Lesson Planning

Lecture 4
Lesson Planning
 An integral part of the teaching process in
the Philippine basic educational system.
 It directs the teacher to specific teaching
objective, without which the teacher,
together with the students, cannot achieve
anything in learning.
Lesson Plan
 Serves as the teacher’s blueprint.
 It indicates the various achievements to be
realized as well as the specific means by
which these achievements should be
attained.
 The learner is the focus, and the teacher is
the background.
 The learners activities – not the subject
matter are emphasized.
Importance of Lesson Plans
1. It offers optimum results in terms of
objectives, activities and methods.
2. It serves as a guide to an apprentice
teacher.
3. It helps in the organization of lessons.
4. It is useful for the teacher to develop
foresight which can contribute to teaching
and can stimulate him/her to become more
creative.
Importance of Lesson Plans
5. It prevents waste of time, haphazard
teaching, and/or unorganized activities.
6. It makes the teacher stick to and not deviate
from the main topic.
7. It gives a sense of security, especially to the
beginning teacher who feels nervous and
tense. A well-prepared lesson plan boosts a
teacher’s self-confidence.
Importance of Lesson Plans
8. It ensures good instruction and prepares the
teacher for an effective teaching.
9. It serves as a means of supervising the
teacher’s competency and effectiveness. And
it determines the teacher’s mastery of the
subject matter and teaching preparedness.
10. It can be used to substitute teacher who
will frame future lessons.
Parts of the Lesson Plan
1. Date – gives the teacher a time frame
within which he/she expects to finish
teaching a lesson. If learning is not
satisfied, re-teaching must be done after,
and a date for re-teaching must also be
reflected in the lesson plan.
Parts of the Lesson Plan
2. Objectives – provides specific goals that
must be attained by the class, give a direction
to class discussion, and call for expected
outcomes.
– Broad objectives (know, understand, learn)
– Specific Objectives (cognitive, affective,
psychomotor) – behavioral or instructional
goals for a particular topic
Parts of the Lesson Plan
2. Objective should either be SMART or
SPAM.
S- Specific S- Specific
M- Measurable P- Pertinent
A- Attainable A- Attainable
R- Reliable M- Measurable
T- Time-bound
Objectives
 Cognitive (Head) – development of the
learner’s intellectual skills and abilities.
 Affective (Heart) – development of the
learner’s feelings, attitudes, values and
emotions.
 Psychomotor (Hands and Health) –
development of the leaner’s muscular skills
and abilities.
Parts of the Lesson Plan
3. Subject Matter – or specific topic includes
sources of information, e.g., textbooks and
library references.
4. Materials Needed – refers to objects or
tools that serve as instructional aids for a
particular subjects, e.g., maps, graphs,
flashcards, pictures, slides, TV, film/movie
and CDs.
Parts of the Lesson Plan
5. Procedure or strategy – includes the
teaching-learning activities in a detailed plan,
the definite procedures or steps of the method
being used to show the attainment of the
behavioral objectives, and the board
work/exercises/recitations. The creativity of
the teacher in formulating the questions must
be shown in his/her strategy.
Parts of the Lesson Plan
6. Generalization – can be in the form of a
summary or conclusion which must be
answered by learners through creative
questioning.
7. Evaluation – can take the form of a
formative test consisting of a 10-item multiple
choice questions after the day’s lesson to
determine the mastery learning.
Parts of the Lesson Plan
8. Assignment – or agreement includes
questions, exercises, and/or a set of practice
specified by the teacher. In order to succeed in
discussing the assignment for the following
day, a teacher must give focused/specific
questions for students to answer.
Parts of a Lesson Plan
 Objective
 Content and Materials
 Procedure
– Preparation
• Drill
• Review
• Motivation
– Presentation
– Comparison and Abstraction
– Generalization
– Application
 Evaluation
 Homework/Assignment
Prerequisites to Lesson Planning
1. Knowledge of the subject matter
2. Knowledge of the interests and needs of
learners
3. Knowledge of theories of learning and the
psychology of the mental processes
4. Familiarity with the strategies used in
teaching, including approaches, methods, and
techniques
5. Available materials or teaching aids/tools
6. Understanding of the learning objectives
Kinds of Lesson Plan
 Detailed – includes students response
 Semi-detailed
 Log
Science Lesson Plan Formats
 4a’s (Activity, Analysis, Abstraction,
Application)
 5E’s ( Engage, Explore, Explain, Elaborate,
Evaluate)
 7E’s ( Elicit, Engage, Explore, Explain,
Elaborate, Evaluate, Extend)
Parts of a Lesson Plan (4a’s)
 Objective
 Content and Materials  Evaluation
 Procedure
 Homework/Assignment
– A. Pre-Activities
• Review
– B. Lesson Proper
• Motivation
– C. Lesson Presentation
• Activities
• Analysis
• Abstraction
• Application
Parts of a Lesson Plan (5E’s)
 Objective  Procedure
– Subtasks – Engage
 Content and – Explore
Materials – Explain
– Topic – Elaborate
– Reference – Evaluate
– Materials
Parts of a Lesson Plan (7E’s)
 Objective  Procedure
– Subtasks – Elicit
 Content and – Engage
Materials – Explore
– Topic – Explain
– Reference – Elaborate
– Materials – Evaluate
– Extend
 Objective
 Writing Behavioral Objectives
A – audience in which the
objective is written for
B – behavior/expected learning
outcome
C – condition under which the
learner will exhibit the learned
knowledge/skill
D – degree of proficiency the
learner must exhibit
 Objectives
 Cognitive Domain
– At the end of the discussion, the students must
be able to distinguish the four types of matter.
 Affective Domain
– At the end of the discussion, the students must
be able to differentiate the four types of matter.
 Psychomotor Domain
– At the end of the discussion, the students must
be able to draw examples of each types of
matter.
Content and Materials
 Content
– Topic (Parts of the Nervous System)
– Skill (Identifying the parts of the
nervous system)
 References
Agno, Lydia N. (2009). Principles of Teaching 1:
A ModularApproach. Quezon City: C & E
Publishing, Inc.
 Materials
– arrange from concrete to abstract
Procedure
Preparation  Presentation
–Drill  Comparison
–Review and Abstraction
–Motivation  Generalization
 Application
Procedure (4a’s)
 Activity – this will bring understanding to
what the learners already know and clarity
to what learners should learn further. At this
early stage, the student should already have
a retrospect of what they will be learning
through the activity that will be presented.
Procedure (4a’s)
 Analysis – a more in-depth understanding
of the lesson, it is another phase where the
students will process and classify what is
valid and not. The teacher on this part will
ask further questions and will also lead as a
facilitator rather than mere lecturing and
sharing facts and ideas. The students know
gains a wider view of the lesson but at the
same time draws closer to the main topic.
Procedure (4a’s)
 Abstraction – 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.
Procedure (4a’s)
 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 improve
further.
 Evaluation
- is used to determine if the lesson was carried
or not
Proficiency Level
(PL) = x 100

PL > 75% - the lesson was carried

PL < 75% - the lesson was not carried
Homework/Assignment
 Homework
– to further develop the skill learned by the
pupil/student

 Assignment
– to prepare the pupils/students for the next
lesson