LESSON 4:

Basic Parts of a Learning/Lesson Plan

At the end of this lesson, you will be able to:

1. recognize the importance of lesson planning;

2. identify the different parts of a lesson plan using the updated LP;

3. scrutinize sample learning plans demonstrated in a public school; and

4. craft a learning plan with ICT integration.

Discussion:
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Before you plan your lesson, you will first need to identify the learning
objectives for the class meeting. Then, you can design appropriate learning activities and develop
strategies to obtain feedback on student learning.

A successful lesson plan addresses and integrates these three key components:

• Objectives for student learning

• Teaching/learning activities

• Strategies to check student understanding

Specifying concrete objectives for student learning will help you determine the kinds of teaching and
learning activities you will use in class, while those activities will define how you will check whether the
learning objectives have been accomplished. (See Key Components of Lesson Plan Design below)
Steps for Preparing a Lesson Plan
Below are six steps to guide you when you create your first lesson plans. Each step is accompanied by a
set of questions meant to prompt reflection and aid you in designing your teaching and learning
activities.

(1) Outline learning objectives

The first step is to determine what you want students to learn and be able to do at the
end of class. To help you specify your objectives for student learning, answer the following
questions:
• 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 class?
• What do I want them to take away from this particular lesson?

Once you outline the learning objectives for the class meeting, rank them in terms of
their importance. This step will prepare you for managing class time and accomplishing the
more important learning objectives in case you are pressed for time.
Consider the following questions:
• What are the most important concepts, ideas, or skills I want students to be able to
grasp and apply?
• Why are they important?
• If I ran out of time, which ones could not be omitted?
• And conversely, which ones could I skip if pressed for time?

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the
specific activities you will use to get students to understand and apply what they have learned.
Because you will have a diverse body of students with different academic and personal
experiences, they may already be familiar with the topic. That is why you might start with a
question or activity to gauge students’ knowledge of the subject or possibly, their preconceived
notions about it.
For example, you can take a simple poll: “How many of you have heard of X? Raise your
hand if you have.” You can also gather background information from your students prior to class
by sending students an electronic survey or asking them to write comments on index cards. This
additional information can help shape your introduction, learning activities, etc. When you have
an idea of the students’ familiarity with the topic, you will also have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage
thinking. You can use a variety of approaches to engage students (e.g., personal anecdote,
historical event, thought-provoking dilemma, real-world example, short video clip, practical
application, probing question, etc.).
Consider the following questions when planning your 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)
Prepare several different ways of explaining the material (real-life examples, analogies,
visuals, etc.) to catch the attention of more students and appeal to different learning styles. As
you plan your examples and activities, estimate how much time you will spend on each. Build in
time for extended explanation or discussion, but also be prepared to move on quickly to
different applications or problems, and to identify strategies that check for understanding.
These questions would help you design the learning activities you will use:
• 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

Now that you have explained the topic and illustrated it with different examples, you
need to check for student understanding – how will you know that students are learning? Think
about specific questions you can ask students in order to check for understanding, write them
down, and then paraphrase them so that you are prepared to ask the questions in different
ways. Try to predict the answers your questions will generate. Decide on whether you want
students to respond orally or in writing.
Here are some guiding questions you can ask yourself:
• 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?

An important strategy that will also help you with time management is to anticipate
students’ questions. When planning your lesson, decide what kinds of questions will be
productive for discussion and what questions might sidetrack the class. Think about and decide
on the balance between covering content (accomplishing your learning objectives) and ensuring
that students understand.

(5) Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson. You
can do this in a number of ways: you can state the main points yourself (“Today we talked
about…”), you can ask a student to help you summarize them, or you can even ask all students
to write down on a piece of paper what they think were the main points of the lesson.
 You can 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.
How does the topic relate to the one that’s coming? This preview will spur students’
interest and help them connect the different ideas within a larger context.

(6) Create a realistic timeline

Teachers know how easy it is to run out of time and not cover all of the many points
they had planned to cover. A list of ten learning objectives is not realistic, so narrow down your
list to the two or three key concepts, ideas, or skills you want students to learn. Instructors also
agree that they often need to adjust their lesson plan during class depending on what the
students need. Your list of prioritized learning objectives will help you make decisions on the
spot and adjust your lesson plan as needed. Having additional examples or alternative activities
will also allow you to be flexible. A realistic timeline will reflect your flexibility and readiness to
adapt to the specific classroom environment.

Here are some strategies for creating 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 question 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

Presenting the Lesson Plan

Letting your students know what they will be learning and doing in class will help keep them more
engaged and on track. You can share your lesson plan by writing a brief agenda on the board or telling
students explicitly what they will be learning and doing in class. You can outline on the board or on a
handout the learning objectives for the class. Providing a meaningful organization of the class time can
help students not only remember better, but also follow your presentation and understand the rationale
behind in-class activities. Having a clearly visible agenda (e.g., on the board) will also help you and
students stay on track.
Reflecting on Your Lesson Plan
A lesson plan may not work as well as you had expected due to a number of extraneous circumstances.
You should not get discouraged – it happens to even the most experienced teachers! Take a few
minutes after each class to reflect on what worked well and why, and what you could have done
differently. Identifying successful and less successful organization of class time and activities would make
it easier to adjust to the contingencies of the classroom. For additional feedback on planning and
managing class time, you can use the following resources: student feedback, peer observation, or
viewing a videotape of your teaching.

To be effective, the lesson plan does not have to be an exhaustive document that describes each and
every possible classroom scenario. Nor does it have to anticipate each and every student’s response or
question. Instead, it should provide you with a general outline of your teaching goals, learning
objectives, and means to accomplish them. It is a reminder of what you want to do and how you want to
do it. A productive lesson is not one in which everything goes exactly as planned, but one in which both
students and instructor learn from each other.

Summary of the Lesson:

A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. As proposed by Wang, In the 21st century classrooms, the three
components are needed in an ICT-based learning environment such as pedagogy, social interaction, and
technology. One approach for lesson planning is the updated LP issued by DepEd. Based on Kolb’s
Experiential Learning Theory it aims to approach the child holistically. It also acknowledges the past
schemes of the student and integrating it to a new one so most likely this format will bring out what has
been in stored and what is missing will be filled in eventually towards a deeper knowledge of the lesson.