INTRODUCTION

PARTS OF LESSON PLAN

I. LEARNING OBJECTIVES
a. Cognitive Domain
b. Psychomotor Domain
c. Affective Domain

II. SUBJECT MATTER

a. Topic
b. References
c. Materials
d. Values Integration
e. Subjects integrated
f.

III. PROCEDURES
a. Preliminary activities
 Checking of Attendance
 Checking of Assignment
 Review

b. Developmental Activities
 Motivation
 Presentation
 Lesson Proper
 Generalization
 Application

IV. EVALUATION

V. ASSIGNMENT

“By failing to prepare, you are preparing to fail.” Thus, an organized teacher will always be able to
deliver the lesson within the given time frame (during the limited class timings). With the additional time
saved, a teacher can give additional attention and time to students that require additional help. Also, there
will be a sense of control and direction while teaching. Even if there is confusion amongst the students, the
teacher will be able to guide them effectively as the teacher will be well versed with the subject matter and
will be able to cater the questions without any stress.

COMPETENCY # 15: DEVELOPING AND WRITING ARTS LESSON PLAN

 Objectives
At the end of the lesson, the students should be able to:
 identify the different parts of lesson plan,
 explain the reasons and factors to consider in planning the lesson,
 write a sample of semi-detailed lesson plan in teaching arts; and
 appreciate the importance of lesson plan in the delivery of instruction.

 Definition of Key Words

 Context

Planning the “what-and-how” aspect of daily classroom instruction is crucial for one who is about to start
actual teaching. It is indisputable that a systematically organized lesson plan is the key to a successful
teaching-learning episode. It is a well-designed roadmap intended to achieve the lesson’s objectives.

Lesson Plans is one of the most important aspects of instructional planning, considered as the blue print of
what the teacher and students intend to accomplish after a teaching-learning episode. It is also a written
outline of instructional objectives, activities, methods and strategies on how stated objectives will be achieved
with the help of appropriate instructional materials to be used .

Lesson Plans vary in Types

 Brief – an outline of teacher’s activities usually done by neophyte teachers.
 Detailed – all activities, teachers questions and students expected answers are reflected and usually
done by pre-service teachers.
 Semi-detailed – include all activities, questions and statements.

A. The Need for Planning

Why should you plan early enough?
1. With careful planning you are assured of an effective procedure and a complete coverage of the
subject that you aim to teach. The activities that you need to perform together with the
corresponding time allotment will enable you to progress smoothly.
2. A good and reliable plan can definitely enhance your self-confidence. Together with a relaxed and
“authoritative poise” which will make it easy for you to control the class.
 3. Your plan can be submitted to your department head or head teacher for comments and
suggestions, thus adding to your learning and experience. From the feedback, you will know either
you are doing well or needing more assistance.
4. Experience gained from your daily lesson planning task can serve as a well-earned qualification for
future classroom activities. Therefore, you should grab the opportunity to improve your planning
skill early enough.
5. A systematically conceived lesson plan speaks of an orderly work and study habits of teachers
worthy of commendation.
6. The choice and preparation of appropriate instructional materials can be decided and included in
the plan.

B. Factors to Consider
In order to be able to prepare a complete lesson plan, teachers should be ready with the following:
a) Adequate knowledge about the subject matter to be taught –The number of concepts and subtopics to
be covered and the time allowed shall have been determined ahead of time.
b) Appropriate teaching methodology to be followed- This shall be considered depending on the
background knowledge, level of understanding of the students and the nature of the concepts to be
taught
c) Instructional materials and supplies- They must be sufficient.
d) Equipment and laboratory tools to be used – They must be ready to be operated during the class
hours.
e) Books, references and other instructional devices must be handy at the time of need.

C. Basic Steps and Parts of a Lesson Plan

The basic steps in preparing a lesson plan include the following:
1. Writing the objectives
2. Determining the teaching strategies to be followed
3. Identifying and incorporating appropriate instructional aids to be used
4. Designing the evaluation and assignments

The parts of a lesson plan are:

1. Learning Objectives
2. Subject matter
a. Topic
b. References
c. Materials
d. Values Integration
e. Subjects integrated
3. Procedures
a. Preliminary activities
1.1 Checking of Attendance
1.2 Checking of Assignment
1.3 Review
b. Developmental Activities
2.1 Motivation
 2.2 Presentation
2.3 Lesson Proper
2.4 Generalization
2.5 Application
4. Evaluation
5. Assignment

D. Planning the Lesson

1. The Lesson Objectives
The objectives or purpose of your lesson must be determined earlier and stated clearly in
behavioral terms. This means that the desired outcome should be observable and measurable. The
statement makes use of verbs such as compare, describe, predict and others whose results can be
observed and assessed.
Objectives can be expressed in the cognitive, affective and psychomotor domain.

2. The Subject
In a 40-minute period you must be able to discuss the concepts thoroughly and end with
conclusions. The topics to be covered must be logically sequenced with sufficient time allotments. A
series of leading questions may be included in order to proceed to the right direction, unhampered by
irrelevant topics.

3. The Materials and Equipment

The equipment to be used such as projector, computer and other tools are checked if available at
the time together with the materials that will be needed. The plan includes where and how they will be
arranged for ease in finding and retrieval. Substitutes for unavailable materials or equipment that fail
must likewise be included.

4. The Methodology
The method or strategy to be employed is guided by the desired objectives in terms of
knowledge to be learned, skills to be developed and/or values to be instilled in the learner. Expertise in
employing a variety of methodologies will be needed. Motivational techniques will be of great help in
arousing and sustaining interest.

If the methodology calls for a field study, adequate preparations shall be incorporated in the plan such
as assigning members for particular tasks, precautionary measures for safety, and reminders regarding
proper behavior. Prepared questions on what to observe will be needed.

5. The Lesson Proper

a) It starts with a good motivation, which could be a recall of current happenings in the area
that is related to the subject, a story or a series of provoking questions.
b) The lesson continues with the planned activities following the procedure decided on. Guide
questions may be included to insure smooth flow from one to the next step.
c) Recorded data or products of investigations are analyzed and summarized.
d) The lesson ends with a concluding statement regarding the findings, sometimes a
generalization about the concept learned.
e) An application of the information or skill learned is the best indicator of a successful lesson
plan.
 6. Assessment
The choice of the assessment instrument jibes with the objectives set at the start. Reliable
evidence of information or concepts arrived at, a demonstration of the skills desired or signs of
changes in values must be assessed in order to find out if the objectives have been achieved. Some
forms are pencil-and-paper tests, performance test and product evaluations. Journals will provide
additional indications of a successful day’s lesson.

7. Additional Activities
Include activities which may be done in case the lesson is completed early or when the
procedure did not produce the desired end. These activities are called fillers or emergency activities. A
short film, a contest or an impromptu program related to the lesson can fill the gap without noticing
any shortcomings.

8. Assignment
This can be an expansion of the concept learned or an extended practice of the skill
experienced. Usually it consists of preparatory reading that can lead to the introduction of the next
lesson. It can also be a required object that will be studied the following day. Sometimes additional
readings about an aspect of a lesson which was missed is also assigned.

E. Evaluating Effectiveness of the Plan

Following are some indicators of success of the plan
1. General Classroom Atmosphere
A classroom atmosphere where students are observed to be happily getting actively involved in all
activities you planned is an indication that they are highly motivated to learn and are learning.
Their facial expressions show delight, joy and satisfaction.

2. Student Interactions
Students can be observed entertaining each other’s questions and accepting remarks and answers
positively and extending their discussions, not forced nor indifferently. They try to answer
divergent questions posed which show their interest and eagerness to learn more.

3. Student Performance
They are strongly motivated to try their best in solving the problem or finding answers by further
investigations, unmindful of the time and effort being spent. They show complete involvement in
the activities which make you feel satisfied and rewarded.

4. Self-evaluation
Your strong feeling of satisfaction or dissatisfaction with how the particular lesson was tackled is a
good gauge of how effective or ineffective you were. The next thing to do is to evaluate the lesson
plan as a whole. Were the objectives properly stated? Was the strategy used in pursuing the goal
set effective? Were there adequate instructional materials on hand?
Next, assess the intensity of your own motivation and the amount of energy you were ready to
exert at the start of the day. Was it a new day or just another day for you? Then you would know if
you were an effective mentor that day.
SAMPLE LESSON PLAN
I. OBJECTIVES
At the end of the lesson the students should be able to:
a. identify the possible values of a random variable;
b. construct the probability mass function of a discrete random variable and its
corresponding histogram
c. illustrate a probability distribution for a discrete random variable; and
d. compute probabilities corresponding to a given random variable.

II. SUBJECT MATTER

a. Topic: PROBABILITY DISTRIBUTION FOR A DISCRETE RANDOM VARIABLE
b. Code: M11/12SP-IIIa-4
c. References:
 Zorilla, R. et al. (2016). Statistics and Probability. Malabon City: Mutya Publishing
House, Inc.
 Ocampo, S., Tresvalles, R. (2017). Probability, Statistics, and Applications. Quezon
City: Abiva Publishing House, Inc.
d. Materials: PowerPoint Presentation, Visual Aids

III. LEARNING TASK

Teacher’s Activity
A. Daily Routine
1. Opening Prayer
2. Checking of Attendance
B. Review/Motivation
C. Presentation

For discussion on this chapter, the capital letters of the alphabet will be used
to represent the variables. And these variables which are associated with probability
are the random variables.

In your previous lessons on statistics, we learned how to construct the relative

frequency distribution for a set of numerical data on variable such as X. Recall that
we also obtained what values and the number of frequencies for each value of the
occurrences of the variable X.

D. Lesson Proper

ANALYSIS

Probability, as we recall, is the chance of an event occurring. In this chapter,

we will apply our knowledge on probability experiment in constructing a probability
distribution for a discrete random variable.

A probability distribution for a discrete random variable consists of the values

that the value can assume and the probabilities associated with the values.

Discrete probability distribution can be presented by using a graph, table or

notation formula. Note that a discrete probability distribution, 𝐏𝐫⁡(𝒙) must satisfy the
following two requirements:

𝟎 ≤ 𝐏𝐫⁡(𝒙) ≤ 𝟏 This means that the probability of each of the events in the
sample space must be from 0 to 1.

∑ 𝑷𝒓(𝒙) = 𝟏 This means that the sum of the probabilities of all the events must
be equal to 1.
 ABSTRACTION

Example 1:

Construct a probability distribution for tossing 2 coins.

Solution:

Recall that if 2 coins are tossed, the sample space obtained consist of sample points
TT, TH, HT and HH. If x is the random variable for the number of heads, then X assumes
1
the values 0, 1 or 2. Hence, the probability of getting no heads, Pr(𝑋 = 𝑛𝑜⁡ℎ𝑒𝑎𝑑𝑠) = one
4
2 1 1
head, Pr(𝑋 = 𝑜𝑛𝑒⁡ℎ𝑒𝑎𝑑𝑠) = ⁡𝑜𝑟⁡ ; and two heads, Pr(𝑋 = 2⁡ℎ𝑒𝑎𝑑𝑠) = .
4 2 4

The probability distribution is constructed by listing the outcomes and determining

the probability value for each of the outcomes, as follows:

The histogram of the discrete probability distribution is shown below.

 ACTIVITY

Example 2:
If a single die is rolled, construct a probability distribution for the values of the
variable and the corresponding probabilities.

Solution:
The sample points of the sample space consist of the values (outcomes) of the
1
variable (X) 1, 2, 3, 4, 5 and 6. The probability of each of the outcomes is 6 .

Hence, the probability distribution is presented, as follows:

The graph (histogram) of the probability distribution for rolling the die is shown below.

Note that the six (6) value of the random variable X are located on the horizontal
axis (X), and the probabilities Pr(X) are located on the vertical axis (Y). The
1
probability of each of the six events is 6 . Hence, the total probability is equal to 1.

APPLICATION

Example 3:

On a certain 6-day period an office canteen kept records of the number of

customers it served each day from Monday to Saturday. The number of customers
per day was represented by X, as follows:
Construct a probability distribution and prepare a graph for the number of customers
of the office canteen for the 6-day period.

The probability Pr(X) for each value of X is computed by dividing the number of
customers for each day by the total number of customers for the 6-day period.

The histogram of the probability distribution is shown below:

 IV. EVALUATION:

PROBABILITY DISTRIBUTION FOR A DISCRETE RANDOM VARIABLE

Name: Score: Rating:
Year & Section: Time: Date:

A. Construct a probability distribution and draw a histogram for the data of the probability
distribution.
1. A coin is tossed and a coin is rolled.

2. The probabilities that a customer of a fast food chain will order 0, 1 or 2 pieces of
chicken are 0.30, 0.45 and 0.25, respectively.

3. The probabilities of a person watching one of the TV channels 1, 2, 3, 4 or 5 on a

particular time slot are 0.25, 0.20, 0.35, 0.15, and 0.05, respectively.

4. A coin purse contains five 0.10 coins, ten 0.25 coins, ten 1.00 coin, fifteen 5.00 coins
and twenty 10.00 coins.

B. Prepare a probability distribution table for the formula notation below.

1
1. Pr(𝑋) = 𝑥 ⁡, 𝑤ℎ𝑒𝑟𝑒⁡𝑥 = 2, 3, 6
𝑥
2. Pr(𝑋) = ⁡ 9 ⁡, 𝑤ℎ𝑒𝑟𝑒⁡𝑥 = 2, 3, 4
3. Pr(𝑋) = 0.1𝑥⁡, 𝑤ℎ𝑒𝑟𝑒⁡𝑥 = 1, 2, 3, 4

C. Construct a formula notation and draw the graph for each of the probability distributions of
the variable x.
𝑂𝑢𝑡𝑐𝑜𝑚𝑒⁡(𝑥) 1 2 3 4
1. = 1 ⁡1⁡ 3 ⁡2
𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 Pr(𝑥)
10 5 10 5

𝑂𝑢𝑡𝑐𝑜𝑚𝑒⁡(𝑥) 1 2 5
2. = 1⁡1⁡5
𝑃𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑦 Pr(𝑥)
8 4 8

D. Prepare a probability distribution and a graph for the activities completed by the SVC
students, as shown below.
Course No. of Students (x)
BEEd 22
BSEd 26
BPE 21
BSMT 16
BSRT 19
TOTAL 104
SUMMARY
 Lesson planning is a significant element of teaching-learning system. A lesson plan is a step-by-step
guide that provides a structure for an essential learning. Before planning a lesson, it is essential to
classify the learning outcomes for the class. It is important because it helps the teacher in
maintaining a standard teaching pattern and does not let the class deviate from the topic.
 Pre-planning helps the teacher to be better equipped in answering questions asked by the students
during the lecture. An effective lesson plan has three basic components; aims and objectives of the
course, teaching and learning activities and, assessments to check student understanding of the
topic.
 The aims and objectives should answer questions regarding all the angles of the course. The
questions could be like the following:
What is the subject of the course?
What should the students understand regarding the subject?
What should they take away from the subject at the end of the class?
 The teacher should prepare different explanation methods for the students to understand the topic
easily. The methods could include giving real-life examples or creating a hypothetical situation
related to the topic. Moreover, showing videos related to the topic may also assist in better
understanding. Including activities related to the lesson is helpful for students to remember the
topic being taught.
 The key is time management. A teacher has to time all the activities during the class hours in order
to finish the lesson according to the plan. Everything including explanation, examples, and activities
have to be timed in a manner that the lesson is not extended for the next class.
 In order to check the understanding after the planning and learning activities, it is important that
the teacher drafts questions in different ways to check the knowledge and understanding of the
topic. It’s the teacher’s decision to check the understanding orally or in writing.

REFERENCES
Corpuz, B. B., Salandanan, G. G., Rigor, D. V.,(2006). Principles of Teaching 2. Lorimar Publishing Inc.
Grade VI Lesson Plan for Teachers
https://www.slideshare.net/maryquin/lesson-planning-
26646496#:~:text=%EF%83%98A%20teacher's%20detailed%20description,3.&text=%EF%83%98Developing%2
0your%20own%20lesson,to%20everything%20good%20teachers%20do.
https://www.eln.io/blog/3-reasons-lesson-
planning#:~:text=A%20lesson%20plan%20is%20a,class%20deviate%20from%20the%20topic.
 SHEPHERDVILLE COLLEGE
Talojongon, Tigaon, Camarines Sur
College of Education Department
First Semester
AY 2021 – 2022

Developing a Mathematics Learning Plan

SAQ Answer Sheet

Name: ___________________________________Course/Year:___________________Date:_____________
Contact No.: ______________________________Instructor:_______________________
MAR VINCENT L. SABA

SAQ # 1: Is lesson plan important in the success of the delivery of instruction? Why? (Justify your answer).

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SAQ # 2: How should a daily lesson plan be evaluated?

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