LESSON PLAN

It serves as the blueprint of the teachers on what they want to implement in the classroom for the specific day. Without a
lesson plan, a teacher SHOULD NOT teach for he/she has no definite plans on the execution of the lesson.
PARTS OF THE LESSON PLAN
I. OBJECTIVES
Content Standards – contains the knowledge that students should acquire at the end of the chapter. It focuses on the cognitive
and affective domains of learning.
Performance Standards – contains the skills that should be learned at the end of the chapter. It focuses on the psychomotor
domain and usually the basis of the performance task given to the learners.
Most Essential Learning Competencies (MELC)– is a list of compressed and combined learning competencies to cater the
number of weeks especially during the pandemic. It is the basis of competencies up to the present (SY 2022 – 2023).
Objectives – divided into three and contains the list of goals that the teacher wants the students to achieve
a. cognitive – found in the budget of work and focuses on the acquisition of knowledge
b. affective – formulated in line with the content and explains the value of learning the lesson
c. psychomotor – suggests the skills that students should acquire after learning the lesson
II. CONTENT
Content suggests the title of the lesson or the topic to be discussed. This can be found using the reference used by the
teacher.
III. REFERENCES
The teacher needs to cites the references used in creating the lesson such as the teacher's manual, learner’s materials
(book/module), materials from DepEd portal (Deped Commons) or youtube links for videos.
IV. PROCEDURE
A. Review/recall (elicit) – recalling the previous lesson, usually in a form of question. Teachers can also use other
teaching strategies. It should only focus on the most important thing they learned from the lesson.
B. Establishing a purpose for the lesson/motivation (engage) – it states the importance of the lesson and why it should
be learned. Teacher can use integration of the lesson the real – world scenario to catch the attention of the learners
C. Presenting examples/instances of the new lesson/ presentation (engage) – introduces the lesson to the learners. It
should be related to the previous part (motivation). The teacher should “excite” the learners by using various teaching
strategies such as video presentation, picture analysis, word puzzle, unscrambling letters, 4pics 1 word and other
techniques.
D. Discussing new concepts and skills 1/Activity (explore) – gives emphasis on the unlocking of terms on the lessons.
Teacher can give new insights and skills and can be executed using individual or group work.
E. Discussing new concepts and skills 2/ Activity (explore) – tests the learners’ knowledge and skills on the lessons by
performing activities (individual or group). Learners are expected to produce and present their output/s.
F. Developing Mastery/Deepening (explain) – teachers ask series of questions to the learners about the topic or
integrates the lesson to other subject or real – world scenarios. Teachers can also integrate other subjects.
G. Application (elaborate) – gives emphasis on situation analysis and tests the learners’ ability to practical approaches.
In mathematics, problem – solving is commonly used.
H. Making generalizations (elaborate) – measures the learning of the students on the specific topic and also the summary
of what they learned. Teacher can give activities to present this.
I. Evaluation (evaluate) – assesses the learning on the lesson and the verb to be used in the instruction should be the
same verb used in the cognitive domain. Usually in a form of quiz or performance task.
J. Additional activities/ assignment (extend) – serves as homework for the learners as extension of the topic (agreement)
or an overview of the new lesson (assignment)
V. REMARKS
The teacher only uses this if necessary. For example, you prepared a lesson plan but the classes were suspended due to
typhoon and you need to teach the lesson on the next day, you need to reflect it on this part. If your strategy is not effective
and most of the learners failed in your assessment, you need to note the you need to lesson but with the use of different
approaches.
VI. REFLECTION
It contains the formative test result (FTR) to check the number of learners who learned the topic well and those who failed.
Teachers can also note the different strategies that work, difficulties experienced in the delivery and the innovations used.