LESSON PLANNING

Lesson Planning
• Effective classroom management depends
on a large measure on the teacher’s ability
to plan interesting, student-centered, multi-
activity lessons to promote a high degree
of student involvement and maximum
participation.
Lesson Planning
• Lesson planning is a vital part of teaching for all the
various elements involved in instruction, such as
objectives content or subject matter, instructional
procedures, evaluation and related matters are given
due attention.
• LESSON PLAN is the term applied to the statement of
objectives to be realized and the methods to be used
in the attainment of such objectives within the
specified time.
Purpose of Lesson Planning

•Provide an overview of instruction

•Facilitate effective management of
instruction
•Provide for logical and purposeful
learning
•Efficient utilization of available time and
material resources
Purpose of Lesson Planning

• Enable teachers to organize and rehearse

thoughts and movements prior actual
teaching
• Ensure strong link between the curriculum
and the actual teaching-learning processes
Importance of Lesson Planning
• Helps the teacher to be systematic and orderly.
• Delimits the field to be taught for a certain class period.
• Prevents waste and unnecessary repetitions of lessons
already taken up.
• Forces consideration of objectives, selection of subject
matter, selection of procedures, planning of activities and
preparation of tests serve as an inventory of what the
children have already learned.
Types of Lesson Plans
• Brief – an outline of instructional tasks usually
prepared by seasoned teachers
• Semi-detailed – a plan that presents all the
activities and the teacher’s questions, required to be
prepared by new teachers
• Detailed – a plan that presents all the teacher’s
questions to be corresponded by the learners’
responses, in full detail, required to be prepared by
pre-service teachers
Components of a Lesson Plan
• OBJECTIVES –state the aims which the lesson plan
seeks to achieve. It must be SMART. Specific,
Measurable, Attainable, Realistic/Resource Oriented,
Time bound

• SUBJECT-MATTER – states the topic to be taken up,

materials, books and strategies to be used.
Components of a Lesson Plan
• LEARNING ACTIVITIES- these are the different
activities to be undertaken to realize the objectives.
• EVALUATION- the test usually given whether the
students have mastered the lessons.
• ASSIGNMENT- the teacher provides the topics for
discussion in their next meeting or the additional
activities to reinforce student learning.
Cognitive objectives are designed to increase an
individual’s knowledge, understanding, and
awareness. On the other hand, affective
objectives aim to change individual’s attitude in
to something desirable, while psychomotor
objectives are designed to build physical or motor
skills.
 DETAILED LESSON PLAN IN ENGLISH 7

School: Grade Level:

Demo Learning GRAMMAR
GRADE 7 Teacher: Area:
LESSON
PLAN Teaching Date
and Time:
I. LEARNING STANDARDS
AND OBJECTIVES
A.Content Standard/s
B. Performance Standard/s
C. Learning Competencies
(LC)/Objectives (LO)
Components of a Daily Lesson
Plan
LESSON PLAN IN ENGLISH GRADE 7
Teacher: _____________

STANDARDS
• Content Standard: The learners should demonstrate knowledge
and understanding on/about ….

• Performance Standard: The learners should perform/do …..

 Components of a Daily Lesson
Plan
I. Learning Objectives
a. Cognitive: Describe nouns. Bloom
b. Affective: Appreciate the uses of nouns in
everyday lives. Krathwhol
c. Psychomotor: Write sentences using different
kinds of nouns. Harrow
II. CONTENT/SUBJECT
MATTER
III. LEARNING
RESOURCES
A.References
B. Teaching – Learning
Materials
Components of a Daily Lesson
Plan
II. Subject Matter
Topic: Nouns

III. Learning Resources

A. References:
B. Teaching - Learning Materials: real objects,
pictures, flashcards, models, mock up, ppt
III. PROCEDURES Teacher’s Learner’s Activity
Activity
ENTRY CARD - Preliminaries: Prayer, Greeting, Checking of Attendance, Classroom
Rules and Routines
A.Reviewing the previous
lesson

B. Establishing a purpose for

the lesson
IV. Procedures
ENTRY CARD - Preliminaries: Prayer, Greeting, Checking of
Attendance, Classroom Rules and Routines

A. Reviewing the Previous Lesson - an activity that

refreshes learners on a previously learned
concept/skill that is very much related to the new
concept/skill
B. Establishing a purpose for the lesson
C. Presenting lesson
starters / mood setting
(Motivation Phase)

(This is the motivation phase. Design an activity that is

related to the new lesson but which is purposefully done
to arouse the interest and set the mood of the learners
to proceed.)
 Motivation Phase = Set the Stage
The motivation activities will provide a necessary plan toward
a basic understanding of the issues involved in lesson plan.

Before beginning a unit of material, ascertain what the student

knows about the subject matter to be covered. This should be
done in a non-graded, non-judgmental, non-threatening
manner.

After determining what the student knows, introduce the

major concepts that will be covered.
D. Discussing new concepts and
practicing new skills
(Presentation Phase)
E. Developing mastery (leads to
Formative Assessment)

(This is the presentation phase. The teacher presents the

content in the most comprehensive manner. It includes an
active exchange of questions and answers between and
among the teacher and the students that promote
understanding of the new lesson.)
***For reading/literature classes, UNLOCKING OF
DIFFICULTIES (Vocabulary Building) is the best way to start it.
 The Presentation Phase
Presentation activities are designed to further enhance
understanding. In addition to lecturing, the teacher
contributes by utilizing manipulatives, visuals, graphic
organizers, and various modes of interaction between
students.

In addition to reading the text and listening to the teacher's

lecture, the student takes responsibility for his learning by
participating in group-work and sharing his understanding
with others.
Tools for Presenting
real objects and materials
manipulatives (drawings, posters, brainstorming-clusters,
graphs, tables, maps, props, multimedia presentations,
storyboards, storymaps)
visuals (study-prints, text book-illustrations, overhead-projected
prints, reproductions of paintings, and documents)
graphic organizers (matrices, Venn diagrams, and webs)
opportunities for interaction between all individuals in the
classroom (creating a skit and acting it out, co-operative learning,
collaborative learning, and student-generated stories based on
personal experiences)
F. Finding practical
application of concepts and
skills in daily living.
(Application – Assessment
Phase)

(This is the application phase. Application

activities will lead the students to appreciate the
overall themes and ideas in lesson.
 Application Phase
In order to create further understanding, the
student must go beyond rote memorization and
demonstrate real-world application of the newly-
learned information. This process requires "higher-
level critical-thinking skills" which result in ideas
generated by the student rather than ideas
presented by the teacher or by the text.
G. Integrating Values
(Integration Phase)
H. Making generalization
and abstractions about the
lesson

The teacher highlights the values to be

integrated or the real-life implication of the
topic taught/the lesson learned plus a synthesis
of the lesson learned.
SKILLS TO DEVELOP: 5 Cs
• Communication
• Critical Thinking
• Creativity
• Collaboration
• Competence in technology
IV. Evaluation
• These are tasks done by the students to determine the
extent of their mastery of the subject matter, and the
attainment of the learning objectives previously set by
the teacher.
Good instruction includes checking for student learning. This can be
informal--questions that ask students to tell you what they know about
the subject now--or formal--tests, worksheets, project presentations,
oral reporting, etc.
V. Assignment

•A set of activities intended to reinforce

or enrich the learning of the day’s plan,
and/or to prepare for the next day’s
activities.