DepEd NEAP NTOT Grade 11 Lesson Plan.1

National
Educators
Academy of the
Philippines
National Training of Trainers

for Grade 11 Teachers
LESSON PLANNING
Session Objectives:
At the end of the session, the participants will
be able to:
• explain the importance of planning their
everyday lessons and the whole
course/subject;
• realize that to be an effective teacher, one
needs to plan and execute his plan well;

2 for Grade 11 Teachers
Session Objectives:
• create sample lesson plan/log and
assessment plan for their area of
specialization utilizing the copies of the
CGs and the templates found in DepEd
Order No. 70, s. 2012 and DepEd No , s.
2016; and
• incorporate concepts learned from various
sessions in their training in
creating/crafting their lessons.

The Paper Tower
• Form 6 groups of 10.
• Choose their leader and time keeper for this
game.
• Plan group strategy for two minutes.
• Get an envelope that contains 10 sheets of
paper for each group.
• Build the tallest free-standing structure in just
five minutes.

Criteria for Judging
Height 50%
Staying power 30%
Aesthetic Appeal 20 %
Total 100%

Abstraction
• Planning Lessons is
fundamental in ensuring the
delivery of quality teaching and
learning schools.
• It is the Hallmark of Effective
Teaching.
A Three-step process in planning for
instruction (Wiggins and McTighe ,1998)
• We need to ask what it is that we want students
to know and be able to do as a result of the
learning.
• We must examine how we will know that our
students are learning and that they can perform
tasks as a result of the learning.
• We must identify which instructional practices will
assure us that students learn and that they can
use the information provided.
Starting it right
“Stating the objectives up front, telling students
and parents how students will be assessed on
those objectives, and then teaching those
objectives, we become more accountable for
student learning.
Our objectives, assessment instruments, and
teaching strategies become a system leading
to quality learning. (Tileston, 2004) ”

Importance of lesson planning
• Increases a teacher’s chances of

carrying a lesson successfully
• Allows teachers to be more
confident before starting a lesson
• Inculcates reflectve practice as it
allows teachers to think about
their teaching
Importance of lesson planning
• Gives opportunities for teachers to reflect

on different strategies that work inside the
classroom including research-based
strategies.
• Ensures that teachers truly facilitate
learning and respond to learners’ needs
inside the classroom
• Helps teachers master learning area
content and helps them teach what
students need to learn
Instructional Planning
• content of instruction
• selecting teaching materials
• designing the learning activities
and grouping methods
• deciding on the pacing and
allocation of instructional time
Plan with the end in mind
“Wiggins and McTighe (1998) suggest a
backward design model for planning that
begins NOT with the lesson, but with our
expectations for the END RESULT. There are
three basic steps to designing a lesson using
backward design:
1. Identify the desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and instruction.
(Tileston, 2004)”
Airasian (1994)
Planning is a vital step in the instructional
process
• involves identifying expectations for
learners and choosing the materials and
organizing the sequential activities
• guarantees that teaching and learning is
the central focus of classroom activity

Stronge 2006
• Helps ensure that the time
spent inside the classroom is
maximized for instructions
• Is responsive to learners’
needs and communicates
expectations of achievement
to learners 14 National Training of Trainers
Lesson Planning
• Teachers can plan students’ learning for a
year, a semester, a unit, or a lesson and
secure the coverage of the curriculum.
• Research shows that effective teachers
organize and plan their instructions
• Daily Lesson Preparation is part of the
teacher’s core function as a facilitator of
learning inside the classroom
Detailed Lesson Plan/Log
Provides the teachers with an
opportunity to reflect on:
• what the students need to learn
• how learners learn
• how best to facilitate the learning
process
Definition of Terms
• A lesson is a unified set of
activities that focuses on one
teaching objective at a time.
• A teaching objective states
what the learners will be able
to do at the end of the lesson.”

Definition of Terms
• Instruction refers to the methods of
processes used to direct learning
• Instructional Planning is the process of
systematically planning, developing
evaluating and managing the instructional
process by using principles of teaching and
learning.

Definition of Terms
• Detailed Lesson Plan (DLP)
is a teacher’s roadmap for a
lesson. It contains the
description of the steps a
teacher will take to teach a
particular topic.
Parts of a DLP
•Objectives
•Topic
•Materials
•Procedures
Definition of Terms
• Daily Lesson Log (DLL) is a template
teachers use to log parts of their daily
lesson. The DLL covers a week’s worth of
lessons and contains the following parts:
 Weekly Objectives
 Topics
 Materials
 Procedures
 Remarks
Instructional Process
Airaisian (1994)
Planning
Assessment of Delivery of
Learning instruction

Elements Instructional Planning for
Effective Teaching (Stronge, 2007)
• Identify clear lesson and learning
objectives while carefully linking
activities to them
• Create quality assignments, which
is positively associated with
quality instruction and quality
student work
• Plan lessons that have clear goals,
are logically structured, and
progress through the content step-
by-step.
• Plan the instructional strategies to
be used in the classroom and the
timing of these strategies
• Use advance organizers, graphic organizers,
and the outlines to plan for effective
instructional delivery
• Consider student attention spans and learning
styles when designing lessons
• Systematically develop objectives, questions,
and activities that reflect higher-level and
lower-level cognitive skills as appropriate for
the content and the student
What should be taught?
• Content Standards are the essential
knowledge that students need to learn
• Performance Standards are the abilities
and skills learners need to demonstrate in
relation to the knowledge they have
learned
• Learning Competencies are knowledge,
skills, and attitudes learners need to
demeonstrate in every lesson
Starting with the end in mind
• Teachers can set a long term vision of

what learners need to be able to master
in terms of content and competencies
at the end of the school year
• Lesson plans should have learner-
centered objectives that are aligned
with the standards of the curriculum.

HOW should it be taught?
• Utilize instructional strategies that
consider learners’ varying
characteristics such as
o Cognitive ability
o Learning style
o Readiness level
o Socio-economic background
o Ethnicity
HOW should it be taught?
oCulture
oPhysical ability
oPersonality
oSpecial needs
oDifferent ways learners
master the content of a
particular learning area
How should it be assessed?
• Effective teachers do not only prepare
lesson plans, they also prepare an
Assessment Plan (Formative Assessment
Plan)
• Formative Assessment refers to the on-
going forms of assessment that are closely
linked to the learning process. It is
characteristically informal and is intended to
help students identify strengths and
• Assessment should be
integrated into the lesson and
aligned with the lesson
objectives.
• A lesson plan should embody
the unity of instruction and
assessment. 31 National Training of Trainers
• Teachers need to communicate to the
learners what they are expected to learn ,
involve them in assessing their own
learning at the beginning, during and
end of every lesson.
• They need to use data from the
assessment to continually adjust
instruction to ensure attainment of
learning. 32 National Training of Trainers
Goal Setter
“A good lesson plan is an
important tool that focuses both
the instructor and the learners
on the purpose of the lesson
and, if carefully constructed and
followed, enables learners to
efficiently meet their goals.”
Essential Components of a Lesson Plan
“A lesson plan identifies the enabling objectives necessary
to meet the lesson objective, the materials and equipment
needed, and the activities appropriate to accomplish the
objective.
Enabling objectives are the basic skills (language skills
such as vocabulary, grammar, and pronunciation) and the
life skills (including cultural information) that are necessary
to accomplish the objective.

Materials and equipment should be identified and secured well

before class time to ensure that activities can be carried out as
planned. These may include realia (real life materials like bus
schedules and children’s report cards), visual aids, teacher made
handouts, textbooks, flip chart and markers, overhead projector,
tape recorder, etc.

Activities generally move from more controlled (e.g., repetition)

to a less structured or free format (e.g., interviewing each other).
They should be varied in type (e.g., whole group, paired, individual)
and modality (e.g., speaking, listening, writing).

Stages of a Lesson
Good lesson design begins with a review of previously learned
material. New material is then introduced, followed by
opportunities for learners to practice and be evaluated on what
they are learning.
In general, a lesson is composed of the following stages:
• Warm-up/Review—encourages learners to use what
they have been taught in previous lessons
• Introduction to a new lesson—focuses the learners’
attention on the objective of the new lesson and relates
the objective to their lives 37 National Training of Trainers
Stages of a Lesson
• Presentation – introduces new information, checks learner
comprehension of the new material, and models the tasks that the
learners will do in the practice stage
• Practice – provides opportunities to practice and apply the new

language or information
• Evaluation – enables the instructor and learners to assess how

well they have grasped the lesson

Instructional Models, Strategies,
and Methods
• Direct Instruction
• Indirect Instruction
• Interactive Instruction
• Experiential Instruction
• Independent Study
 ICT Integration
ICTs are basically information –handling
tools that are used to produce, store,
process, distribute and exchange
information (UNDP 2010)
Consider these...
A good lesson plan involves consideration on the following

elements that need to be thought about and planned for:
• Sequencing—Do the activities move logically so learners are
progressively building on what they already know? Do the
activities flow well? Are transitions between activities smooth?

Consider these...
• Pacing – Are activities the right length and varied so that learners
remain engaged and enthused?
• Gauging difficulty – Do the learners have enough skill and

knowledge to do the planned activities? Are the instructions clear?
• Accounting for individual differences – Do the activities allow

for learners of varying proficiency levels to receive extra
attention they might need, whether below or above the norm?
Are all students actively involved?

Consider these...
• Monitoring learner versus teacher talk – What is the
balance between learner talk and teacher talk? Does the
lesson allow a time for learners to interact, producing and
initiating language?
• Timing – Was the amount of time allotted for each part
of the lesson sufficient? If the planned lesson finishes
early, is there a backup activity ready? If the lesson
wasn’t completed as planned, how can the next class be
adjusted to finish the material?”
Application Activity
 Groupings according to specialization.
 Using the content and performance standards in SHS CGs.

Create a course plan with an assessment plan
and assessment Tool – Rubrics are required for
performance and product outputs
One from the members – Daily lesson log

Post the output after 20 minutes
 Gallery walk.
Gallery Walk
 Using metacards, write comments/suggestions. Point

out some strengths of the output.
 Go back to your respective station and look at the

comments/suggestions of other participants.

Remember
“Meticulous planning
will enable everything
a man does to appear
spontaneous.”
-Mark Caine
References
• Planning Lessons •Effective Lesson Planning
www.princeton.edu/~pia/TEFL.pdf
• Effective Lesson Planning - Teaching
https://teal.ed.gov/sites/default/files/Fact-
Excellence in Adult Sheets/8_TEAL_Lesson_Planning.pdf
https://teal.ed.gov/sites/default/files/Fact... •Lesson Planning Using Backward Design
/8_TEAL_Lesson_Planning.pdf
• Lesson Planning - Center for Applied
https://www.wku.edu/library/dlps/infolit/docu
Linguistics ments/designing_lesson_plans_using_backward
www.cal.org/caela/tools/program.../Part2- _design.pdf
29LessonPlanning.pdf
• LESSON PLAN
•Lesson Planning
https://www.faa.gov/regulations_policies/... http://www.reflectiveinquiry.ca/wp-
/sample_lesson_plans.pdf content/uploads/2014/10/lesson-planning-
• Strategies for Effective Lesson Planning chapter.pdf
www.keansburg.k12.nj.us/.../Strategies%20
for%20Effective%20Lesson... •Principles of Planning
• Lesson Planning http://www.corwin.com/upm-
http://cet.usc.edu/resources/teaching_lear data/6631_tileston_4_ch_1.pdf
ning/docs/teaching_nuggets_docs/2.5_Les
son_Planning.pdf •Lesson Plan Development
• The Principles of Planning www.jblearning.com/samples/0763749109/491
http://www.corwin.com/upm- 09_CH06_088_113.pdf
data/6631_tileston_4_ch_1.pdf
•DepEd Order No 70, 2012

DepEd NEAP NTOT Grade 11 Lesson Plan.1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DepEd NEAP NTOT Grade 11 Lesson Plan.1

Uploaded by

Copyright:

Available Formats

National

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

• Increases a teacher’s chances of

• Gives opportunities for teachers to reflect

National Training of Trainers

National Training of Trainers

National Training of Trainers

National Training of Trainers

• Teachers can set a long term vision of

National Training of Trainers

“A lesson plan identifies the enabling objectives necessary

to meet the lesson objective, the materials and equipment

needed, and the activities appropriate to accomplish the

National Training of Trainers

Materials and equipment should be identified and secured well

National Training of Trainers

Activities generally move from more controlled (e.g., repetition)

National Training of Trainers

• Practice – provides opportunities to practice and apply the new

• Evaluation – enables the instructor and learners to assess how

National Training of Trainers

A good lesson plan involves consideration on the following

National Training of Trainers

• Gauging difficulty – Do the learners have enough skill and

• Accounting for individual differences – Do the activities allow

National Training of Trainers

 Using the content and performance standards in SHS CGs.

One from the members – Daily lesson log

 Using metacards, write comments/suggestions. Point

 Go back to your respective station and look at the

National Training of Trainers

You might also like