MCSSC_101_-_L3

Lesson 3: Basics of
Instructional
Planning
• “ A goal without a plan
is just a wish”
What is Instructional
Planning?
- Is the ability of a teacher
to visualize and forecast into
the future of what, why and
how of the teaching process,
What is Instructional
Planning?
- Is the ability of a teacher
to visualize and forecast into
the future of what, why and
how of the teaching process,
Instructional
planning is very
much the same as
planning for a trip.
There are things that should be
prepared and considered in
different stages of the school
year…..some before the year
starts, some before a
particular quarter, and others
before the actual lesson
Two (2) vital characteristics are
expected to teachers in
planning for effective
instruction
1 Teachers must be informed decision-makers.
• They need to be fully familiar with the curriculum in order to
determine which topics should be given greater emphasis
and how standards and competencies could be realized.
2 Teachers must be reflective practitioners.

• After delivering an instructional plan, they need to revisit the
curricular standards and competencies and ensure that
these are attained.
Types of Instructional
Planning
Long-range Planning
• Long-range Planning could prove to be the
most challenging for beginning teachers,
especially since this involves planning for the
whole year.
• It is important for teachers to do a curriculum mapping, the process of
determining when you will teach each topic of concept (Beal and
Bolick, 2013). Before the start of the actual year is an important step for
teachers to be informed decision-makers. The curriculum guide serves
as the teacher9s most important tool in long-range planning. In the
Philippines, the existing K to12 Curriculum Guide for Social Studies
Grades 1410 was prepared by the Department of Education.
Curriculum mapping must contain the following: 1) Grade Level
Standard4it states the overall goal for the year, 2) Topic4it describes
the general theme of the grade level, and 3) Content4it outlines the
lessons that will be covered.
An example below shows the Social Studies Grade 1 Curriculum
Guide.
• The current curriculum guide for every grade level already
divided the content into 4 quarters, each one revolving around a
specific theme. It is important to note that curriculum guides exist
as mere guides. Students have different pacing and diverse
needs which should ultimately be considered in curriculum
mapping. Reflective teachers take into account these factors and
do not just teach for the purpose of covering all the topics. They
must ensure that the goals they set for themselves and their
students for the school year are aligned with the Grade Level
Standards and Topic.
Unit Planning
• A unit is a major division of the long-year plan. It
is a cluster of related lessons organized around a
central topic, theme, issue, or problem and
developed in a logical sequence (Beal and Bolick,
2013; Ellis, 2010). It can be designed for any
length of time, some ranging for just a week,
while others cover a whole quarter.
Looking at the Curriculum Guide for Social Studies, each
quarter can be considered a unit in the Grade 1 curriculum.
While the quarter follows a chronological progression, it is
necessary to come up with smaller units since each
subdivision revolves around different themes and issues.
While the existing curriculum is already divided into units,
teachers should practice good decision making in
developing and organizing units.
In planning a unit, Beal and Bolick (2013)
recommend taking into account the following
elements and processes:
1. Unit Title: Develop an idea or adopt a topic for

study and translate it into a brief, clear statement
of your theme or problem focus.
2. Time Requirement.
Determine approximately how much time will
be spent on the unit.
3. List of Topics. Brainstorm and break the

big idea or theme for the unit into a set of more
specific ideas and subtopics.
4. Target Students. Indicate for which group
of students or grade levels the unit is intended.
Include them in the planning by allowing them to
identify big questions and issues of interest to them.
5. Rationale. Construct a brief overview of

what the unit is about and why it is important to
learn it.
6.Goals. Identify a goal or set of basic
goals that the unit will be designed to
accomplish.
7. Objectives. utline the specific objectives that

enable the goals to be accomplished. Make sure to
arrange them in logical and sequential order.
8. Teaching Strategies. Identify and
develop related significant teaching strategies
and activities.
9. Resources. identify, locate, and organize
all the individuals and the instructional
resources that are available and will be
needed.
10. Evaluation Procedures.
Develop a plan to evaluate the effectiveness of
the unit. Include formal and informal
assessment.
Lesson Planning
• A lesson plan is made after doing curriculum
mapping and producing a unit plan. This
document serves as an outline of what you will be
teaching in a given day or days. It should follow a
logical sequence that will facilitate maximum
learning for students.
In the Philippines, lesson planning is a major
requirement for teachers in basic education.
Newly-hired teachers are required to prepare
a daily Detailed Lesson Plan (DLP) during
their first year, while those with at least 1
year of teaching experience are expected to
fill out a Daily Lesson Log (DLL). (See
example below).
Detailed Lesson Daily Lesson Log
Plan (DLP) (DLL)
It is a teacher’s “roadmap” It is a template teachers use
for a lesson. to log parts of their daily
It contains a detailed lesson. It covers a day9s or
description of the steps a week9s worth of lessons
teacher will take to teach a and contains the following
particular topic. A typical parts: Objectives, Content,
DLP contains the following Learning Resources,
parts: Procedures, Remarks and
Objectives, Content, Reflection.
Learning Resources,
Procedures, Remarks and
Reflection.
Example of DPL
Example of DLL
Example of DLL
Importance of
• Instructional Planning
Provide for logical sequencing and
pacing lesson.
• Economizes cost - time and
energy.
• Provide for a variety of
Instructional objectives.
• Creates the opportunity for higher
level of questioning.
• Guide teachers.
• Provide direction for the teachers.

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Lesson 3: Basics of

2 Teachers must be reflective practitioners.

1. Unit Title: Develop an idea or adopt a topic for

3. List of Topics. Brainstorm and break the

5. Rationale. Construct a brief overview of

7. Objectives. utline the specific objectives that

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