Unit 5: Thematic Content, Assessment

and Pedagogy

Learning Outcomes:
Upon successful completion of this unit, you will be able to:

 Make a repertoire of instructional strategies and techniques for children

from various cultural, social and economic backgrounds
 Design, deliver and assessed art instruction that is contextually, artistically
and developmentally appropriate for children.

Topic 1: Classroom Assessment

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO

12 BASIC EDUCATION PROGRAM (BEP)

Theoretical Basis

Classroom Assessment is a joint process that involves both teachers and learners. It
is an integral part of teaching and learning. Teachers provide appropriate
assessment when they aim to holistically measure learners’ current and developing
abilities while enabling them to take responsibility in the process. This view
recognizes the diversity of learners inside the classroom, the need for multiple ways
of measuring their varying abilities and learning potentials, and the role of learners
as co-participants in the assessment process.

At the heart of this assessment framework is the recognition and deliberate

consideration of the learners’ zone of proximal development (Vygotsky 1978).
Appropriate assessment is committed to ensure learners’ success in moving from
guided to independent display of knowledge, understanding, and skills, and to enable
them to transfer this successfully in future situations. From this point of view,
assessment facilitates the development of learners’ higher-order thinking and 21st-
century skills.

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This view of assessment, therefore, acknowledges the unity of instruction and
assessment. Assessment is part of day-to-day lessons and extends the day-to-day
classroom activities that are already in place in the K to 12 curriculum.

What is Classroom Assessment?

Assessment is a process that is used to keep track of learners’ progress in relation to

learning standards and in the development of 21st-century skills; to promote self-
reflection and personal accountability among students about their own learning; and
to provide bases for the profiling of student performance on the learning
competencies and standards of the curriculum. Various kinds of assessments shall
be used appropriately for different learners who come from diverse contexts, such as
cultural background and life experiences.

Classroom Assessment is an ongoing process of identifying, gathering, organizing,

and interpreting quantitative and qualitative information about what learners know
and can do.

Teachers should employ classroom assessment methods that are consistent with
curriculum standards. It is important for teachers to always inform learners about
the objectives of the lesson so that the latter will aim to meet or even exceed the
standards. The teacher provides immediate feedback to students about their
learning progress. Classroom assessment also measures the achievement of
competencies by the learners.

There are two types of classroom assessment, namely, formative and summative.

Formative assessment

Formative assessment may be seen as assessment for learning so teachers can make
adjustments in their instruction. It is also assessment as learning wherein students
reflect on their own progress. According to the UNESCO Program on Teaching and
Learning for a Sustainable Future (UNESCO-TLSF), formative assessment refers to
the ongoing forms of assessment that are closely linked to the learning process. It is

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characteristically informal and is intended to help students identify strengths and
weaknesses in order to learn from the assessment experience.

Formative assessment may be given at any time during the teaching and learning
process. It is also a way to check the effectiveness of instruction.

Formative assessment involves teachers using evidence about what learners know
and can do to inform and improve their teaching. Teachers observe and guide
learners in their tasks through interaction and dialogue, thus gaining deeper insights
into the learners’ progress, strengths, weaknesses, and needs. The results of
formative assessments will help teachers make good instructional decisions so that
their lessons are better suited to the learners’ abilities. It is important for teachers to
record formative assessment by documenting and tracking learners’ progress using
systematic ways that can easily provide insight into a student’s learning. Such
monitoring will allow teachers to understand their students and thus teach them
better. Formative assessment results, however, are not included in the computation
of summative assessment.

Formative assessment must also provide students with immediate feedback on how
well they are learning throughout the teaching-learning process. Recommendations
on how they can improve themselves should also be given by the teachers.
Formative assessment enables students to take responsibility for their own learning,
and identify areas where they do well and where they need help. As a result,
students will appreciate and make their own decisions about their progress.

Summative assessment

Summative assessment, on the other hand, may be seen as assessment of learning,

which occurs at the end of a particular unit. This form of assessment usually occurs
toward the end of a period of learning in order to describe the standard reached by
the learner. Often, this takes place in order for appropriate decisions about future
learning or job suitability to be made. Judgments derived from summative
assessment are usually for the benefit of people other than the learner (UNESCO-
TLSF).

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Summative assessment measures whether learners have met the content and
performance standards. Teachers must use methods to measure student learning
that have been deliberately designed to assess how well students have learned and
are able to apply their learning in different contexts. The results of summative
assessments are recorded and used to report on the learners’ achievement.
Primarily, the results of summative assessment are reported to the learners and their
parents/guardians. In addition, these are reported to principals/school heads,
teachers who will receive the child in the next grade level, and guidance teachers
who should help students cope with challenges they experience in school.

What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform well in relation to

the learning standards. Learning standards comprise content standards,
performance standards, and learning competencies that are outlined in the
curriculum.

A. Content Standards identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential topics within
each learning strand, domain, theme, or component. Content standards answer the
question, “What should the learners know?”.

B. Performance Standards describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards and integration of 21st-
century skills. The integration of knowledge, understanding, and skills is expressed
through creation, innovation, and adding value to products/ performance during
independent work or in collaboration with others. Performance standards answer
the following questions:

1. “What can learners do with what they know?”

2. “How well must learners do their work?”
3. “How well do learners use their learning or understanding in different
situations?”
4. “How do learners apply their learning or understanding in real-life contexts?”

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 5. “What tools and measures should learners use to demonstrate what they
know?”

C. Learning Competencies refer to the knowledge, understanding, skills, and

attitudes that students need to demonstrate in every lesson and/or learning activity.

D. Concept Development

The learning standards in the curriculum reflect progressions of concept

development. The Cognitive Process Dimensions adapted from Anderson &
Krathwohl (2001) may be a good way to operationalize these progressions. It
provides a scheme for classifying educational goals, objectives, and standards. It
also defines a broad range of cognitive processes from basic to complex, as follows:
Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each
dimension is described in Table 1.

Table 1. Adapted Cognitive Process Dimensions*

Cognitive Process
Dimensions Descriptors

The learner can recall information and retrieve relevant

knowledge from long-term memory: identify, retrieve, recognize,
Remembering duplicate, list, memorize, repeat, reproduce

The learner can construct meaning from oral, written, and

graphic messages: interpret, exemplify, classify, summarize,
Understanding infer, compare, explain, paraphrase, discuss

The learner can use information to undertake a procedure in

familiar situations or in a new way: execute, implement,
demonstrate, dramatize, interpret, solve, use, illustrate, convert,
Applying discover

The learner can distinguish between parts and determine how

they relate to one another, and to the overall structure and
purpose: differentiate, distinguish, compare, contrast, organize,
Analyzing outline, attribute, deconstruct

The learner can make judgments and justify decisions:

coordinate, measure, detect, defend, judge, argue, debate,
Evaluating critique, appraise, evaluate

Creating The learner can put elements together to form a functional

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 whole, create a new product or point of view: generate,
hypothesize, plan, design, develop, produce, construct,
formulate, assemble, design, devise
Adapted from Table 5.1 “The Cognitive Process Dimensions” (Anderson and
Krathwohl 2001, pp. 67-68)

To align the assessment process with the K to 12 curriculum, the adapted Cognitive
Process Dimensions may be used as guide not only in lesson development but also in
the formulation of assessment tasks and activities.

How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and measures
appropriate to and congruent with learning competencies defined in the K to 12
curriculum. Some of these processes and measures may be used for both formative
and summative assessment, which have different goals. Learners may be assessed
individually or collaboratively.

Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate independently

what has been learned or mastered through a range of activities such as check-up
quizzes, written exercises, performances, models, and even electronic presentations.

Collaborative formative assessment (peer assessment) allows students to support

each other’s learning. Discussions, role playing, games, and other group activities
may also be used as performance-based formative assessment wherein learners
support and extend each other’s learning.

Formative Assessment in Different Parts of the Lesson

Formative assessment may be integrated in all parts of the lesson. Basically, every
lesson has three parts: before the lesson, the lesson proper, and after the lesson.
Formative assessment conducted in each part serves a different purpose.

Before the Lesson

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Formative assessment conducted before the lesson informs the teacher about the
students’ understanding of a lesson/topic before direct instruction. It helps teachers
understand where the students stand in terms of conceptual understanding and
application. Formative assessment provides bases for making instructional decisions,
such as moving on to a new lesson or clarifying prerequisite understanding.

During the Lesson Proper

Formative assessment conducted during the lesson proper informs teachers of the
progress of the students in relation to the development of the learning
competencies. It also helps the teacher determine whether instructional strategies
are effective. The results of formative assessment given at this time may be
compared with the results of formative assessment given before the lesson to
establish if conceptual understanding and application have improved. On this basis,
the teacher can make decisions on whether to review, re-teach, remediate, or enrich
lessons and, subsequently, when to move on to the next lesson.

After the Lesson

Formative assessment conducted after the lesson assesses whether learning

objectives were achieved. It also allows the teacher to evaluate the effectiveness of
instruction. Students who require remediation and/or enrichment should be helped
by the teacher using appropriate teaching strategies.

Table 2 enumerates the purposes of formative assessments conducted before,

during, and after the lesson. It also shows examples of assessment methods.
Teachers should not limit the assessment methods they use to the examples
provided in the table 2.

Table 2. Purposes of Formative Assessment

Parts of Examples of
the Assessment
Lesson For the Learner For the Teacher Methods

Before Know what s/he knows Get information about what Agree/disagree
Lesson about the topic/lesson the learner already knows activities
and can do about the new

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 Games

Interviews

Inventories/ checklists
of skills (relevant to
Understand the the topic in a learning
purpose of the lesson lesson area)
and how to do well in
the lesson Share learning intentions KWL activities (what I
and success criteria to the know, what I want to
Identify ideas or learners know, what I learned)
concepts s/he
misunderstands Determine misconceptions Open-ended
questions
Identify barriers to Identify what hinders
learning learning Practice exercises

Provide immediate feedback

to learners

Identify what hinders Multimedia

learning presentations

Identify what facilitates Observations

Identify one’s strengths learning
and weaknesses Other formative
Identify learning gaps performance tasks
Identify barriers to (simple activities that
learning Track learner progress in can be drawn from a
comparison to formative specific topic or
Identify factors that assessment results prior to lesson)
help him/her learn the lesson proper
Quizzes (recorded but
Know what s/he knows To make decisions on not graded)
and does not know whether to proceed with the
next lesson, reteach, or Recitations
Lesson Monitor his / her own provide for corrective
Proper progress measures or reinforcements Simulation activities

After Tell and recognize Assess whether learning Multimedia

Lesson whether s/he met objectives have been met for presentations
learning objectives and a specified duration
success criteria Observations
Remediate and/ or enrich
Seek support through with appropriate strategies Other formative

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 performance tasks
(simple activities that
can be drawn from a
specific topic or
lesson)

Quizzes (recorded but

not graded)

Recitations

Simulation activities
as needed exercises

remediation, Evaluate whether learning Short quizzes

enrichment, or other intentions and success
strategies criteria have been met Written work

The information or feedback gathered from formative assessment will help teachers
ensure that all learners are supported while they are developing understanding and
competencies related to curriculum standards. These also prepare them for
summative assessments. Teachers should keep a record of formative assessment
results to study the patterns of learning demonstrated by students. However, this
should not be used as bases for grading.

Summative Assessment

This form of assessment measures the different ways learners use and apply all
relevant knowledge, understanding, and skills. It must be spaced properly over the
quarter. It is usually conducted after a unit of work and/or at the end of an entire
quarter to determine how well learners can demonstrate content knowledge and
competencies articulated in the learning standards. Learners synthesize their
knowledge, understanding, and skills during summative assessments. The results of
these assessments are used as bases for computing grades.

Individual and Collaborative Summative Assessment

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Learners may be assessed individually through unit tests and quarterly assessment.
Collaboratively, learners may participate in group activities in which they cooperate
to produce evidence of their learning. The process of creating a learning project is
given more weight or importance than the product itself.

Components of Summative Assessment

Summative assessments are classified into three components, namely, Written Work
(WW), Performance Tasks (PT), and Quarterly Assessment (QA). These three will be
the bases for grading. The nature of the learning area defines the way these three
components are assessed.

Written Work

The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit or
long tests, help strengthen test-taking skills among the learners. It is strongly
recommended that items in long quizzes/tests be distributed across the Cognitive
Process Dimensions so that all are adequately covered. Through these, learners are
able to practice and prepare for quarterly assessment and other standardized
assessments. Other written work may include essays, written reports, and other
written output.

Performance Task

The Performance Task component allows learners to show what they know and are
able to do in diverse ways. They may create or innovate products or do
performance-based tasks. Performance-based tasks may include skills
demonstration, group presentations, oral work, multimedia presentations, and
research projects. It is important to note that written output may also be considered
as performance tasks.

Quarterly Assessment

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Quarterly Assessment measures student learning at the end of the quarter. These
may be in the form of objective tests, performance-based assessment, or a
combination thereof.

Table 3 shows the components of summative assessment, their purposes, and when
they are given. The lists of sample summative assessment tools per learning area are
found in Appendix A.

Table 3. Components of Summative Assessment

Components Purpose When Given

Assess learners’ understanding of concepts and

application of skills in written form
Written Work At end of the
(WW) Prepare learners for quarterly assessments topic or unit

Involve students in the learning process individually or

in collaboration with teammates over a period of time

Give students opportunities to demonstrate and

integrate their knowledge, understanding, and skills
about topics or lessons learned in a specific real-life
situation by performing and/or producing evidence of At end of a
their learning lesson
focusing on a
Give students the freedom to express their learning in topic/skill
appropriate and diverse ways lesson

Encourage student inquiry, integration of knowledge, Several times

Performance understanding, and skills in various contexts beyond during the
Tasks (PT) the assessment period quarter

Quarterly
Assessment Synthesize all the learning skills, concepts, and values Once, at end
(QA) learned in an entire quarter of the quarter

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There must be sufficient and appropriate instructional interventions to ensure that
learners are ready before summative assessments are given. The evidence produced
through summative assessment enables teachers to describe how well the students
have learned the standards/competencies for a given quarter. These are then
reflected in the class record. The grades of learners are presented in a report card
to show the progress of learners to parents and other stakeholders.

Topic 2: Teaching Strategies

Teaching strategies, also known as instructional strategies, are methods that

teachers use to deliver course material in ways that keep students engaged and
practicing different skill sets. An instructor may select different teaching strategies
according to unit topic, grade level, class size, and classroom resources. Many kinds
of instructional strategies are employed to achieve teaching and learning goals and
support different kinds of students. For example, teachers may select strategies
tailored to English-language learners, students with ADHD or students with learning
disabilities according to the needs of the student and the requirements of the course.
Instructors can also select classroom activities according to instructional method,
such as using a tic-tac-toe strategy for differentiated instruction. Specific strategies
can also be employed to teach particular skills, like strategies for problem solving. 
Activities that promote thinking and discussion in small groups like think-pair-share
activities are ideal for cooperative learning, while activities that get students
outside work well for active learning frameworks.

1. Brainstorming

Teachers can use brainstorming as a thinking strategy to help students generate

questions, ideas, and examples and to explore a central idea or topic. During
brainstorming, students share ideas that come to mind and record these ideas
without making judgements about them. When introducing a topic, teachers can use
brainstorming sessions to determine what students already know or wish to learn,
and to provide direction for learning and reflection. Brainstorming stimulates fluent
and flexible thinking and can also be used to extend problem-solving skills.

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2. Conference

During a student–teacher conference, students can report on their progress, consider

problems and solutions, and note strengths and areas for improvement. Teachers
can discuss students’ work with pairs or small groups of students in order to facilitate
learning. Conferences therefore require an inviting and supportive atmosphere to
encourage open discussion, as well as a high level of trust between participants.
Conferences provide teachers with an opportunity to guide and support learners and
a forum for students to demonstrate their learning through discussion, sketchbooks,
or portfolios.

3. Cooperative Learning

Cooperative-learning techniques allow students to work as a team to accomplish a

common learning goal. For example, a group of students may work together to
prepare a drama, dance, or music performance, to create an art work, or to
complete a research project. In addition to the final product produced by the group,
an important aspect of the cooperative-learning process is having each group
member examine how the group functioned in its task and evaluate his or her own
contribution to the group process. Discussions, journal entries, and self-evaluation
checklists are some ways in which students can reflect on the group work process
and their part in it.

4. Discussion

Discussion is a cooperative strategy through which students explore their thinking,

respond to ideas, process information, and articulate their thoughts in exchanges
with peers and the teacher. Discussion can be used to clarify understanding of
concepts, ideas, and information. Emphasis is placed on talking and listening to
each other. Through discussion, students can make connections between ideas and
experience, and reflect on a variety of meanings and interpretations of texts and
experiences.

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5. Experimenting

Experimenting is central to the arts, and is frequently used in making connections

between the concrete and the abstract. Experimenting requires that students
investigate, test, explore, manipulate, solve problems, make decisions, and organize
information in hands-on ways. Experimenting also encourages students to use
cooperative skills effectively in interpreting and communicating findings.
Experimenting enhances student motivation, understanding, and active involvement
and can be initiated by the teacher or the student.

6. Focused Exploration

This is a method of instruction in which students use the materials and equipment
available in the classroom in ways of their choosing. The teacher observes and
listens while students are exploring, and provides guidance as needed, using
information gathered from assessment. For example, the teacher may pose a
question, prompt deeper thinking, or introduce new vocabulary.

7. Free Exploration 

This is a key instructional activity that is initiated by students, using the materials
available in the classroom in ways of their choosing. Teachers observe and listen as
part of ongoing assessment while students are exploring freely, but do not guide the
exploration as they do during focused exploration.

8. Graphic or Visual Organizers

The use of visual supports is an especially powerful teaching strategy. Graphic

organizers, often also referred to as key visuals, allow students to understand and
represent relationships visually rather than just with language, providing helpful
redundancy in making meaning from a text. Graphic organizers can be used to
record, organize, compare, analyse, and synthesize information and ideas. They can
assist students in accessing prior knowledge and connecting it to new concepts
learned as well as consolidating their understanding. Examples of common graphic
organizers include the following: timeline, cycle diagram, T-chart, Venn diagram,

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story map, flow chart, grid, web, and problem-solution outline. The use of a graphic
organizer is extremely helpful when carried out initially as a class or group
brainstorming activity. The graphic organizer provides a way of collecting and
visually presenting information about a topic that will make it more comprehensible
for students.

When using different graphic organizers, teachers should point out and model for
students the usefulness of particular graphic organizers. For example, the T-chart
provides an ideal framework for visually representing comparison and contrast, while
the flow chart is well suited to illustrating cause-and-effect relationships.

9. Guided Activity

This is a key instructional activity that is initiated by the teacher. On the basis of
assessment information, the teacher may pose a series of questions, provide
prompts to extend thinking, ask students to demonstrate a familiar concept in a new
way, encourage students to try a new activity, and so on.

10. Guided Exploration

The teacher models a concept or skill that is part of a larger set of skills or
knowledge, and guides the students as they practise this first step. The process is
repeated until the students master the expected knowledge and skills of the lesson.
This strategy is particularly useful for introducing new skills that are developed
sequentially.

11. Jigsaw

Jigsaw is a cooperative group activity in which a different segment of a learning task

is assigned to each member of a small group (the “home” group). All home group
members then work to become an “expert” in their aspect of the task in order to
teach the other group members. Jigsaw activities push all students to take equal
responsibility for the group’s learning goals. In the arts, jigsaw activities can be
done in creating/performing, listening, and reading formats.
In a jigsaw activity in creating/performing, each student becomes a member of an

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“expert” group, which learns a particular arts skill. Experts then return to their home
groups to share information and demonstrate the skill. Each expert must ensure
that all members of the home group understand the information and the method of
performing the skill. A similar procedure can be followed for a jigsaw listening
activity or a jigsaw reading activity.

12. Modelling

Teachers can demonstration a task or strategy to students, and may “think aloud”
while doing it to make the process clearer. By imitating the model, students become
aware of the procedures needed to perform the task or use the strategy.

13. Multiple Points of View

Teachers can encourage students to adopt another point of view in order to develop
their ability to think critically and to look at issues from more than one perspective.
In this activity, students identify which person’s point of view is being considered and
the needs and concerns of the person. They also locate and analyse information
about the person and summarize the person’s position. They learn to examine
issues and characters and to form conclusions without letting personal bias interfere.
This strategy can be used in both creating and viewing activities in the arts.

14. Oral Explanation

Students may use oral explanation to clarify thinking, to justify reasoning, and to
communicate their understanding in any of the arts.

15. Panel Discussion

A panel discussion provides opportunities for students to examine controversial

issues from different perspectives. A moderator introduces the topic, and the panel
members then each present to an audience a prepared statement of three to five
minutes that elucidates a particular viewpoint. The moderator facilitates audience
participation and allows panel members to clarify previous statements or provide

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new information. After the discussion period, the moderator asks each panel
member for some general conclusions or summary statements. Topics chosen for a
panel discussion should engage students intellectually and emotionally, allowing
them to use higher-order thinking skills as they make reasoned and logical
arguments.

16. Role Play

Role play allows students to simulate a variety of situations, using language for
different purposes and audiences. Through role plays, students can practice and
explore alternative solutions to situations outside the classroom. The role-play
strategy also allows students to take different perspectives on a situation, helping
them to develop sensitivity and understanding by putting themselves in the shoes of
others. An important phase in any role-playing activity is the follow-up. Debriefing
after a role play allows students to analyse the role-play experience and the learning
in the activity

17. Simulation

Through simulation, students can participate in a replication of real or hypothetical

conditions and respond and act as though the situation were real. Simulation is
useful when students are learning about complex processes, events, ideas, or issues,
or when they are trying to understand the emotions and feelings of others.
Simulation requires the manipulation of a variety of factors and variables, allowing
students to explore alternatives and solve problems and to take values and attitudes
into consideration when making decisions and experiencing the results. Simulation
can take a number of forms, including role playing, dramatizations, and enactments
of historical events.

18. Sketching to Learn

Through making quick sketches, students can represent ideas and their responses to
them during or immediately following a presentation or lesson. They can also take
notes in pictorial or graphic form while reading a story for a dance or drama project.

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Sketching to learn is often used during a listening or viewing experience in order to
help students understand new or complex concepts or techniques.

19. Think-Aloud

In the think-aloud strategy, the teacher models out loud a thinking or learning
process while using it. It is particularly useful when students are learning a difficult
concept or reinforcing learning. Think-alouds can also be done by students on their
own as they learn a skill, with a peer, or with the teacher for assessment purposes.

20. Think-Pair-Share

During a think-pair-share activity, students individually consider an issue or problem

and then discuss their ideas in pairs or in a small group. A few students are then
called on by the teacher to share their thoughts and ideas with the whole class.

21. Visualization

Visualization is a process of making an object, an event, or a situation visible in one’s

imagination by mentally constructing or recalling an image. Teachers can use
visualization with students as an exercise in image creation prior to creating an art
work. Visualization allows students to draw on their own prior experience and
extend their thinking creatively. Teachers can also make use of a variety of visual
stimuli (e.g., illustrations, photographs, reproductions, videos, real objects, graphics)
to assist students in generating ideas for various kinds of works in all the arts.

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Topic 3: Lesson Planning

Lesson planning is one way of planning instruction. It is a way of visualizing

a lesson before it is taught. Planning a lesson entails ‘prediction, anticipation,
sequencing, and simplifying”. Lesson planning is a critical part of the teaching and
learning process.

The objective of lesson planning is learning. It helps teachers set learning

targets for learners. It also help teachers guarantee that learners reach that targets.
By planning lessons teachers are able to see to it that daily activities inside the
classroom lead to learner progress and achievement of the attainment of learning
outcomes.

Lesson planning is a hallmark of effective teaching. As mentioned, effective

teachers organize and plan instruction to ensure learners’ success inside the
classroom. According to Stronge (2007), research shows that instructional planning
for effective teaching has the following elements:

1. Identifying clear lesson and learning objectives while carefully linking

activities to them, which is essential for effectiveness.
2. Creating quality assignments, which is positively associated with quality
instruction and quality student work.
3. Planning lessons that have clear goals, are logically structured, and progress
through the content step-by-step.
4. Planning the instructional strategies to be deployed in the classroom and the
timing of these strategies.
5. Using advance organizers, graphic organizers, and outlines to plan for
effective instructional delivery.
6. Considering student attention spans and learning styles when designing
lessons.
7. Systematically developing objectives, questions, and activities that reflect
higher level and lower level cognitive skills as appropriate for the content and
the student.

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What is a Detailed Lesson Plan?

According to Reference.com a detailed lesson plan is a thorough description

of a teacher’s instructions for a particular class.  A teacher usually makes a daily
lesson plan to teach a specific course of instructions.
The sole purpose of a detailed lesson plan is to outline the program for a lesson in
simple details, which will include the lesson’s objective, how the objective is going to
be achieved and a way of testing how well the objective was received by the
students. If a teacher plans on delivering more than one lesson in one class, he or
she can divide the material into multiple lesson plans. It is highly recommended to
follow a standardized format to make certain that all the aspect of a lesson are
covered.

Activity 5: Lesson Planning

Follow the Lesson plan template below.

Lesson Plan Template

A Lesson Plan for Grade ________ (decide your grade level of students)

I. Objectives

II. At the end of the 30-minute class, the students should

have: (create your own set of objectives, suited to your plan)

A. Identified…

B. Demonstrated…

III. Subject Matter

A. Topic: (Decide for your own topic in Art)

B. Skill focus: listening, drawing, painting (Sample only

you may indicate specific skills to develop)

C. Value focus: Accuracy (Sample only. You may decide for a

value focus based from the topic)

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 IV. Materials

A. Cut out pictures of (specify and describe in detail)

B. Video clip of (specify and describe in detail)

V. Procedure:
Teacher’s Activities Students’ Activities

Under the teacher’s activities, you
write here your 1. speech (the
words you speak when you give
instructions, explain ideas or
concepts, etc,) and 2. description of
activities or actions (such as,
Teacher groups students into 5 and
distributes the construction
materials per group.)
Under this column, you write the
desired or expected students’
answers and responses, as well as
corresponding actions or reactions
to teacher’s questions or
directions.

A. Review
(Recall Prior Learning)
1.

B. Motivation
(Present Stimulus)
(Place here your motivation
strategy)

C. Presentation of the Lesson

(Pose student’s awareness of the (Students read the lesson
objectives of the lesson) objectives)
Today, we are going to learn Objectives:
about… 1.
We have the following learning 2.
goals for this session. Please read
them aloud, class.

D. Discussion
(Guide Learning)
This will contain the
lecture/discussion part. Discussion
may be in the form of question and
answer in order to elicit desired
responses from the students.
Students’ responses and activities
are placed or described here on
this side and must be typed in
proper alignment with the
teacher’s question on the left side.

Teacher asks a question or gives

direction on this side

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 E. Learning Activities
(Elicit Performance)

This may include the practice

exercises or drills and other
learning activities.
You may number (1, 2, 3…) your
activities depending on how many
they are. Learning activities should
also be titled.

E.g.
1. Practice Drill
Directions:

2. Enrichment Exercises
(Provide Feedback)
Directions:

F. Recapitulation
(Enhance Retention or
Transfer)
(This contains the summary of the
lesson stated in 2-3 sentences. This
will be elicited from the students) Today, I learned that a shape is an
enclosed area in two dimensions.
So what were the things you Geometric shapes are square,
learned today? triangle, circles, etc. (Sample only,
you may have your own lines relative to
G. Evaluation your topic)
(Assess Performance)
(Here you will present your
assessment of student’s learning.
It may be in a form of a written
test or performance assessment. In
the case of performance
assessment, include a rubric or
criteria set)

H. Assignment
(Homework or tasks for extended
and
independent practice as deemed
necessary)

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Rubric for grading:

Points Description
10 Content
Work shows sufficient and appropriate content
10 Application
Work shows proper applications of concepts learned
8 Creativity and critical thinking
Work reflects creativity and critical thinking skills and shows
proper interpretation and understanding

8 Organization
Work shows logical organization of ideas and concepts
7 Accuracy
Work reflects correctness of concepts
7 Originality
Work is authentic and is not a copy of others’ work
50 TOTAL

References:
https://www.teacherph.com/classroom-assessment/
Resource: http://www.suite101.com/content/experiencing-visual-art-in-the-primary-
classroom-a293083

https://lindsays-art-room.weebly.com/teaching-strategies.html

129/pages/three-dimensional-media

https://www.depedresources.com/download-dlp-k-12-detailed-lesson-plans/

https://depedtambayan.org/grade-1-detailed-lesson-plan/

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