The process described follows the Understanding by Design Framework, emphasizing a backward design

approach to lesson planning.

1. **Learning Objectives:** The teacher begins by identifying what skills, knowledge, or values should be taught to
the learners. This involves deciding on the content of the lesson, which could include significant concepts or ideas
from the curriculum.

2. **Assessment Strategies:** Once objectives are set, the teacher determines how learners can demonstrate their
understanding. Questions like "How do I know my learners have achieved the objectives?" guide the selection of
assessment strategies, providing evidence of proficiency and understanding.

3. **Instructional Activities:** With objectives and assessment in place, the teacher plans teaching strategies and
learning activities. This includes considering what knowledge, skills, and values learners need, what activities will
help them acquire these, and what resources are necessary for effective learning experiences.

4. **Reflection:** After implementing the instructional plan, the teacher reflects on the teaching process. This
involves reviewing learner reactions, assessment results, and identifying areas where learners may have
struggled. The data gathered informs adjustments for improvement in subsequent instructional plans.
**Kemp Design Model Overview:**

The Kemp Design Model, characterized by its circular structure, provides instructional designers with flexibility by
allowing them to initiate the design process from any of its independent elements. This approach contrasts with
linear models, offering adaptability in designing educational experiences.

1. **Instructional Problems:**
- *Description:* Determine specific goals and identify potential instructional challenges.
- *Significance:* Helps in understanding potential roadblocks and clarifies the overarching purpose of instruction.
2. **Learner Characteristics:**
- *Description:* Identify traits and characteristics of learners relevant to the planning process.
- *Significance:* Tailors instruction to meet the needs and preferences of the learners.

3. **Task Analysis:**
- *Description:* Clarify course content and analyze task components in relation to course goals.
- *Significance:* Ensures that the course content aligns with the overall goals and purpose.

4. **Instructional Objectives:**
- *Description:* Define instructional objectives and desired learning outcomes.
- *Significance:* Clearly outlines what learners are expected to achieve, guiding
the design process.

5. **Content Sequencing:**
- *Description:* Structure instructional content sequentially and logically.
- *Significance:* Facilitates a coherent flow of information, aiding comprehension and retention.

6. **Instructional Strategies:**
- *Description:* Design strategies to facilitate individualized learning and achievement of learning outcomes.
- *Significance:* Determines the methods and approaches to be employed for effective instruction.

7. **Designing the Message:**

- *Description:* Plan the instructional message and choose an appropriate mode of delivery.
- *Significance:* Focuses on crafting a clear and engaging instructional message, selecting suitable delivery
methods.

The Kemp Design Model emphasizes a dynamic and iterative process, enabling instructional designers to navigate
its elements in a manner that best suits the specific needs and context of the learning environment.

Instructional Delivery:

Ÿ Summary: Develop instruments to achieve instructional goals, considering available materials.

 Evaluation Instruments:

Ÿ Summary: Design formative and summative assessments to determine the attainment of instructional goals.

Chanatresors:

Ÿ Summary: Unclear term or typo, possibly intended as an acronym or specific concept.

ARCS Model:

Ÿ Summary: Developed by John Keller, the ARCS model focuses on learner motivation. It comprises four
components:

Ÿ Attention: Capturing learners' interest initially.

Relevance: Establishing the usefulness of content in real-world contexts.

Ÿ Confidence: Building learners' expectation of success and progress.

Ÿ Satisfaction: Providing opportunities for learners to apply what they've learned.

**ARCS Model:**
- *Summary:* The ARCS Model, developed by John Keller, emphasizes learner motivation during instruction. It
consists of four components:
- **Attention:** Capturing learners' interest at the start of instruction.
- **Relevance:** Establishing the practical usefulness of the content in real-world contexts.
- **Confidence:** Building learners' expectation of success and progress.
- **Satisfaction:** Providing opportunities for learners to apply what they've learned and reinforcing a sense of
accomplishment.
**Thematic Approach in English Instruction:**
- *Summary:* The thematic approach to teaching English in elementary grades emphasizes cohesiveness and
contextuality, aligning with the nature of language. The instructional planning process, as outlined by Okoro and
Okoro (2016), involves:
- **Choosing a Theme:** Selection of a focus theme for the unit or lesson, ranging from small concepts like family
to larger integrated concepts like community or ecosystems.
- **Integrating the Theme:** Organizing learning objectives around the theme, supplementing concepts from
various
learning areas that align with the chosen theme.
- **Designing Instructional Plan:** Making adjustments to elements of instructional planning, such as learning
strategies, activities, and materials, based on the chosen theme. Considering aspects like vocabulary, grammar,
writing genres, and visual impact on the classroom.
- **Encouraging Presentation:** Given the holistic and context-oriented nature of the thematic approach, learners
are encouraged to present their work collectively or individually, enhancing the meaningfulness of the learning
experience.

**Possible Themes for Grade 4 Lesson Based on "The Man with the Cocoanuts" Folklore:**
1. **Patience and Perseverance:**
- Explore the value of patience and the consequences of rushing through tasks.
- Discuss how taking time to do things carefully can lead to better outcomes.

2. **Consequences of Haste:**
- Examine the concept of haste and its potential negative effects.
- Encourage critical thinking about the consequences of impulsive actions.

3. **Learning from Folktales:**

- Use the folklore as a theme to introduce students to the cultural richness of Philippine folktales.
- Explore the lessons embedded in traditional stories and their relevance in daily life.
4. **Transportation and Travels:**
- Explore the theme of transportation, focusing on the man's journey with coconuts on a horse.
- Discuss different modes of transportation and their role in daily life.

5. **Understanding Wise Sayings:**

- Explore the boy's wise saying in the folklore and its application in different contexts.
 - Encourage students to analyze and discuss proverbs or wise sayings in their own culture.

1. **Direct Instruction:**
- Involves explicit teaching where the educator directly imparts information or demonstrates a skill to students. It
typically follows a structured format with
clear learning objectives and teacher-led activities.

2. **Indirect Instruction:**
- Utilizes a student-centered approach where the teacher facilitates learning through activities that encourage
exploration, discovery, and critical thinking. It often involves open-ended questions, problem-solving tasks, and
student-initiated inquiries.

3. **Interactive Instruction:**
- Emphasizes engagement and collaboration between the teacher and students, as well as among students
themselves. It involves discussions, group activities, and peer interactions to enhance understanding through
shared perspectives and insights.
4. **Experiential Instruction:**
- Focuses on learning through direct experience and hands-on activities. Students engage in real-world tasks,
experiments, or simulations to gain practical knowledge, fostering a deeper understanding of concepts through
firsthand encounters.

5. **Independent Study:**
- Empowers students to take control of their learning by pursuing individual projects, research, or assignments. It
allows students to explore topics of personal interest at their own pace, promoting self-directed learning and
autonomy.
**Parts of a Detailed Lesson Plan:**

1. **Before the Lesson:**

- This section outlines the activities and
preparations that occur before the actual lesson. It includes the introduction, motivation, objectives, and a brief
overview of what students will learn.

2. **The Lesson Proper:**

- This is the main segment of the lesson plan where the actual teaching and learning take place. It includes the
presentation of new content, instructional strategies, and activities designed to achieve the stated objectives.

3. **After the Lesson:**

- This section covers activities that occur after the main lesson, such as assessment, reflection, and homework
assignments. It ensures that the teacher evaluates student understanding and adjusts future lessons accordingly.
**Parts of a Daily Lesson Log:**

1. **Objectives:**
- Clear and measurable statements that specify what students are expected to learn by the end of the lesson.
Objectives guide the teaching and assessment process.

2. **Content Standards:**
- Defined benchmarks that indicate the specific knowledge or skills students should acquire. These standards
provide a broader context for the lesson, aligning it with educational goals.

3. **Performance Standards:**
- Criteria that establish the expected level of student achievement. Performance standards clarify how well
students should demonstrate their understanding of the
content.

4. **Learning Competencies:**
- Specific skills or knowledge components that contribute to achieving the objectives. Learning competencies
break down the broader content into manageable parts.

5. **Content:**
- The subject matter or topics to be covered during the lesson. It outlines what the teacher will teach and what
students are expected to learn.
 6. **Learning Resources:**
- Materials, tools, or aids used to support the lesson. Learning resources can include textbooks, multimedia
presentations, handouts, or any materials that enhance the learning experience.
7. **Procedure:**
- The step-by-step plan detailing how the lesson will unfold. It includes the introduction, main instructional
activities, assessments, and conclusion. The procedure guides the teacher through the sequence of activities to
meet the lesson objectives.
8. Remarks:

Ÿ Comments or notes made by the teacher during or after the lesson to document observations, student
performance, and any noteworthy incidents. Remarks serve as a record of what occurred during the lesson.

9. Reflections:

Thoughtful analysis and evaluation by the

teacher on the effectiveness of the lesson. Reflections include considerations of what worked well, challenges
faced, adjustments made during the lesson, and ideas for improvement in future teaching.