Format and

Parts
Of Lesson Plan
Designs
Ma. Ciarydol Grace E. Sodusta
 Introduction
In a Multigrade classroom, a teacher’s day
is filled with planning. Effective teachers
devote their time to creating lesson
designs as part of their job. There are
questions to consider in preparing a
multigrade lesson design.
1.Learning
Objectives What do I want
the students to
learn and be
able to do at the
end of the class?
What are the
academic, social,
physical,
personal, and
emotional needs
of my students in
different grade 2. Students
levels?
 What
instructional
3. Materials materials and
resources do I
need for the
lesson to be
What are the
successful?
indigenous
materials
available in the
Which teaching
strategies will help
my students learn
the most?
What activities will
the students
participate in?
4. Strategies
Do the activities
allow for
differentiation so
that students can
approach it at
different levels and
How will I make it
in different ways?
flexible in the event
of unforeseen
4. Strategies
circumstances?
 Should I group in
5. Grouping a heterogenous
or homogenous
manner?

What should be
the size of my
groups?
Did my students
understand?

What will be my
methods of
evaluating their
learning? 6.
Assessment
What are the
appropriate
differentiated
tasks for the
students?
What didn’t go as
planned? What
am I going to do
differently next
6.
time? Assessment
 Parts of a Lesson Design
1. Intended Learning Outcomes
Before the teacher begins planning,
he/she must first determine the lesson's
learning objectives. The Intended Learning
Outcomes are statements that outline what
the learner will eventually be able to
demonstrate (cognitive, affective and
psychomotor) as a result of the learning
 The learning objectives have the
following characteristics:

Specific Describe the specific and clear

objectives without using
complicated language.

Measurabl Can be displayed in a tangible

e way; can be assessed; outcome
and quality of accomplishment
can be observed.
Attainabl Can be completed within the time
e frame specified, and sufficient
resources are available.

Result- Is relevant and must be connected

Oriented to the student's life experiences.
or
Relevant
Time- Can be completed in a given time
bound frame.
In summary, objectives indicate a) what the
learner should be able to accomplish
(performance), b) the circumstances under
which the doing will happen (condition), and
c) the standards by which the performance
will be rated (acceptable performance).
2. Learning Content
Learning content must fully cover
what are essential, thus a balance
in content and values, significant to
the varying needs and
developmental stages of the
multigrade students, and can be
carried out in the right amount of
time.
 2. Learning Content
In writing learning content, it includes
the subject matter/content, value that
can be integrated, variety of
resources/references and lesson
materials that teachers can use to
enhance learning outcomes and create
more interactive, interesting, and
engaging learning activities.
3. Learning Experiences

This includes a variety of instructional

methods, both traditional and
authentic learning. Learning
experiences guide students toward
content engagement and assist them
in learning new skills.
Below are the different strategies that can
be applied in Multigrade class.

Strategi
es
• Whole Class • Teaching Different
Teaching Concepts
• Group Teaching • Self-directed Learning
• Cooperative • Center-Based Learning
Learning • Project-Based Learning
• Peer Teaching
Below are the different strategies that can
be applied in Multigrade class.

Assessmen
t
• Summative/Formative Assessment
• Authentic Assessment
• This includes the Rubrics which are the
criteria and standards that will be used to
make evaluation decisions of the tasks or
outputs.
Formats of Lesson Designs
1. Johann Friedrich Herbart Steps

The J. F. Herbart's instructional ideas

which were particularly applicable to
instruction had a strong influence on late-
nineteenth-century teaching practices,
particularly in the United States where
educational leaders founded the National
 A technique for motivating
Preparation students' interest in a
subject by connecting new
material to be learned with
relevant prior ideas or
experiences.
Introducing new material
Presentation through the use of real-world
objects or experiences.
 A thorough integration of the
Association new idea through comparison
with previous ideas and
consideration of similarities
and differences in order to
construct the new idea in the
mind.
A procedure that is especially
Generalization important in education and is
intended to develop the mind
beyond the level of
comprehension and the
 This refers to applying newly
Application learned concepts to one's
own experiences.

This step is designed for

Recapitulatio teachers to determine
nor whether students have
Evaluation grasped the material by
reviewing a lesson or
assigning tasks to the
2. 5 A’s

This four-phase structure is based on

Kolb's Experiential Learning Theory,
which aims to educate students
holistically. Learning is the process by
which knowledge is created by
transforming experience (Kolb, 1984).
 Activating students'
prior knowledge or
Activity
relevant experience in
relation to the lesson.

Providing new material

and students should be
Analysis
learning or gaining it
through observation
and reflection.
 This relates to the
development of abstract
Abstraction
concepts (analysis) and
generalizations.

Putting what students

have learned into
Application
practice or applying
what they've learned in
the actual world.
 Measuring and
documenting the
Assessment
academic
preparedness, learning
progress, skill
development, or
educational needs of
students.
3. 3 I’s

This format refers to the

three fundamental steps in
supporting teaching and
learning.
 Engaging the students' interest
Introduction and focus on the student's
attention on the lesson and its
aims.
Introducing new information
Interaction with student's input or
interaction.
Providing opportunities for
Integration students to apply information to
personal contexts - This
increases retention by
4. 5 E’s

This well-known teaching

structure includes the
progressive stages of
learning which guides the
teaching of units, lessons or
programs particularly in
science and mathematics.
 Presenting an activity or
exercise that engages
Engagement
students, stimulates their
curiosity, and allows them
to share what they already
know about the subject.
Assisting pupils in
developing connections
between existing
knowledge and new ideas
 Students are carrying out
hands-on activities such as
Exploration
experiments or other
interactions with the
material to gain a better
understanding of the
topic.
Supporting the
students as they
Explanation
attempt to explain what
they have. learned and
Putting what they have
learned to use in new
Elaboration
situations to enhance
their skills.

Reflecting on and
demonstrating their
Evaluation
new understanding of
the material.
5. 4 P’s

This four-step format is

appropriate for skill
acquisition in physical
education, music and
art.
 Clearly conveying their past
Preparation understanding of the day's
lesson.
Discussing the topic or
Presentation demonstrating the
competence.
Allowing students time to
Practice practice and perfect the
activities that have been
assigned to them.
 Demonstrating the newly
Performance gained skill to use.
Summarization
 1.Intended Learning
Parts of a Outcomes
Lesson 2. Learning Content
Design 3. Learning
Experiences
 1. Johann Friedrich
Herbart Steps
Formats of 2. 5 A’s
Lesson 3. 3 I’s
Designs 4. 5 E’s
5. 4 P’s
 Johann
Friedrich
I. Preparation
Herbart II. Presentation
Steps III. Association
IV. Generalization
V. Application
VI.
Recalculation/Evaluation
5 A’s I. Activity
II. Analysis
III. Abstraction
IV. Application
V. Assessment
3 I’s
I. Introduction
II. Interaction
III. Integration
5 E’s I. Engagement
II. Exploration
III. Explanation
IV. Elaboration
V. Evaluation
4 P’s
I. Preparation
II. Presentation
III. Practice
IV. Performance
Thank You!!!