LESSON HANDOUTS ON LESSON PLANNING

Prepared by: Mr. Cris E. Dela Peña

Instructional Process

Airisian, (1994) accentuated that the instructional process is made up of three (3) steps:

1. Planning Instruction

2. Delivery of instruction

3. Assessment of learning

Lesson Planning

Lesson planning is a way of planning instruction. Lesson planning is a way of visualizing a lesson before it is taught.

Scrivener ( 2005) posited that planning lesson entails “ prediction, anticipation, sequencing, and simplifying.”

“Lesson Planning is a critical part of the teaching and learning process”

Objectives of Lesson Planning

 The objective of lesson planning is LEARNING.

 Lesson planning is a hallmark of effective teaching

Elements of Lesson Planning (Stronge, 2007)

1. Identifying clear lesson and learning objectives while carefully linking activities to them, which is essential for
effectiveness

2. Creating quality assignments , which is positively associated with quality instruction and quality student work.

3. Planning lessons that have clear goals , are logically structured, and progress through the content step-by step

4. Planning the instructional strategies to be deployed in the classroom and the timing of these strategies

5.Using advance organizers , graphic organizers, and outlines to plan for effective instructional delivery

6 .Considering student attention spans and learning styles when designing lessons

STRATEGIES FOR EFFECTIVE LESSON PLANNING

1. What do I want students to learn ( What should be taught?)

2. What teaching and learning activities will I use? ( How should it be taught?)

3. How will I check for understanding (How should learning be assessed?)

STEPS FOR PREPARING A LESSON PLAN

1. Outline learning objectives

• What is the topic of the lesson?

• What do I want students to learn?

• What do I want them to understand and be able to do at the end of the class?

• What do I want them to take away from this particular lesson?

2. Develop the introduction

• How will I check whether students know anything about the topic or have any preconceived notions about it?

• What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar
with or might espouse?

• What will I do to introduce the topic?

3. Plan the specific learning activities (the main body of the lesson)

• What will I do to explain the topic?

• What will I do to illustrate the topic in a different way?

• How can I engage students in the topic?

• What are some relevant real-life examples, analogies, or situations that can help students understand the topic?

• What will students need to do to help them understand the topic better?

4. Plan to check for understanding

• What questions will I ask students to check for understanding?

• What will I have students do to demonstrate that they are following?

• Going back to my list of learning objectives, what activity can I have students do to check whether each of those has
been accomplished?

5. Develop a conclusion and a preview

• State the main points yourself (“Today we talked about....”)

• Ask the student to help you summarize the lesson.

• Ask all students to write down on a piece of paper what they think were the main points of the lesson

• Review the students answers to gauge their understanding of the topic and then explain anything unclear the
following class.

• Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson.

6. Create a realistic timeline

• Estimate how much time each of the activities will take, then plan some extra time for each.

• When you prepare your lesson plan, next to each activity indicate how much time you expect it will take.

• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points.

• Plan an extra activity or discussion questions in case you have time left.

• Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive
rather than sticking to your original plan.

Detailed Lesson Plan Format

1. Objectives 2. ContentLearning Resources 3. Procedures

4. Assessment 5. Remarks 6. Reflection

 Domains

A. Knowledge B. Skills C. Attitude D. Values

A. Knowledge
 The fact or condition of knowing something with familiarity gained through experience or association

1. Remembering
 The learner can recall information and retrieve relevant knowledge from long-term memory

Behavioral Verbs: identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce

2. Understanding
 The learner can construct meaning from oral, written and graphic messages

Behavioral Verbs: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

B. Skills
 The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively
carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something

1. Applying
 The learner can use information to undertake a procedure in familiar situations or in a new way.

Behavioral Verbs: execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover

2. Analyzing
 The learner can distinguish between parts and determine how they relate to one another, and to the overall
structure and purpose

Behavioral Verbs: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct

3. Evaluating
 The learner can make judgments and justify decisions

Behavioral Verbscoordinate, measure, detect, defend, judge, argue, debate, describe, critique, appraise, evaluate

4. Creating
 The learner can put elements together to form a functional whole, create a new product or point of view

Behavioral Verbs: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble,
devise

C. Attitude
 Growth in feelings or emotional areas.
 A settled way of thinking or feeling about someone or something, typically one that is reflected in a person’s
behavior

1. Receiving Phenomena - Awareness, willingness to hear, selected attention

Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study,
use

2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in
responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite,
report, select, tell, write

3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these
values are expressed in the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose,
read, report, select, share, study

4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and
creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize

5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the
student's general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify

List of Attitudes:
Self-esteem, Self-confidence, Wellness, Respect, Honesty, Personal discipline, Perseverance, Sincerity, Patience, Critical
thinking, Open-mindedness, Interest, Courteous, Obedience, Hope, Charity, Fortitude, Resiliency, Positive vision,
Acceptance, Determined, Independent , Gratitude, Tolerant, Cautious, Decisive, Self-Control, Calmness, Responsibility,
Accountability, Industriousness, Industry, Cooperation, Optimism, Satisfaction, Persistent, Cheerful, Reliable, Gentle,
Appreciation of one’s culture, Globalism, Compassion, Work Ethics, Creativity, Entrepreneurial Spirit, Financial Literacy,
Global, Solidarity, Making a stand for the good, Voluntariness of human act, Appreciation of one’s rights, Inclusiveness,
Thoughtful, Seriousness, Generous, Happiness, Modest, Authority, Hardworking, Realistic, Flexible, Considerate,
Sympathetic, Frankness

D. Values
 A learner's principles or standards of behavior; one's judgment of what is important in life.
 Go beyond learner’s life on earth, include more than wealth and fame, and would affect the eternal destiny of millions.
Intentionally adding value to people everyday

1. Receiving Phenomena - Awareness, willingness to hear, selected attention

Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, point to, reply, select, sit, Study,
use
2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in
responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite,
report, select, tell, write

3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these
values are expressed in the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, initiate, invite, join, justify, propose,
read, report, select, share, study

4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and
creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the
student's general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify

Department of Education Core Values

Maka-Diyos
Love of God, Faith, Trusting, Spirituality, Inner Peace, Love of truth, Kindness, Humble

Maka-tao
Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness

Makakalikasan
Care of the environment, Disaster Risk Management, Protection of the Environment, Responsible Consumerism,
Cleanliness, Orderliness, Saving the ecosystem, Environmental sustainability

Makabansa
Peace and order, Heroism and Appreciation of Heroes, National Unity, Civic Consciousness, Social responsibility,
Harmony, Patriotism, Productivity

Detailed Lesson Plan Content

A. Objectives

- The lesson plan objectives are statements that describe the expected learning outcomes of the learners at the end of
the lesson.

- The objectives specify what students need to learn and thereby guide learners in carrying out the lesson activities.
They also direct the teacher in selecting appropriate learning resources and methods to use in teaching.

- The lesson objectives should be also the bases for assessing student learning before, during and after the lesson.

The lesson plan objectives “ (1) describe a student behaviour that should result from instruction; (2) state the behavior
that can be observed and can be assessed; and (3) indicate the content on which the behavior will be performed, Airisian
(1994).”

Lesson plan objectives should be aligned with curriculum standards and must be stated in terms of what learners can/
will be able to do at the end of the lesson.

B. Learning Competency/ies

- These are the expected learning outcomes to be developed among learners.

- They are taken from the Curriculum Guide as basis for the teacher in designing his lesson and the processes to be
done to realize it.

C. Key Concepts / Understandings to be Developed

- These are important concepts of the lesson that are to be remembered, understood and endured.

D. CONTENT STANDARD
 - This pertains to the subject matter or specific content that the lesson aims to teach.

E. LEARNING RESOURCES

- This is the list of resources that a teacher uses to deliver the lesson

F. PROCEDURES

- are the step by step presentations of the lesson.

1. Introductory Activity (___minutes). This part introduces the lesson content. Although at times optional, it is usually
included to serve as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to
follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.

2. Activity/Strategy (___minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves
as a springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully
structured activities such as individual or group reflective exercises, group discussion, self-or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear
instructions should be considered in this part of the lesson.

3. Analysis (___minutes). Essential questions are included to serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Affective questions are included to elicit
the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the next part of the lesson.

4.Abstraction (___minutes). This outlines the key concepts, important skills that should be enhanced, and the proper
attitude that should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.

5. Application (___minutes). This part is structured to ensure the commitment of the learners to do something to
apply their new learning in their own environment.

G. Assessment (___minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified
duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions
and success criteria have been met. (Reminder: Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below:

Assessment Method

a) Observation. (Formal and informal observations of learners’ performance or behaviors are recorded, based on
assessment criteria)
Possible Activities:

Investigation, Role Play, Oral Presentation, Dance, Musical Performance, Skill Demonstration, Group Activity (e.g. Choral
Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science Experiment

b) Talking to Learners / Conferencing (Teachers talk to and question learners about their learning to gain insights on
their understanding and to progress and clarify their thinking)
Possible Activities:
Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion, Interview, Think-Pair-
Share, Reading

c) Analysis of Learners’ Products (Teachers judge the quality of products produced by learners according to agreed
criteria)
Possible Activities:

Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model, Artwork, Multi-media Presentation,
Product made in technical-vocational subjects

d) Tests (Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery of a skill or knowledge of
content)
Possible Activities:

Skill Performance Test, Open-Ended Question, Practicum, Pen and Paper Test, Pre and Post Test, Diagnostic Test, Oral Test,
Quiz

H.Assignment (___minutes).

Four purposes:

1. Reinforcing / strengthening the day’s lesson

2. Enriching / inspiring the day’s lesson

3. Enhancing / improving the day’s lesson

4. Preparing for the new lesson

I.Concluding Activity (____minutes).

 This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or a
letter that inspires the learners to do something to practice their new learning.

J. Remarks

 Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

K. Reflections

 Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are appropriate.