Uses previous information to ask questions, propose solutions, make decisions, and
design experiments.
• Draws reasonable conclusions from evidence.
• Records observations and explanations.
• Checks for understandings among peers.
E. Evaluation
Suggested Activities
• Any of the Previous Activities
• Develop a Scoring Tool or Rubric
• Test
• Performance Assessment
• Produce a Product
• Journal Entry
• Portfolio

What the Teacher Does


• Observes the students as they apply new concepts and skills.
• Assesses students’ knowledge and/or skills.
• Looks for evidence that the students have changed their thinking or behaviors.
• Allows students to assess their own learning and group-process skills.
• Asks open-ended questions, such as: Why do you think. . .? What evidence do you
have? What do you know about x? How would you explain x?

What the Student Does


• Answers open-ended questions by using observations, evidence, and previously
accepted explanations.
• Demonstrates an understanding or knowledge of the concept or skill.
• Evaluates his or her own progress and knowledge.
• Asks related questions that would encourage future investigations.

You might also like