Lesson Planning

Activity 1

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 Activity 4
Lesson Planning

My Aims/Purposes

At the end of the activity, I should be able to:

a. identify the correct format of lesson plan for specific subject;

b. identify the different parts of a lesson plan for specific subject;
c. compare and analyze the formats of lesson plan introduced in the campus
and/or in cooperating school, and
d. develop a clear and legible lesson plan as required by the cooperating
teacher and supervising instructor integrating the suggestions.

My Responsibilities

Lesson planning is the teacher’s road map of what learners need to learn
and how it will be done effectively during the teaching-learning process. It
provides teachers with a general outline of teaching goals, learning objectives,
and means to accomplish them, and is by no means exhaustive. It is on this note
that teaching interns write lesson plans that function as blueprints in order to
achieve a quality, effective, and efficient teaching-learning process.

As a teaching intern, I should:

a. attend orientation regarding lesson planning;

b. identify the proper format of lesson plan per subject area;
c. draft a lesson plan and submit to cooperating teacher/ supervising
instructor for assessment and evaluation; and
d. write the final write-up of lesson plan.

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 My Observations (Reflections and Insights)

1. What are the different parts of a lesson plan introduced in the school?
(Note: The sample LP must be based on your major/specialization)

 The cooperating teacher assigned to me has been teaching for 29 years.

She’s been teaching TLE subject for a long time ,So according to her, during
her first year in teaching she had to do a daily lesson plan, but after a while,
they were only asked to do a daily lesson log. On our first day at school, she
gave me a sample copy of his DLL, and I saw that the parts were the same;
there was also an objectives, content, learning resources, and procedure
part .The only difference from the DLL is that it has a remarks and reflections
part at the end. It’s easier to do a DLL because all the lessons and activities
for the whole week have been summarized. But my coop teacher advised
me to do a Daily lesson plan because we are just practice teachers, and we
need to get used to making a Lesson plan to prepare us for the future.

Parts of DLL

a. Objectives - this part of the DLL includes objectives related to content knowledge
and competencies, lesson objectives describe the kinds of content knowledge and
processes teachers hope their students will learn from instruction . The lesson
objectives describe the behavior or performance teachers who want learners the
exhibit in order to consider them competent. The objectives state what the teacher
intends to teach and serve as a guide for instruction and assessment.
b. The content standard - refer to the learning area basic facts concepts and
procedures that is students need to learn. What the competencies pertain to the
knowledge skills and attitudes that students need to demonstrate in a lesson.
c. Learning Resources - this part of the DLL as teachers To log the references and
other learning resources that the teacher will use for the lesson.
d. Elicit - reviewing previous lesson or presenting the new lesson. This part
connects the lesson with learners prior knowledge it explicitly teaches learners
how the new lesson connect to previous lessons. It also reviews and presents
new lesson in a systematic manner.
e. Engage - establishing a purpose for the lesson will motivate the learner to learn
the new lesson . It encourages them to ask questions about the new topic and
help establish a reason for learning the new lesson, presenting examples of the
new shows instances of the content and competencies. This is also where the
concept are clarified.
f. Explore - discussing new concepts and leads to the first formative assessment.
Teachers shall prepare good questions for this part. The teacher will listen to the
answers of learners to gauge if they understood the lesson, if not then they re-
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 teach If the learners have understood the lesson the teacher shall proceed to the
deepening the lesson.
g. Elaborate - developing mastery, which leads to the third formative assessment.
Can be done through more individual work activities such as writing creative ways
of representing learning, dramatizing, learning through accessible activities such
as quizzes, worksheets, seatwork and games.
h. Explain – finding practical applications of concepts and skills in daily living which
can develop appreciation in evaluating for students learning by bridging the lesson
to daily living .
i. Evaluate -evaluating learning is a way of assessing the learners and whether the
learning objectives have been math evaluation should tap into the three types of
objectives.
j. Extend - additional activities for application or remediation will be based on the
formative assessment and will provide children with enrichment or remedial
activities teacher should provide extra time for additional teaching activities to
those learners demonstrating that they have difficulties with the lesson.

2. Does the learning plan reflect principles of learning, and alignment across
goals, and assessments?

 When developing a learning experience, course, or program, it is essential to

take the learning outcomes, assessments, and teaching and learning
activities into account. In other words, it’s essential that the three
components work together harmoniously. The knowledge and abilities stated
in the learning goals can be acquired as a result, and students can prepare
for formal exams. Every teacher, including aspiring educators, is aware that
objectives and learning outcomes are always tied to the tasks, engagement
activities, and evaluation. The goal of the evaluations and engagement
activities is to immerse the students in the text so they can learn the material
and hone their abilities. This might involve in-class debates, reports, or
discussions. A lab report, a mathematical calculation, a mind map of the
concepts covered, a labeled map, a piece of writing or art, etc. This might be
used to evaluate or assess the students’ knowledge and skills stated in the
learning goals in any way that would likely be in line with the desired learning
results.

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 3. If you are going to teach the same learning plan introduce to you, would
you follow the same content and format? if yes . why ? If not . why ? /
what? how would you make it different?

• I believe it depends on the school and the DEPED prescribed, but if I had to choose, I
would answer yes because the learning technique offered to me is significantly more
straightforward. Furthermore, I don’t want to overcomplicate things for my kids; I don’t
want to put any unneeded strain on their shoulders. It is simple for kids to understand
and clearly relates to the curriculum’s learning objectives. It explains what a student has
to know to pass the class. If sufficient resources are available, it can be finished in the
time frame specified. Can be concretely proven, graded, and tracked in terms of
accomplishment. Instead of focusing on whether everything goes according to plan, a
successful class is one in which both the instructor and students learn from one another.

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My Exhibits (Evidence/ Documentations)

A. Attach your first draft of your first lesson plan.

First Draft

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B. Attach your final write ups of your first lesson plan.

Final Draft

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