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Lesson Planning

The document outlines the importance and structure of lesson planning, detailing three types of lesson plans: detailed, semi-detailed, and brief. It emphasizes the components of a standard lesson plan, including objectives, subject matter, procedures, evaluation, and assignments, while adhering to educational standards. Additionally, it references DepEd Order No. 42 s. 2016, which provides guidelines for daily lesson preparation in the K-12 curriculum.

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ARJAY Z. TOLENTINO
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28 views30 pages

Lesson Planning

The document outlines the importance and structure of lesson planning, detailing three types of lesson plans: detailed, semi-detailed, and brief. It emphasizes the components of a standard lesson plan, including objectives, subject matter, procedures, evaluation, and assignments, while adhering to educational standards. Additionally, it references DepEd Order No. 42 s. 2016, which provides guidelines for daily lesson preparation in the K-12 curriculum.

Uploaded by

ARJAY Z. TOLENTINO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON PLANNING

Subtitle
LESSON PLAN
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. Then, you can design
appropriate learning activities and
develop strategies to obtain feedback on
student learning.
3 TYPES OF LESSON PLAN

1. DETAILED LESSON PLAN


2. SEMI-DETAILED LESSON PLAN
3. BRIEF OR SHORT LESSON PLAN
Detailed Lesson Plan
A detailed lesson plan covers everything
and gets teachers fully prepared for the
lesson ahead. It covers what to teach and all
the activities students will complete that
lesson.
Semi- Detailed Lesson Plan
Semi-detailed plans are less intricate than
detailed, but they still focus on what you
want to cover for that subject on that day.
They act as a general game plan for what
will go on in the lesson.
Brief or Short Lesson Plan
Is an outline that describes what will be
taught, how it will be taught, and what
examples will be used. There are four basic
sections: objective, method, checking for
understanding, and applying knowledge.
Lesson Planning

 one way of planning instructions


 visualizing a lesson before it is taught
entails “ prediction, anticipation,
sequencing and simplying “
critical part of the teaching-learning
process
Lesson Planning
Standard Lesson Plan Format
I. Objectives
(Intended Learning Outcomes)
II. Subject Matter
III. Procedure
IV Evaluation
V. Assignment
I. Objectives or ILO

It should be within the prescribed curriculum (MELCS, CG)


It should follow the S.M.A.R.T. principle
It should be in behavioral form -Use verb form..
(refer to BloomsRevised Taxonomy)
It should consider the three main domains
 Cognitive (knowledge Based) Something for the head
 Psychomotor (Skills Based) something for the
hands,something to do
 Affective (Attitude Based) something for the heart
II. Subject Matter

The subject matter includes the specific


topic and how that relates back to the
Prescribed Curriculum. It should include the
sources of information or references - whether
that is websites, textbooks or some other
material. It likely also lists any objects or tools
teachers may use to enhance their lessons.
It should also be developmentally appropriate
to the grade level.
III. Procedure

The lesson procedure is an in-depth


explanation of how the lesson will progress in
the classroom. The lesson procedure is
essentially step-by-step instructions that walk
you through everything from the time students
enter the classroom until the bell rings at the
end of the period.
III. Procedure

In the lesson procedure all activities must


be aligned with the lesson objectives and must
be relevant to the subject matter.
Each segment of the learning procedure
must be sequenced to connect, weave and
interlace the subject matter in order to attain
the lesson objectives.
III. Procedure

11.1.a The lesson procedure, (irregardless of


the methodology to be used) must begin with
the routinary steps such as but not limited to:
Prayers,Checking of Attendance, Putting
classroom in order, Recall of classroom norms,
checking of assignments, etc)
III. Procedure

Review of the previous


III.1.b
lesson
 determine mastery of the previous lesson
 suggest students’ readiness for the new
lesson
 establishes connections or links the
previous lesson to the new lesson
III. Procedure

III.1.c Setting the lesson objectives


The lesson objectives must be presented
to the class so as to establish shared purpose
so that everybody will understand why they
have to participate towards the attainment of
the objectives. The Teaching-learning process
will become clearer both to the teacher and the
learners.
III. Procedure

III.1.d Motivation
The purpose of the motivation portion
of the lesson is to generate interest in the
lesson topic. This is also a great opportunity
to access the student's prior knowledge
about the subject or topic of the lesson.
III. Procedure
III.2 Presentation of the lesson
Presentation is usually the core of the
lesson plan. During this stage, the teacher
introduces the topic and the key subject
matter the students need to master.
Teachers skills, creativity and
resourcefulness will play an important role
in this part of lesson planning.
II. Procedure
Presentation of the lesson should
consider the following:
appropriate examples/authentic and
relevant to learners contexts and
experiences
teaching across curriculum
use of technology, IM’s, etc.
III. Procedure

Presentation of the lesson should


also consider the following:
opportunity for teacher-learner, learner-
learner, learner-material interactions
 considering also the opportunity for the
development of HOTS
III. Procedure
III.2 Fixing Skills/ Mastery Practice
 Formative assessment that determine whether
students learned from lesson presentation

 Can be done with any form of assessment


Written or performance

 Differentiated learning activities may be used

This is the part when teacher will decide to do the


presentation again or continue with the next segment.
III. Procedure

III.4 Generalization
 Must be student-generated

 This segment will reveal if students have


mastered the lesson as presented.

This is the part when teacher will decide to do redo


the presentation and fixing skills or continue with
the next segment.
III. Procedure
III.5 Application
 Another formative assessment that focuses on the application
of the Knowledge, Sills and Attitude as intended outcomes

 Can be done with any form of assessment


Written or performance,but group work is usually being used
with differentiated learning activities that will use rubrics or
score sheets as necessary tools

This is the part when teacher will decide to go on with the


evaluation or reteach .
IV. Evaluation

Evaluation in a lesson plan refers to


the process of assessing and
measuring students' progress,
learning outcomes, and the
effectiveness of teaching methods
and materials used during a lesson
or instructional unit.
V. Assignment
 An assignment is a piece of (academic) work or task.
It provides opportunity for students to learn, practice
and demonstrate they have achieved the learning
goals. It provides the evidence for the teacher that
the students have achieved the goals

It can be an enrichment or deepening of the lesson


of the day

It can also be a prelude to the next lesson


DLP and DLL
 DepEd Order No. 42 s. 2016

Policy Guidelines On Daily Lesson


Preparation for the K-12 Curriculum
DLP and DLL
 DepEd Order No. 42 s. 2016

Parts of Lesson Plan (Page 7)


1. Before the lesson
2. Lesson Proper
3. After the lesson
DLP and DLL
 DepEd Order No. 42 s. 2016

Elements of a Lesson Plan (Page 10)


1. What should be taught?
2. How should it be taught?
3. How should learning be assessed
DLP and DLL
 DLP- Daily Lesson Plan (page 15)

DLL - Daily Lesson Log (page 12)

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