LESSON PLANNING: PRE-REQUISITES
1. Knowledge of the subject matter
2. Knowledge of the learners
3. Familiarity with the different strategies
4. Knowledge of the materials
5. Understanding of objectives
LESSON PLAN
the teacher's road map of what students need to learn and how it will
be done effectively during the class time.
allows him/her to enter the classroom with more confidence
maximizes his/her chance of having a
meaningful learning experience with his/her students
A successful lesson plan addresses and integrates three key components:
• Learning Objectives
• Learning Activities
• Assessment to check for student understanding
Before the class
Identify the learning
Plan the specific learning activities, assessments and the sequence of
the lesson
Create a realistic timeline
Plan for a lesson closure
During the class
Share the lesson with your students helps keep them more engaged
and on track
After the class
Reflect on what worked well and why, and what you could have done
differently
LESSON PLANNING IS COMPRISED OF
LEARNING OBJECTIVES
ASSESSMENT
INSTRUCTION
Learning Objectives
IDENTIFYING THE LEARNING OBJECTIVES
A learning objective describes what the learner will know or be able to do
after the learning experience rather than what the learner will be exposed to
during the instruction (i.e. topics).
Three Domains of Learning
Cognitive
Affective
Psychomotor
LEARNING OBJECTIVES:
What are their domain? Do you know how to use the LC Code?
Summarize narrative texts based on the elements EN5RC-Ic-2.23
Identify the elements of a literary text EN5LC – Ic – 2.17.2
Read aloud grade level appropriate text with an accuracy rate of 95 - 100%
EN5F-Ic-1.6
Observe politeness at all times EN5A-lc-16
LEARNING OBJECTIVES should be SMART
Specific - Provide a clear description of what needs to be achieved.
Measurable - Include a metric with a target thus indicates success.
Attainable - Set a challenging target, but keep it realistic.
Relevant - Set a challenging target, but keep it realistic.
Time-bound – Set a date for when your goal needs to be achieved.
Characteristics and Description
Clearly states tasks – free form jargon and complex vocabulary, describe
specific and achievable tasks (such as describe, analyse or evaluate) not
vague tasks like (appreciate, understand, or explore).
Important learning goals – Describe the essential (rather than trivial) learning
in the course which the student must achieve.
Achievable – can be achieved within the given period and sufficient resources
are available.
Demonstrate measurable – can be demonstrated in a targeting way; are
assessable, achievement and quality of achievement can be observed.
Fair and equitable - all students, including those with disabilities or
constraints, have a fair chance of achieving them.
Linked to course and program – consider the broader goals i.e course
program and institutional goals objectives
The Bloom’s Revised Taxonomy of Educational Objectives is a useful resource
for crafting learning objectives that are demonstrable and measurable.
Assessment
Assessing Students’ Understanding
Assessments (e.g., tests, papers, problem sets, performances) provide
opportunities for students to demonstrate and practice the knowledge and
skills articulated in the learning objectives, and for teachers to offer targeted
feedback that can guide further learning.
Formative
Diagnostic
Summative
CREATING AND USING RUBRICS
A rubric is a scoring tool that explicitly describes the teacher’s performance
expectations for an assignment or piece of work. It identifies:
• criteria: the aspects of performance (e.g., argument, evidence, clarity)
that will be assessed
• descriptors: the characteristics associated with each dimension (e.g.,
argument is demonstrable and original, evidence is diverse and compelling)
• performance levels: a rating scale that identifies students’ level of
mastery within each criterion
Instructional Activities
PLANNING THE SPECIFIC LEARNING ACTIVITIES
Learning activities should be directly related to the learning objectives of the
course, and provide experiences that will enable students to engage in,
practice, and gain feedback on specific progress towards those objectives.
Some questions to think about as you design the
learning activities you will use are:
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?
GROUP WORK
TRY AND LEARN
THINK AND TELL (REVIEW)
FIND AND LEARN
DO AND LEARN
LEARN SOME MORE
Direct Instruction
Interactive Instruction
Indirect Instruction
EVERYBODY IS A GENIUS. BUT IF YOU JUDGE A FISH BY ITS ABILITY TO CLIMB
A TREE, IT WILL LIVE ITS WHOLE LIFE BELIEVING THAT IT IS STUPID. -ALBERT
EINSTEIN
Four Levels of Questions
Reading the lines
Reading between the lines
Reading beyond the lines
Evaluating the lines
Literal/ Fact Questions
Analysis/ Interpretation
Hypothesis/ Predietion
Critical/Evaluation/Opinion
Compose Four Levels of Questions from the sentences
Jordan is a teacher.
It is the supreme art of the teacher to awaken
Joy in creative expression and knowledge. -ALBERT EINSTEIN
PARTS OF THE LESSON PLAN
1. OBJECTIVES
a. Content Standards
b. Performance Standards
c. Learning Competencies
Write the LC Code for each
II. Content/ Subject Matter
PARTS OF THE LESSON PLAN
*LEARNING RESOURCES
a. Teacher’s Guide
b. Learner’s Materials
c. Textbook Pages
d. Additional Materials from LR Portal
e. Other Learning Resources
III. PROCEDURE
Before the Lesson
a. Preparatory Activities
b. Review of Previous Lessons
C. Establishing a Purpose for the Lesson
d. Presenting examples/instances of the New
During the Lesson
e. Discussing New Concepts and Practicing New Skills
f. Developing Mastery
g. Finding Practical Applications of Concepts
and Skills in Daily Living
III. PROCEDURE
After the Lesson
h. Application
i. Generalizing and Abstractions
IV. EVALUATION
V. ASSIGNMENT/AGREEMENT
