Parts of

Lesson Plan
Prepared by: Melody Balangeg Danggoec Mangsi
 I. OBJECTIVES
Often objectives use SMART criteria, they should be specific,
measurable, attainable, relevant and time-based.

The aims you look at should be specific enough to be achieved in

that particular lesson, even if the lesson works towards a greater
overarching aim.
• Cognitive: This is the most commonly used domain. It deals
with the intellectual side of learning
• Affective: This domain includes objectives relating to interest,
attitude, and values relating to learning the information.
• Psychomotor: This domain focuses on motor skills and actions
that require physical coordination.
 Common Verbs used in Cognitive Domain
Remembering Understanding Applying Evaluating Creating
• Define • Classify • Apply • Appraise • Assemble
• Duplicate • Describe • Change • Argue • Construct
• Draw • Discuss • Choose • Decide • Create
• List • Explain • Construct • Critique • Compose
• Label • Identify • Demonstrate • Criticize • Develop
• Memorize • Locate • Dramatize • Defend • Formulate
• Name • Recognize • Employ • Judge • Invent
• Recall • Report • Illustrate • Prioritize • Originate
• Recite • Select • Interpret • Rate
• Repeat • Translate • Modify • Rant
• Reproduce • Paraphrase • Operate • Select
• State • visualize • Produce • Support
• Schedule • Value
• Sketch • Evaluate
• Solve
• Translate
• Use
• Write
 Common Verbs used in Affective Domain
Organization Characterization
Receiving Responding Valuing (Value
(Beginning to (Value system
(Listening and (Active Attached to a
build consistent Controls
being Attentive Participation) Subject)
Value System) Behavior)
• Ask • Answer • Complete • Adhere • Act
• Choose • Assist describe • Alter • Discriminate
• Describe • Comply • Differentiate • Arrange • Display
• Follow • Conform • Explain • Combine • Influence
• Give • Discuss • Follow • Compare • Listen
• Hold • Greet • Forms • Complete • Modify
• Identify • Help • Initiate • Defend • Performs
• Locate • Label • Invite • Explain • Practices
• Name • Perform • Join • Generalize • Propose
• Point to • Practice • Justify • Identify • Qualify
• Select • Present • Propose • Integrate • Question
• Sit • Read • Read • Modify • Revise
• Erect • Recite • Select • Order • Serve
• Reply • Report • Share • Organize • Solve
• use • Select • Study • Relate • Use
• Tell • Work • Synthesize • Verify
• Write
Common Verbs used in Psychomotor Domain
Imitation Manipulation Articulation
(learner imitates (performance of (display of Naturalization
an action after a an action with Precision coordination of a (high level of
visual written/verbal series of related proficiency)
demonstration) instructions) acts)
• Align • Align • Accurately • Confidence • Automatically
• Balance • Balance • Independently • Coordination • Effortlessly
• Follow • Follow • Proficiently • Harmony • Naturally
• Grasp • Grasp • With balance • Integration • Professionally
• Hold • Hold • With control • Proportion • Routinely
• Place • Place • Smoothness • Spontaneously
• Repeat • Repeat • Speed • With ease
• Rest • Stability • With perfection
• Step • Timing • With poise
II. Subject Matter cont..
The Subject Matter includes the following:
• Topic: particular lesson
• Reference: usually from the book and internet websites
• Materials: refers to the objects or tools that serve as
instructional aids for particular subject.
• Values: qualities that students should develop as
principles underpinning. .behavior and decision-making
❖ The following can be included:
• Skill Focus : the building blocks of student learning (writing,
reading, etc…)
• Teaching strategy: the methods, techniques, procedures
and processes that a teacher uses during instruction.
(discussion, questioning)
 III. Procedure
A. Preliminary Activities - take place at the beginning of
an event, often as a form of preparation like the following
1. Prayers
2. Greetings
3. Checking of attendance
4. Collecting of assignments
 III. Procedure
B. Review – one way to strengthen students' retention of
knowledge.
❖ During focus/review you will activate schema, relating
previously learned material and/or experiences to the lesson
you are about to teach. In doing this, you will give the
students a purpose for listening and also focus their attention
on the activities ahead. The more you know about the
students’ background, interests, and previous learning
experiences, the stronger the links you can provide and
greater connections you can make to what you are about to
teach.
 III. Procedure cont..
C. Motivation - a separate activity that should take no
longer than a few minutes prior to introducing your
objective.
Examples:
• Sing a song related to the lesson topic.
• Share a poem or finger play related to the lesson topic.
• Bring in an interesting item for the students to examine
which is related to the lesson topic.
 III. Procedure cont..
D. Lesson Proper/Presentation -delivers content through
oral, audio and visual channels allowing teacher-learner
interaction and making the learning process more attractive.
Through presentations, teachers can clearly introduce
difficult concepts by illustrating the key principles and by
engaging the audience in active discussions.
❖ One effective strategy in presenting your lesson is to make
it interactive by letting the learners engage with the lesson
 III. Procedure cont..
E. Generalization-allows the learners to recognize the
similarities in knowledge acquired in one circumstance,
allowing for transfer of knowledge onto new situations.
❖ Always relate to your objectives
 III. Procedure cont..
F. Exercise/Application – generally used when the goal is
to facilitate learning, rather than to evaluate or assess the
learner's performance. However, in some courses, the
execution of exercises (such as in homeworks and class
quizzes) may form a part of the course score.
❖ Note: you can include this or you can go straight to the
Evaluation
 IV. Evaluation
Evaluation is where teachers weigh up how well children
understand what they've learned 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 the
class who got the answers right.
 V. Assignment
The assignment component of a plan is made up of
questions, exercises and a set of practices specified by the
teacher, including focused specific questions.
Thank you!