Lesson Planning

Why do I need to
write a lesson
plan? I already
know what I want
my students to do.
Why Lesson Plan …
 Increasesthe chances that all of your
students will learn what you want them to
learn

 Increasesthe chances that you will make

purposeful decisions and be prepared to
support your students through the learning
process
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What is a lesson ?
 Things to be learned by the pupil

 Amount of teaching given at one time

within the time assigned to it

 Systematic instruction
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What is a plan?
 Formulated or organized way by which things to
be done
 A blue print for taking action
 A way of proceeding –relative position of points of
thing to be done
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What is a Lesson Plan?

A guide for teacher which helps to cover

topics comprehensively with proper

sequence of points and without missing

any things
Characteristics
A Good Lesson Plan is
 - builds upon previous knowledge.
 - caters to the age level of students.
 - includes necessary materials
 - is student centered, flexible, complete,
interesting & activity based
 - Uses a variety of strategies
 - has proportionate time allocation
 - includes evaluation process
 - includes all the essential elements of a lesson
plan
A lesson plan:

A note helps us to think through

1. what are we going to teach and

2. how are we going to teach.
3.Guide us during and after then lesson.
4. Identifying the most important components
(parts) of a lesson plan by thinking carefully
about our learners.
5. Like a road map or a series of road signs.
 Key Concept
Before the lesson Write down the aims the
procedures for each stage of the
lesson plan.

Help to make sure we planned the

most logical sequence to enable
us to achieve those aims

During the lesson 1. Help us to check timing(the

time we plan for each stage)
2. Check the lesson is following
the sequence we decided .
3. Remind us what to do next

After the lesson 1. Keep plan as record( what

happened, changes, show the
lesson different from plan)
2. Note to help plan the next
lesson.
Components of a lesson plan:

 I. Objectives
II. Subject Matter
Topic
Materials
 Resources
 III. Methodology
IV. Generalization
V. Activity
 VI. Homework
Types (domains) of learning
objectives
 Cognitive objectives
 Describe the knowledge that
learners are to acquire
Affective objectives
Describe the attitudes, feelings, and
dispositions that learners are expected to
develop
Psychomotor objectives
Relate to the manipulative and motor
skills that learners are to master
Behavioral Domains
The Cognitive Domain (Bloom, 1956)
 Intellectual skills

Remembering – Exhibit memory of previously

Learned material by recalling facts, terms,
basic concepts, and answers.
Understanding – Demonstrate understanding
of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions,
and stating main ideas.
Behavioral Domains

 The Cognitive Domain (Bloom, 1956)

Intellectual skills
Applying –Solve problems to new situations by
applying acquired knowledge, facts, techniques and
rules in a different way.

Analysing – Examine and break information into parts

by identifying motives or causes. Make inferences
and find evidence to support generalizations.
Behavioral Domains

 The Cognitive Domain (Bloom, 1956)

Intellectual skills
Evaluating – Present and defend opinions by making
judgments about information, validity of ideas, or
quality of work based on a set of criteria.

Creating – Compile information together in a

different way by combining elements in a new
pattern or proposing alternative solutions.
 Behavioral
Domains
 The Affective Domain (Bloom, 1964)
 Emotions, feelings & values

Receiving - Willing to listen or see

Responding - Active participation
Valuing - Internalize the worthiness
Organization - Ability to see the value
Characterization by a value - Behavior consistent
with a value system
 Behavioral
Domains
 The Psychomotor Domain
 Muscular, motor skills, “hands-on”

Readiness - Willingness for an activity

Observation - Watches & is interested
Perception - Senses & becomes able
Response - Practices a skill
Adaptation - Develops and masters a skill
Teaching Materials /
Resources

A. COURSE BOOKS
B. SUPPLEMENTARY MATERIALS:
1. Teacher’s book
2. Work book
3. Videos
4. Articles
5. Multi media
Method Presentation of the Items involves
 Preparing class
 making sure the concept is absolutely clear to
student
 giving the model example of the item

Practice the Teaching Item involves:

Active learning activities
Dialogue / discussion

Production of the Teaching items:

Role play / Games
Practicing the item
Assessment
Activities: Daily – Life application of the concept
Type & nature of activities:

 individual / group work

 reading
 project / art work / model making
 role play
 presentations
 charts / maps
 practical work etc.
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I. Objectives:
At the end of a 45-minute lesson, the students are expected to:
1. identify the addends and the sum of addition;
2. add the following objects and numbers;
3. participate actively in the discussion;
4. appreciate addition of objects and numbers.

II. Subject Matter:

Topic: Addition
Materials: Drawing book/pictures, flash cards,

III. 1. Methodology: The teacher will discuss how to add whole numbers using
drawing book/ pictures, flashcards depending on the grade level of the
students (Teacher will discuss in a manner that permit the younger students
to understand.)
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Each grade level will undertake activites as follows:

Grade 1 students: The teacher will discuss addition of numbers using
pictures where the students can easily recognize the figures.
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Grade 2 students. The teacher will discuss addition of numbers

using pictures/flashcards where the students can easily recognize
the figures.
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Grade 3 students. The teacher will discuss addition of numbers

using pictures/flashcards where the students can easily
recognize the figures.