TEAC 1 – Principles of Teaching

Lesson Plan

Course Material:

Types of Lesson Plan

LESSON PLAN

Guiding Principles in
Formulating
Objectives

Objectives:
This module aims to:
1.) determine the importance of lesson plan;
2.) know the types of lesson plan and;
3.) write a good lesson plan.

Discussion:
Let’s begin our topic with the definition of lesson plan and its importance.

What is lesson plan?

It is a teaching outline of the important point of a lesson arranged in order in which they are
presented. It helps the teacher in systematic, and effective teaching.

Why lesson plan is important?

Planning a lesson is a really effective tools to use in the classroom, it makes the best use of class
time and ensures as much a lesson time as possible is used to teach new concepts. It build on students’
prior knowledge and to promote meaningful discussion. It gives teachers a detailed outline to follow, so it
helps them be even better teachers. And teachers are able to understand which tools and resources are
applicable to their material and when to use each of these options

Types of Lesson Plan:

1.) 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 activities students will
complete that lesson.

2.) Semi-detailed Lesson Plan - Semi-detailed lesson 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.
 3.) Understanding by Design (UbD) - Understanding by design is more of a
framework. This “backward design” looks at outcomes first to design curriculum units and is
focused on improving student achievement using it.

Five (5) Parts of Lesson

1.) Objectives - This is possibly the most important out of the five parts of a lesson plan,
they are the reason why lesson exists and should drive the activities. Objectives should answer
what students will be capable of doing by the end of the lesson, this is what teachers should start
with. They may include things such as explain, create, define or use as just a few examples.

2.) Subject matter - It includes the specific topic and how that relates back to the
National 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 lesson.
3.) Procedure - The procedure makes up the body of the plan, it is an explanation of how
the lesson will progress step-by-step. For detailed plans, this includes the expected routines, the
activities that will go on and the questions and answers. For semi-detailed, this is more about the
procedures or steps and the methods that teachers will use to get there. (Procedure normally
contains preparation, discussion, and activity)
 4.) Evaluation - It is where teachers weigh up how well students understand what
they’ve been in that lesson, this may be as simple as some multiple-choice questions or a
formative test. Teachers will then want to look at the proportion of class who got the right
answers.
5.) Assignment - The assignment component of a plan is made up of questions, exercises
and set of practice specified by the teacher including focused specific questions.

To write a lesson plan you have to:

1.) Know your style – It is equally important to know when you write best, think
creatively, and can gather all your supplies.
2.) Start from a place of observation – Giving activities to your students to know what
are capable of is a great way to start when deciding what skills to teach.
3.) Set long term, age-appropriate goals – From the observations comes an awareness
of skills to teach; consider what you would like your students need to know.
4.) Determine engaging activities – The activities should be growth oriented. The
activity should introduce and reiterate motor skills, or analysis and reasoning.
5.) Vary the method – Multiple modalities, or ways of teaching, can be used to
demonstrate the topic at hand. It can be role playing.
6.) Assess how it’s going – Observation will once again tell you what you need to know.
Keep a keen eye on the classroom to see how students are starting to utilize their new skills in
their everyday actions.

Guiding Principles in Formulating Objectives:

1.) Begin with the end in mind - In the context of teaching, this means that we must
begin our lesson with a clearly defined lesson objective to have a sense of direction. With a
definite lesson objective mind, we do not lose sight of what we intend to teach. With a specific
objective, our lesson becomes more focused. We do not waste nor kill time for we are sure of
what to teach, how to teach, and what materials to use.
2.) Share lesson objective with students - Our lesson ought to begin with a statement
and clarification of our lesson objective. Make known to our students our instructional objective
and encourage them to make the lesson objective their own. This lesson objective when shared
and possessed by our students will become their personal target. When our students set their own
personal targets we are certain that they will become more self-motivated.
3.) Lesson objectives must be in the two or three domain knowledge
a.) Cognitive – it is meant primarily for knowledge acquisition. (thinking of a person:
knowledge & evaluation)
 b.) Psychomotor – it is intended for the acquisition and honing of skills. (the actions and
movement of a person: coordination)
c.) Affective domain – are mainly focused on attitude and value formation. (emotions:
responding & receiving)
4.) Work on significant and relative lesson objectives - The level of self-motivation of
our students’ increases when our lesson objective is relevant to their daily life, hence, significant.
5.) Lesson objective must be aligned with the aims of education as embodied in the
Philippine Constitution and other laws and on the vision-mission statements of the
educational institution of which you are part.
6.) Aim at the development of critical and creative thinking - Our teaching strategies
and techniques must be such that they serve as catalyst in the development of high-order-
thinking skills and creative thinking skills. It must be good likewise not to frown on students
who question a lot – all for the development of critical and creative thinking.

7.) Lesson objectives must be SMART

When developing a specific goal, we have to remember the five (5) W’s and H strategy of
teaching.
What (what needs to happen?)
Where (where does it need to happen?)
Why (why is it important?)
When (when will learning take place?)
Who (who will be doing the learning?)
How (how will the learning look?)
When developing a measurable goal, we have to remember that it should answer “how much”
or “how many” questions
Example on SMART learning objectives:
o Specific – Achieve a 90% passing rate in exam.
o Measurable – Give students a pre-test and post-test, before and after the discussion.
o Achievable – Reach the goal with the help of interaction of students and teachers.
o Relevant – It can motivate students to study hard.
 o Time-based – This goal should be accomplished in two weeks before the examination.

Activity:

WORKSHEET IN LESSON PLANNING

1. Choose one (1) type of lesson plan and use it to write yours.
2. Write the information needed in the lesson plan outline.

I. Objectives:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Subject Matter:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
III. Procedure:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
IV. Evaluation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
V. Assignment:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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UbD_Template.doc

Prepared by: Submitted to:

Nicole A. delos Reyes Dr. Leah C. Navarro