Session 9 PPT Lesson Planning

National
Educators
Academy of the
Philippines
Mass Training
National ofTrainers
Training of Grade
for Grade 11 Teachers
11 Teachers
LESSON PLANNING
Session Objectives:
At the end of the session, the participants
will be able to:
• explain the importance of planning
their everyday lessons and the whole
course/subject;
• realize that to be an effective teacher,
one needs to plan and execute his plan
well;
National Training of Trainers
2 for Grade 11 Teachers
Session Objectives:
• create sample lesson plan/log and
assessment plan for their area of
specialization utilizing the copies of the CGs
and the templates found in DepEd Order
No. 70, s. 2012 and DepEd No , s. 2016;
and
• incorporate concepts learned from various
sessions in their training in creating/crafting
their lessons.

The Paper Tower
• Choose your leader and time keeper for
this game.
• Plan group strategy for two minutes.
Goal: Build the tallest free standing

structure for 10 minutes.

The Paper Tower
Goal: Build the tallest free

standing structure for
10 minutes.

Criteria for Judging
Height 50%
Staying power 30%
Aesthetic Appeal 20 %
Total 100%

Planning Lessons is
fundamental in ensuring the
delivery of quality teaching
and learning schools.

It is the Hallmark of
Effective Teaching.

A Three-step process in planning for instruction
(Wiggins and McTighe ,1998)
• We need to ask what it is that

we want students to know and
be able to do as a result of the
learning.

• We must examine how we will

know that our students are
learning and that they can perform
tasks as a result of the learning.

• We must identify which

instructional practices will assure us
that students learn and that they
can use the information provided.

Starting it right
“Stating the objectives up front,

telling students and parents how
students will be assessed on those
objectives, and then teaching those
objectives, we become more
accountable for student learning.

Starting it right
Our objectives, assessment

instruments, and teaching strategies
become a system leading to quality
learning. (Tileston, 2004) ”

Importance of lesson planning
• Increases a teacher’s chances of

carrying a lesson successfully
• Allows teachers to be more

confident before starting a lesson

• Inculcates reflectve practice as it

allows teachers to think about
their teaching
• Gives opportunities for teachers

to reflect on different strategies
that work inside the classroom
including research-based strategies.
• Ensures that teachers truly facilitate

learning and respond to learners’
needs inside the classroom
• Helps teachers master learning area

content and helps them teach what
students need to learn

Instructional Planning
• content of instruction
• selecting teaching materials
• designing the learning activities
and grouping methods
• deciding on the pacing and
allocation of instructional time
Plan with the end in mind
“Wiggins and McTighe (1998) suggest a

backward design model for planning that
begins NOT with the lesson, but with our
expectations for the END RESULT. There
are three basic steps to designing a lesson
using backward design:

Plan with the end in mind
1. Identify the desired results.

2. Determine acceptable evidence.
3. Plan learning experiences and
instruction. (Tileston, 2004)”

Airasian (1994)
Planning is a vital step in the
instructional process
• involves identifying expectations for
learners and choosing the materials and
organizing the sequential activities
• guarantees that teaching and learning is

the central focus of classroom activity
Stronge 2006
• Helps ensure that the time spent
inside the classroom is maximized
for instructions
• Is responsive to learners’ needs and

communicates expectations of
achievement to learners
Lesson Planning
• Teachers can plan students’ learning for a

year, a semester, a unit, or a lesson and
secure the coverage of the curriculum.
• Research shows that effective teachers

organize and plan their instructions

Lesson Planning
• Daily Lesson Preparation is part of

the teacher’s core function as a
facilitator of learning inside the
classroom

Detailed Lesson Plan/Log
Provides the teachers with an

opportunity to reflect on:
• what the students need to learn
• how learners learn
• how best to facilitate the learning
process

Definition of Terms
• A lesson is a unified set of activities
that focuses on one teaching
objective at a time.
• A teaching objective states what

the learners will be able to do at
the end of the lesson.”
Definition of Terms
• Instruction refers to the methods of processes
used to direct learning
• Instructional Planning is the process of

systematically planning, developing
evaluating and managing the instructional
process by using principles of teaching and
learning.

Definition of Terms
• Detailed Lesson Plan (DLP) is a

teacher’s roadmap for a lesson.
It contains the description of the
steps a teacher will take to teach
a particular topic.

Parts of a DLP
• Objectives
• Topic
• Materials
• Procedures

Definition of Terms
• Daily Lesson Log (DLL) is a template
teachers use to log parts of their daily
lesson. The DLL covers a week’s worth of
lessons and contains the following parts:
 Weekly Objectives
 Topics
 Materials
 Procedures
 Remarks
Instructional Process
Airaisian (1994)
Planning
Assessment of Delivery of
Learning instruction

Elements Instructional Planning for
Effective Teaching (Stronge, 2007)
• Identify clear lesson and learning
objectives while carefully linking
activities to them
• Create quality assignments, which

is positively associated with
quality instruction and quality
student work
• Plan lessons that have clear goals, are

logically structured, and progress
through the content step-by-step.
• Plan the instructional strategies to be

used in the classroom and the timing
of these strategies
• Use advance organizers, graphic

organizers, and the outlines to plan
for effective instructional delivery
• Consider student attention spans and

learning styles when designing lessons

• Systematically develop objectives,

questions, and activities that reflect
higher-level and lower-level
cognitive skills as appropriate for
the content and the student

What should be taught?
• Content Standards are the essential

knowledge that students need to learn
• Performance Standards are the abilities

and skills learners need to demonstrate
in relation to the knowledge they have
learned

What should be taught?
• Learning Competencies are

knowledge, skills, and attitudes
learners need to demeonstrate in
every lesson

Starting with the end in mind
• Teachers can set a long term vision

of what learners need to be able to
master in terms of content and
competencies at the end of the
school year
• Lesson plans should have learner-

centered objectives that are aligned
with the standards of the
curriculum. 39 National Training of Trainers
for Grade 11 Teachers
HOW should it be taught?
• Utilize instructional strategies that
consider learners’ varying
characteristics such as
o Cognitive ability
o Learning style
o Readiness level
o Socio-economic background
o Ethnicity
HOW should it be taught?
oCulture
oPhysical ability
oPersonality
oSpecial needs
oDifferent ways learners
master the content of a
particular learning area
How should it be assessed?
• Effective teachers do not only

prepare lesson plans, they also
prepare an Assessment Plan
(Formative Assessment Plan)

• Formative Assessment refers to the

on-going forms of assessment that
are closely linked to the learning
process. It is characteristically
informal and is intended to help
students identify strengths and
weaknesses.

• Assessment should be
integrated into the
lesson and aligned with
the lesson objectives.

• A lesson plan should

embody the unity of
instruction and
assessment.

• Teachers need to communicate

to the learners what they are
expected to learn , involve
them in assessing their own
learning at the beginning,
during and end of every lesson.

• They need to use data from

the assessment to continually
adjust instruction to ensure
attainment of learning.

Goal Setter
“A good lesson plan is an

important tool that focuses both
the instructor and the learners on
the purpose of the lesson and, if
carefully constructed and
followed, enables learners to
efficiently meet their goals.”

Essential Components of a Lesson Plan
“A lesson plan identifies the enabling

objectives necessary to meet the
lesson objective, the materials and
equipment needed, and the activities
appropriate to accomplish the
objective.

Enabling objectives are the basic skills

(language skills such as vocabulary,
grammar, and pronunciation) and the
life skills (including cultural
information) that are necessary to
accomplish the objective.

Materials and equipment should be

identified and secured well before class time
to ensure that activities can be carried out as
planned. These may include realia (real life
materials like bus schedules and children’s
report cards), visual aids, teacher made
handouts, textbooks, flip chart and markers,
overhead projector, tape recorder, etc.

Activities generally move from more

controlled (e.g., repetition) to a less
structured or free format (e.g., interviewing
each other). They should be varied in type
(e.g., whole group, paired, individual) and
modality (e.g., speaking, listening, writing).

Stages of a Lesson
Good lesson design begins with a review

of previously learned material. New
material is then introduced, followed by
opportunities for learners to practice and
be evaluated on what they are learning.

Stages of a Lesson
In general, a lesson is composed of the following stages:
• Warm-up/Review—encourages learners to use what
they have been taught in previous lessons
• Introduction to a new lesson—focuses the learners’

attention on the objective of the new lesson and relates
the objective to their lives

Stages of a Lesson
• Presentation – introduces new information, checks learner

comprehension of the new material, and models the tasks
that the learners will do in the practice stage
• Practice – provides opportunities to practice and apply the

new language or information

Stages of a Lesson
• Evaluation – enables the instructor and

learners to assess how well they have grasped the
lesson

Instructional Models, Strategies, and
Methods
• Direct Instruction
• Indirect Instruction
• Interactive Instruction
• Experiential Instruction
• Independent Study

Instructional Models, Strategies, and
Methods
 ICT Integration
ICTs are basically information –
handling tools that are used to
produce, store, process, distribute
and exchange information (UNDP
2010)

Consider these...
A good lesson plan involves consideration on
the following elements that need to be
thought about and planned for:
• Sequencing—Do the activities move logically

so learners are progressively building on what
they already know? Do the activities flow well?
Are transitions between activities smooth?
Consider these...
• Pacing – Are activities the right length and
varied so that learners remain engaged and
enthused?
• Gauging difficulty – Do the learners have
enough skill and knowledge to do the planned

activities? Are the instructions clear?
Consider these...
• Accounting for individual differences –
Do the activities allow for learners of
varying proficiency levels to receive extra
attention they might need, whether below
or above the norm? Are all students
actively involved?

Consider these...
• Monitoring learner versus teacher

talk – What is the balance between
learner talk and teacher talk? Does
the lesson allow a time for learners
to interact, producing and initiating
language?

Consider these...
• Timing – Was the amount of time allotted for
each part of the lesson sufficient? If the planned
lesson finishes early, is there a backup activity
ready? If the lesson wasn’t completed as planned,
how can the next class be adjusted to finish the
material?”

Application Activity
Create / Write a semi – detailed

lesson plan
Submit individual output.

Remember
“Meticulous planning will
enable everything a man
does to appear
spontaneous.”
-Mark Caine
References
• Planning Lessons •Effective Lesson Planning
www.princeton.edu/~pia/TEFL.pdf
• Effective Lesson Planning - Teaching
https://teal.ed.gov/sites/default/files/Fact-
Excellence in Adult Sheets/8_TEAL_Lesson_Planning.pdf
https://teal.ed.gov/sites/default/files/Fact... •Lesson Planning Using Backward Design
/8_TEAL_Lesson_Planning.pdf
• Lesson Planning - Center for Applied
https://www.wku.edu/library/dlps/infolit/docu
Linguistics ments/designing_lesson_plans_using_backward
www.cal.org/caela/tools/program.../Part2- _design.pdf
29LessonPlanning.pdf
• LESSON PLAN
•Lesson Planning
https://www.faa.gov/regulations_policies/... http://www.reflectiveinquiry.ca/wp-
/sample_lesson_plans.pdf content/uploads/2014/10/lesson-planning-
• Strategies for Effective Lesson Planning chapter.pdf
www.keansburg.k12.nj.us/.../Strategies%20
for%20Effective%20Lesson... •Principles of Planning
• Lesson Planning http://www.corwin.com/upm-
http://cet.usc.edu/resources/teaching_lear data/6631_tileston_4_ch_1.pdf
ning/docs/teaching_nuggets_docs/2.5_Les
son_Planning.pdf •Lesson Plan Development
• The Principles of Planning www.jblearning.com/samples/0763749109/491
http://www.corwin.com/upm- 09_CH06_088_113.pdf
data/6631_tileston_4_ch_1.pdf
•DepEd Order No 70, 2012

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National

National Training of Trainers

• Plan group strategy for two minutes.

Goal: Build the tallest free standing

National Training of Trainers

Goal: Build the tallest free

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

• We need to ask what it is that

National Training of Trainers

• We must examine how we will

National Training of Trainers

• We must identify which

National Training of Trainers

“Stating the objectives up front,

National Training of Trainers

Our objectives, assessment

National Training of Trainers

• Increases a teacher’s chances of

• Allows teachers to be more

National Training of Trainers

• Inculcates reflectve practice as it

• Gives opportunities for teachers

• Ensures that teachers truly facilitate

• Helps teachers master learning area

National Training of Trainers

“Wiggins and McTighe (1998) suggest a

National Training of Trainers

1. Identify the desired results.

National Training of Trainers

• guarantees that teaching and learning is

• Is responsive to learners’ needs and

• Teachers can plan students’ learning for a

• Research shows that effective teachers

National Training of Trainers

• Daily Lesson Preparation is part of

National Training of Trainers

Provides the teachers with an

National Training of Trainers

• A teaching objective states what

• Instructional Planning is the process of

National Training of Trainers

• Detailed Lesson Plan (DLP) is a

National Training of Trainers

National Training of Trainers

National Training of Trainers

• Create quality assignments, which

• Plan lessons that have clear goals, are

• Plan the instructional strategies to be

• Use advance organizers, graphic

• Consider student attention spans and

National Training of Trainers

• Systematically develop objectives,

National Training of Trainers

• Content Standards are the essential

• Performance Standards are the abilities