CHAPTER III

Developing and Designing a Lesson

LESSON 1
“The Process of Lesson Development”

Steps in Lesson Development

What do you do when you develop a lesson?

First, with the subject matter in mind, you formulate your lesson objective . Next to
think of is how you will go about the lesson. You ask, “how will I develop my lesson?”,
“what strategies will I use?”. Your strategies will necessarily include the instructional
materials that are appropriate to your lesson and to the developmental level of your
students.

Basic Parts of Lesson Plan

 Objectives
 Subject matter
 Procedure
 Evaluation
 Assignment

In language lesson, the lesson objectives necessarily embrace the four language
arts- Listening, Speaking, Reading and Writing. The subject matter is an integration of
grammar and literature. Applying the principles of teaching, the teaching strategy must be
interactive, integrated, interdisciplinary, multidisciplinary, contextualized, experiential and
collaborative.
“Determining Language Structures and Functions”
— To make language teaching and learning authentic, there is a need to relate
content, objective, language function and structure.
— Jane D. Hill author of “Classroom Instruction that works with English Language
Learners” quotes Fathman, Quinn and Kessler who pointed out that “language functions
are specific uses of language accomplishing certain purposes’. (Hill, 2006, p. 25)
— Multitude of language functions

Agreeing and disagreeing Apologizing

Criticizing Denying

Describing Inquiring/ questioning

Evaluating Explaining

Expressing likes and dislikes

 Expressing obligation Asking for assistance or directions

Asking for permission Classifying

Commanding/ giving instruction Comparing

Expressing position Hypothesizing

Identifying Inferring

Planning and predicting Refusing

Reporting Sequencing

Suggesting Warning

Wishing and hoping

“Types and Formats of a Lesson Plan”

 The process of your lesson development is captured in your lesson plan.

 The expert teacher may have a brief plan which may consist of skeletal outline,

 The experienced teacher may have more than a skeletal lesson plan;

 The beginning teacher a semi-detailed-plan;

 And the student teacher a detailed and elaborate lesson plan.

Sample of Lesson Development by the Use of Questioning Strategy

— From the books on “Classroom Instruction That Works with English Language
Learners” written by Jane D. Hill and Kathleen M. Flynn we show you a sample of
how a language lesson maybe developed by the use of questioning strategy and
the five stages of language acquisition.

— Five stages of Language acquisition

 Pre- production
 Early Production
 Speech Emergence
 Intermediate Fluency
 Advanced Fluency

 Subject: Literacy
 Content Objective: To help students learn the basics of summarization.
For example: A 1st grade teacher is teaching students to summarize using a Big Book
version of The Three Little Pigs.
  Pre-production
Students can point to a picture in the book as the teacher says or asks:
“Show me the wolf. Where is the house?”
 Early Production
Students do well with yes/ no questions and one-or-two word answers: “
Did the brick house fall down? Who blew down the straw house?”

 Speech Emergence

Students can answer “why” and “how” questions with phrases or short-sentence
answer, and can also explain their answers: “Explain why the third pig built his house out of
bricks”.

 Intermediate Fluency

Students can answer “What would happen if” and “Why do you think” questions:
Why do you think the pigs were able to outsmart the wolf?”

 Advanced Fluency

Students can retell the story, including the main plot elements and leaving out the
insignificant details.

Developing Multiple Intelligences- Learning Styles (MI-LS)- Integrated Lesson/Unit

The following steps given by Harvey F. Silver, coined in the acronym IDEAS

Step 1. Identify the type of a lesson you wish to teach and specific standard, outcome and
objectives you want to address.

Step 2. For each intelligence, Develop a list of possible learning opportunities to achieve
your objectives.

Step 3. Examine alternatives and select the most appropriate activities to achieve your
learning goals.

Step 4. Assess what style activities or teaching strategies you can use to achieve your
learning goals. Next, you need to consider how you can incorporate style-based activities
and strategies into your overall plan.

Step 5. Set up a sequential plan.

Lesson 2
“Models of Integration and Sample Lesson Plans”

Content-Based Instruction is the integration of the content of learning areas like Sibika at
Kultura (SK); Heograpiya, Kasaysayan at Sibika (HKS) and Science and Health in language
teaching. It means that the content of SK; HKS will be used as vehicle for the development
of language skills in Filipino. In developing the skills in English the content of Science and
Health will be used.
 Lesson Plan
Integration of English and Science
Grade II
I. Objective:
 Retell a story heard through pictures
 Group similar ideas
 Use simple form of the verb with singular/plural nouns/pronouns as subject
 Write 2 or more sentences about the animals
Value: Love and Care for Animals
II. Subject Matter
Animal around us
Grouping similar ideas
Retelling a story heard
Simple present form of the verb
Writing sentences
Materials: pictures of animals, charts
References: BEC- English II
Txt- Science for Daily Use- Grade 2
Exploring Science 2
III. Procedure:
A. Pre- activities
1. Review
Conduct review through games
 Singular and plural noun
 Subject pronouns
 Action words
2. Motivation
Name the animals you see in the community.
Imitate an animal then write its name on the board
B. Presentation
1. Let a pupil read the selection on the board while the others listen.

There are different animals. They can be found in many places. Some
animals live on land. Others live in water. Some live on land and in water.
Dogs, cats, carabaos, goats and chicken live on land. Fish, squid and clams
live in the sea, in lakes and in rivers. Crocodiles, turtles, frogs, and snakes live on
land and in water.
Some animals live in very cold place. The polar bear and the penguins live in very
cold places.
Animals can move. They move in many ways. Dogs, cats, horse, cow can
walk and run. They use their legs to move about. Fish swim. The fins make the
fish move in the water. Birds fly in the air. They have wings to help them fly.
Ducks and turtles can both swim and walk. Snakes and earthworm crawl. Other
animals can hop and jump.

2. Show the pictures of the animals on the flannel board.

3. Have the pupils read and answer the questions:
 Do animals live on land?
What animals live in water?
What do fish use to move about?
How do ducks and turtle move about?
4. Ask the pupil to retell the story heard using pictures on the flannel board.
5. Have them fill in the chart.
Which animal belong to each group?
On land In water On land and In water

6. Read the sentences

A B
1. A cat walks 1. Cats walk
2. A bird flies 2. Birds fly
3. A clam lives in water 3. Clams live in water
4. A snake crawls 4. Snakes crawl
1. Discussion
A. Ask what the subject is in sentence 1.
Ask if the subject is singular or plural
Have the pupils’ identity the action word.
Ask: Does the action word end in letter s?
B. Do the same procedure with the sentence in Group B.
2. Generalization: Lead pupils state when to use the s-verb form and the simple present
form of the verb.
3. Practice
a) Choose the correct action word.
1. The frog (leap, leaps)in the garden.
2. Ducks (swim, swims) in the pond.
3. Horses (run, runs) very fast.
4. Birds (fly, flies) with their wings.
5. A cat (walk, walks) slowly.
b) Use the correct action word.
1. The dog is our best friends.
It (guard, guards)
It (bark, barks).
2. The cows are big.
They (give, gives) milk.
3. Earthworms don’t have feet
They (crawl, crawls)
They (bore, bores) holes on the ground.
4. A frog lives on land and in water
It (swim, swims).
It (leap, leaps).
4. Picture Study
 Show a picture of a carabao.
 Ask: Is a carabao big or small?
 How does a carabao help us?
Say: Tell something about the carabao, etc.
Write the answer on the board. Pupils read.
The Carabao
The carabao is big and strong.
It eats green grass.
It walks slowly
It helps the farmer in the field.
• Have the pupils tell something about their pet animals.
• Write the sentences on the board. Let pupils read
them.
• Call the pupils attention on the capitalization
and correct punctuation used.
A. Post Activities
1. Evaluation
• Draw an animal which you like best.
• Write down 3 words about that animal.
• Using these words write 2 or 3 words about the animal
2. Assignment
Read to parents the sentences you made about the animal you drew. Then add
one more sentence about your drawing.

Lesson 3
“A Sample Lesson Plan In Content- Based Integration –Filipino”
Banghay Aralin
Pinagsanib na Aralin sa Filipino at Sibika at Kultura
Baitang III
I. Layunin:
• Natutukoy at napag-uuri ang pangngalan ayon sa pantangi o pambalana
• Nasasagot ang mga tanong tungkol sa kuwentong nabasa
Pagpapahalaga: Pagsunod sa panuto
Pagkilala sa mga Bayaning Pilipino
II. Paksang Aralin
Tangi at Karaniwang Ngalan
Kagamitan: Larawan ng mga bayani
Ref. PELC- Pakikinig at Pagsasalita TX
Kayumanggi 3 Wika- pp. 49-61
III. Pamaraan:
A. Magpakita ng larawan ng mga bayani at pag-usapan ang mga ito.
- Itanong sa mga mag-aaral kung sino-sino ngayon ang maituturing natin
mga bayani.
- Pagbigayin sila ng mga lider- Pilipino na nakatutulong sa ating bansa.
B. Pag-usapan ang mga dapat gawin kung may nagbabasa.
- Alamin ang kahulugan ng mahihirap na salita sa babasahing kuwento.
(malaya, kilusan, bantog, kongregasyon, kawanggawa)
 - Ipabasa ang kwento tungkol sa bayaning Pilipino at ipasagot ang mga
tanong tungkol sa binasang kuwento.

Tangi at Karaniwang Ngalan

Sa ating malayang bayan ay may demokrasya. Pantay-pantay ang karapatan ng
lahat, lalaki man o babae. Marami tayong mga dakilang tao at bayaning babae na ang iba
ay hindi gaanong kilala. Balikan natin ang dakong ito ng kasaysayan. Nariyan si Melchora
Aquino na lalong kilala sa taguring Tandang Sora. Siya ang kinilalang Ina ng mga
Katipunero. Napakalaki ng kanyang naitulong sa kilusang katipunan noong panahon ng
Himagsikan laban sa pamahalaang Kastila.
Mababanggit din si Marcela Agoncillo na tumahi ng unang bandilang Pilipino.
Si Librada Avelino naman ay ina ng ating pambansang bayaning si Dr. Jose Rizal. Si
Margarita Roxas de Ayala ay nakilala sa larangang pagkakawanggawa at industriya.
Si Mother Ignacia del Espiritu Santo ang nagtatag ng unang Kongregasyon
panrelihiyon para sa kababaihang Pilipina. Si Patrocinio Gamboa ay isa ring bayani mula sa
bayan ng Jaro, Iloilo. Si Gregoria de Jesus ay tinaguriang Lakambini ng Katipunan. Si
Trinidad Tecson ay napabantog sa taguriang Ina ng Biyak na Bato noong panahon ng
Himagsikan.
At di makakalimutang banggitin si dating Presidente Corazon Cojuangco Aquino.
Maganda rito sa ating bansa. Ang lahat ay may karapatang tumalino, umunlad, at
maghawak ng tungkulin.

Halimbawa:
1. Anu-ano ang mga kabutihang nagagawa ng mga babaeng lider sa pag-unlad ng
bansa?
2. Gusto mo bang maging tulad nila? Bakit?
- Pag-usapan ang naging kontribusyon ng mga bayani sa kuwentong binasa.
Halimbawa:
Marcela Agoncillo- tumahi ng unang bandilang Pilipino
Mother Ignacia del Espiritu Santo- nagtatag ng Unang Kongrgasyong panrelihiyon
para sa kababaing Pilipina.
- Talakayin o pag-usapan ang mga pangngalang ginamit sa kuwento.
Halimbawa: Dr. Jose Rizal, Marcela Agoncillo, bansa, bayan,atbp.
- pangkatin ang mga pangngalan na nagsisimula sa malaki at maliit na titik.
Halimbawa:
Nagsisimula sa malaking titik Maliit na titik
1. Melchora Aquino 1. bayani
2. Teodora Alonzo 2. bansa
3. Librada Avelino 3. bandila
4. Patrocinio Gamboa 4. babae

C. Talakayin kung ano ang pangngalang pantangi at pangngalang pambalana sa

pamamagitan ng mga tanong
na ito.
a. Saan nagsisimula ang mga ngalan ng tao, bagay, lugar at pangyayari?
b. B. Anu-ano ang mga panandang ginamit sa pangngalang pantangi at pangngalang
pambalana?
 Uri ng pangngalan: Pantangi at Pambalana
Pantangi- tanging ngalan ng tao, hayop, bagay, lugar, at pangyayari. Ito ay
nagsisimula sa malaking titik.
Pambalana- karaniwang tawag sa tao, hayop, bagay, lugar, at pangyayari.
Nagsisimula sa maliit na titik.
D. Paglalapat
Balik-aralan ang mga dapat gawin kapag may
pagsusulit.
Panuto: Basahin ang bawat pangungusap. Piliin ang mga pangngalan at isulat kung ito’y
pantangi o pambalana.
Pantangi Pambalana
1. Sina Dan at Nene ay naligo sa beach.
2. Ang mga bata ay may dalang meryenda.
3. Nagdala rin sila ng salbabida.
4. Si Bb. Reyes ang guro ng mga bata.
5. Ang mga bata ay masayang umuwi sa kanilang mga tahanan.
IV. Asignatura:
6. Gumawa ng tatlong pangungusap na may pangngalang pantangi at pambalana.
Lagyan ng isang linya ang pantangi at dalawang linya ang pambalana.
Lesson 4
Sample Thematic Model for
Grade III
(A one week lesson)
 Lesson 7
Integrating Values with Subject Matter
One way to make your lessons meaningful is to integrate values. The ultimate
purpose for information is formation and transformation. To ensure that teachers
integrate values in their lessons, some school require a lesson plan format that highlights
the values to be integrated.
Based on observations, it is in this aspect that many a student-teacher and
professional teacher find great difficulty. If ever there is an attempt, the integration is so
superficial that it cannot touch minds and hearts or the integration is quite artificial that
the value integrated seems forced just to comply with the mandate of value integration.
You agree that there are topics that lend themselves more readily to value
integration. But all subject areas can serve as avenue for the integration of values. You
have to structure your lesson in such a way that you can infuse values. You have to unleash
your creative and imaginative powers to be able to do so.
The three level strategy was popularized by Merrill Harmin, The three level strategy
consists of three levels of teaching beginning with facts, that lead to concepts and finally to
values.
The Three-level Approach to Teaching

Values

Concepts

Facts

On the facts level, the student learn isolated facts; on the concept level these
fragmented and meaningless facts are viewed and organized into concepts which are less
than facts in number; on the values level, The connectedness of knowledge to real life is
shown and discussed. In instances where lesson content is focused on skill, the three-level
strategy will consists of raw, simple skill in the first level; refined and more complex skill in
the second level and the value to be integrated in the third level.
This strategy is quite simple, something you can use already “on Monday”. Just go
ahead with content/skill lesson as planned and all you do is to cap that usual content and
skill lesson of yours with the third level teaching. Unless your lesson is by itself affective in
nature and so you have already been doing direct and intensive value integration
throughout its development.