LESSON PLANNING

HOW IMPORTANT IS A LESSON PLAN

LIKE A BLUE PRINT
MAP
HOW IMPORTANT IS A LESSON PLAN?
a. Optimum results depends on the plan
b. Objectives, procedures, materials are well prepared.
c. Goals are foreseen
d. Guide to new teachers
e. Prevents waste of time and wandering away from the
lesson
f. Gives feeling of security.
g. Activities are well-planned
h. Determine for evaluation
i. Reference for substitute teachers.
PREREQUISITES TO LESSON PLANNING
a. Knowledge of the subject matter.
b. Knowing the children
c. Familiarity with different strategies
d. Materials
e. Understanding of objectives.
IMPORTANT PARTS OF A LESSON PLAN
a. Objectives (must be specific)
b. Subject matter
c. Materials
d. Procedure
e. assignment
TYPES OF LESSON PLANS
1. SYLLABUS
2. UNIT PLANS WITH DIVISION OF SUBJECT
MATTER OR COMPLETE ACTIVITY
3. DETAILED STUDY GUIDES
4. MEMEOGRAPHED EXERCISES
5. WORKBOOKS
6. DAILY PLANS
DAILY LESSON PLANS MAY BE
CLASSIFIED AS

1. detailed
2. semi detailed
3. brief
What to do when you develop a lesson
plan?
1
ST
With the subject matter in mind, formulate
your lesson objectives.

- What knowledge, skill and values do you
like your students to learn or acquire?

2
nd
How will you go about the lesson?
- How will I develop my lesson?
- What strategies will I use?
Strategies will necessarily include the
instructional materials that are appropraite to
your lesson and to the developmental level of
your students.
LESSON PLANNING
Planning mapping out your direction.
Why is lesson plan important?
1. optimum results( you know where you are
going)
2. framing, choosing of subject, procedures,
materials, evaluation are foreseen.
3. guide
4. prevent waste, wandering away from the
lesson
5. security especially to apprentice teachers
PREREQUISITES TO LESSON PLANNING
1. knowing yourself
2. know the subject matter
3. know your students
4. familiarity with different strategies,
materials
5. understanding the objectives.
SUGGESTIONS IN MAKING AND
APPLYING LESSON PLAN
1.it is an aid, dont follow to the letter.
2. dont make it too detailed
3. consider the time allotment
4. textbook should not be infallible
5. basis for future plans
CLASSIFICATION OF LESSON PLANS
1. DETAILED
2. SEMIDETAILED
3. BRIEF
PARTS OF A LESSON PLAN
Objective/s
Subject matter
Materials
Procedures
Presentation
Application
Assignments

Taxonomy of objectives
Cognitive Domain does not say about the
process, but what will happen to the learner.
knowledge to know, recall, define,
memorize repeat, reproduce, state.
.

Basic parts in the cognitive level
l. Knowledge level. The student will name the president who
ruled for 20 years. (how will make this as objective)
2. Comprehension level. The student will read Marcos martial
law proclamation.
3. Application level the student will show situations in the
present setup that were true during the martial rule.
4. Analysis level the student will analyze if the martial law
regime was actually a part of marcos long range planning to
stay in power.
5. Synthesis level the student will write a reaction to the
marcos era.
6. Evaluation the student will evaluate the major cause of
marcos downfall.
Following is a list of action words used
in formulating objectives in cognitive
level
Knowledge (recall of facts) Identify, List, name, match,
extend, reproduce, reorder, recall, define, recognize,
identify information presented during instruction. (
identify or name the. . .)
Comprehension expected that the students understood
the information and he can now define in his own
words, summarize, giving an original example,
recognizing. Compare, classify, describe, give
examples,order,estimate,distinguish,
predict,convert,manipulate, modify.(read the
proclamation)
APPLICATION
the students at this point can apply the
information in performing concrete actions.
These actions may involve, demonstrating,
solve, apply a rule, show, measure, compute,
operate, use, illustrate. Handling an
equipment, writing. (the students will show
situations in the present set up that were true
during the martial law)
ANALYSIS BREAK INTO PARTS
The students can recognize the organization and
structure of a body of information, break this
information down into constituents parks, and
specify the relationship between these parts.
(when you breaks an information into parts what
do you do?) differentiate, separate, distinguish,
select, breakdown, categorize. (the students will
analyze if the martial law regime was actually a
part of marcos long range plan to stay in power)
SYNTHESIS
the student can bring in information from
various sources to create a product uniquely
his or her own.summarize, reconstruct, relate,
produce create. Reaction paper from the
story.
EVALUATION
interpret, criticize, appraise, ( evaluation the
downfall of . . . Major causes.
(draw an inverted triangle) high- evaluation, synthesis,
analysis, applicationcomprehension, knowledge low
Sample of behavioral terms used in formulating
objectives
COGNITIVE
Knowledge recall or recognition of terms, ideas
procedure, theories. (attain, conceive, deduce, explain,
express, give evidences, define, describe, differentiate,
discuss, distinguish, identify, label, list, match, name,
recognize, reproduce, specify, state clearly.

COMPREHENSION translate, interpret,
extrapolate, (terms use) convert, defend,
emphasize, extend, give examples,
paraphrase, predict, rewrite, summarize.
APPLICATION (terms use) arrange, change,
compute, consider and use, record, correlate,
demonstrate, discover, disseminate,
formulate, modify, observe, operate, plan,
produce, manipulate, show, solve.
Analysis separation of complex idea into parts and
understanding the relationship of each part. ( terms
use) analyze, breakdown, classify, diagram,
discriminate, establish, examine, illustrate, infer,
outline, point out select.
Synthesis categorize, combine, compile, compose,
create, design, devise, explain, generate, modify,
organize, plan, rearrange, recognize, reconstruct,
relate, rewrite, summarize.
Evaluation terms, appraise, compare, conclude,
contrast, criticize, describe, explain, interpret, justify
validate.
AFFECTIVE domain the students are affected by their
learning.
a. Receiving the student listens to classmates who express
their opinions/views.
b. Responding the student will answer the call based on
the stimuli. Call for bayanihan.
c. Valuing - the student will express appreciation for ancient
poem, songs, experiences.
d. Organizing the student can priorities his preferences.
Joining a baseball game instead of participating in a
drama.
e. Characterizing consistent following the rules set by the
schools.
Affective domain
Highest characterizing, organizing, valuing,
responding, receiving lowest(draw and
invested triangle from low to high)
Receiving demonstrates a willingness to
participate in the activity. (follow, listen,
locate, participate, choose, give, select.
Responding shows interest in the objects,
phenomena, (answer, assist, comply, conform,
discuss, initiate, label, perform, recite, share.


affective
Valuing internalizing(terms use) admire,
appreciate, commemorate, join, justify,
sustain,propose.
Organizing comparing different values. (terms)
Adhere, adjust, arrange, modify, order.
Prepare
Characterizing (terms) act, conserve, display
follow influence, judgment, maintain, qualify.

Psychomotor Domain
Responses to an stimuli. Actions.(use of tools after
receiving instruction to do something. Laboratory
usage.
5 categories of objectives in the psychomotor domain.
a. Reflex movements an involuntary response to a
stimulus. (ex. Smiling after a humor)
b. Perceptual translating the stimulus to a movement
after an instruction. (cleaning the room.)
c. Physical abilities after learning a things, he has
mastered the task. (computer repair, air con
maintenance , driving skill)
d. Skilled -
Essential rules in writing behavioral
objectives.
1.Describe the expected behavior of the student rather than
the teacher.
2. Describe observable behavior in terms of an outcome verb
which the students will perform. (ex. To identify, arrange,
weigh, to order)
3. Describe the criterion for evaluating an acceptable
performance of the behavior(ex. Run a kilometer in ten
minutes, name at least four colors of the rainbow, arrange
ten books authors alphabetically)
4. Specify conditions under which the student will perform the
behavior. (ex. Arrange four different flowers before the
program begin, write an excuse letter before entering the
classroom.
5. State only one outcome verb in each
objective.
Class drill.
a. Give 10 action words that you have been
using in your daily life. Can they be
observed?
b. Example of lesson plans.
AIDS TO EFFECTIVE TEACHING
recitation, assignment, art of
questioning
Recitation
Purposes of recitation
l. To develop wholesome attitudes essential to
effective social living
2. Train pupils in reflective thinking and critical
evaluation.
3. To encourage freedom of expression and
respect opinions of others.

HOW TO CONDUCT THE RECITATION
1. Must be well planned and properly
organized.
2. Goals should be cleared. Purpose must be
understood.
3. Learning by doing. (pupils participation)
4. Shows individual differences.
5. Criteria for evaluation must be specified.
CONDITIONS NECESSARY FOR AN
EFFECTIVE RECITATION
1. Good environment, classroom free from
distractions. Misbehavior must be checked
2. Class must be properly manage.
3. Interest and enthusiasm are contagious.
4. Spirit of cooperation should prevail in the
classroom.
5. Class participation is a must.
ASSIGNMENTS
Either for new lesson or review.
What are assignments for?
1. To set the goal and direction of the learning activity.
2. Review for next activities whatever they might be.
3. Motivation for the past lesson or new lesson.
Motivational questions. ( do you favor the complete
removal of the pork barrel)
4. Setting the next learning activities.
5. Providing direction ahead of time.

TYPES OF ASSIGNMENT
Individual or group.
Can you give me an example
POINTERS TO CONSIDER IN GIVING ASSIGNMENTS
1. Make clear to the students the aim of the assigned task.
2. Make clear all directions, procedures, steps
3. Clarify all difficulties.
4. Evaluation must be cleared.
5. Assignments must not be punishment.
6. Enough time to complete the assignment
7. Must be checked and return
8. Evaluated.

EVALUATION OF THE ASSIGNMENT
The following list of questions can help determine
whether his assignment is good or not.
1. Are the objectives of the assignments attainable?
2. Are the sources of materials available and accessible
to students?
3. Are directions clear and specific
4. Are the activities meaningful and worthwhile
5. Does the assignment make use of past experiences of
students or prepare them for the next lesson/s.
THE ART OF QUESTIONING
WHAT ARE QUESTIONS FOR?
1. To stimulate pupils to think
2. Motivate
3. Diagnose pupils difficulties
4. Discover pupils interests
5. Help pupils organize and evaluate
6. To aid pupils to relate pertinent experiences to the lesson
7. To focus pupilsattention on the key points of the lesson
8. To develop new appreciations and attitudes
9. To provide drill or practice
10. To show relationships, such as cause and effect
11. To encourage the application of concepts
12. To encourage pupil evaluation
CHARACTERISTICS OF A GOOD
QUESTION
1. A good question is simple and clear.
who came while I was writing on the blackboard?
2. Definite only one answer. Who is our national hero and
why was he exiled at dapitan. Double questions not good.
3. Challenging and thought provoking How can you tell that
a material or an object is a magnet?
4. Questions adapted to age, abilities and interest elem.
Show that the philippines is favorably located.
H.S. Has the strategic position of the philippines affected
her economy and national security?
5. Requires extended response- why is wind not a reliable
source of energy?

1. Stimulate what good will it be to man if scientist
find out that human can live in the moon?
Would you rather live in a city or in a small town.
2. Motivate if you were the mayor of a town, what will
you do to improve its health conditions.
3. Diagnose first person singular number present tense.
What form of the verb in used in the third person
plural number?
4. Discover name some of your favorite sports.
5. Organize do you think if one refuse to drink wine he
is not a real man? What are taxes for?
Aid have you enjoyed watching the clouds on a bright
sunny day? Why did your observe?
what happens to these clouds when it is about to rain?
7. Focus what is Rizal park known for?
Tell about it as a historical place , as a national park,
and as a tourist spot.
8.Develop appreciation what beautiful things
mentioned in this poem are made by God?
9. Provide drill what form of the verb is used with time
expressions, such as yesterday, last week, a while ago,
two days ago?
10. Show relationship what are the causes of
poor health? How do forest prevent floods?
Why should the government regulate the
cutting of trees in our forest?
11. To encourage why are wheels on your toys
like a circle? Why are the doors of your home
like a triangle? What objects can you find at
home that are round, square, triangular etc?