Planning and Organizing

for Instruction
Prepared By: Group 2
Flordela Sanchez
Maria Leonora Patriarca
Jherilyn Obciana
 Teaching is a complex activity that involves
careful preparation and planned that involves
careful preparation and planned objectives
on hourly, daily, and weekly basis. In order to
make learning and organizing for instruction.
 Focusing on Instruction
1. Effective teachers have consistent and organized
classroom where the central focus of time is on teaching
and learning.
2. They make foundational academic goals a priority as
well as pay attention to higher other personal and social
goals
3. They consistently prioritize instruction and student
learning a central purpose of schooling.
4. Their enthusiasm and dedication to learning will reflect
in the behavior and practice of their students.
5. They reinforce focus on instruction through the way
they spend time and time teaching and through their
experience expectation
6. The time students spend engaged in learning along with
the quality on instruction increase student learning.
STEPS FOR PLANNING INSTRUCTION
• Look over the state and national standards and your texts and
supplemental materials to determine what concepts you must cover in
the year.
• Create a personalized lesson plan calendar.
• Plan your units using your overall plan of study and your calendar.
• Create detailed unit lesson plans. These should include the following
items to be effective: Objectives, Activities, Time estimates, Required
materials, Alternatives, Assessment
• Transfer your broad unit plan to a planning book to keep yourself
organized.
• Write a daily lesson outline and agenda.
• Create and/or gather any required items.
 1.
Choose
7.
Realistic
7 STEPS Evaluation
Learning
goals TO PREPARE
AN EXCITING
AND EFFECTIVE
LESSON
PLAN
2.
Pick exciting 6. Fair
topics or assessment
Learning
contexts
3. 5.
Know your 4.
Use a range Select
students’ appealing
needs and of teaching
approaches & resources.
talents
methods
MAXIMIZING INSTRUCTIONAL TIME
• Time is one of the most challenging constraints
a teacher faces in trying to achieve curricular
goals.
• Teacher spent about 70% of their time on core
curriculum.
• The remaining 30% is spent on such task as
collecting money for school fundraisers,
enforcing classroom rules and procedures and
participating in school fire drills and assemblies.
• Listening to school wide announcements.
MAXIMIZING INSTRUCTIONAL TIME
• A teacher who uses a warmup activity
accomplishes the ff. purposes
• Gives student a way to constructively use their
time
• Prepares student for the day’s activities
• Gives themselves time to take attendance
• Makes use of time that would have otherwise
been lost
• Provide a focus for the first few minutes of class
than can be introduce into the days lesson
PLANNING AND PREPARING
FOR INSTRUCTION
Planning is the key to teachers being
well-prepared before walking in the
classroom. Teachers use school district
curriculum, state standard and national
standards to structure and determine how
content and skills are delivered in the
classroom. Teachers tend to teach in the
manner in which they themselves learn. Every
student is different and not everyone will
understand and learn the exact same way.
 INTO THE CLASSROOM
• Resources to use when teaching a unit\lesson
• Appropriateness for grade level
• Alignment to national state and local standards
• Accuracy of information contained within the
resource
• The allowed for the lesson\unit
• Learning benefits that come from using the resource
• Highly recommended when preparing for instruction
• Identifying clear lesson and learning objectives
 INTO THE CLASSROOM
• Creating quality assignment
• Planning lesson that have clear goals
• Planning the instructional strategies
• Using advance organizers, graphic organizers, and
outline for instructional delivery
• Considering students attention spans and learning
styles when designing lesson
• Developing objectives, questions, and activities that
reflect higher level and lower level cognitive skills
for the students.
WHAT IS SEQUENCING?
Sequencing is the skill that we use when we
break down an event into simple steps and
put those steps in order. Instructional
Sequence is the process that a teacher
works through to teach a particular type of
writing. Although some of the parts of the
process are the same, each Instructional
Sequence varies depending on the type of
writing, the time of the school year, the
students' performance
WHAT IS THE IMPORTANCE OF
SEQUENCING INSTRUCTIONS?
A proper sequence provides the learners with a
pattern of relationship so that each activity has a
definite purpose. The more meaningful the content,
the easier it is to learn and, consequently, the more
effective the instruction. Proper sequencing also helps
to avoid inconsistencies in the content of
the instruction.
Some of the techniques and considerations
used in sequencing are:

• From Simple to Complex

• Critical Sequence 
• Known to Unknown 
• Dependent Relationship 
• Supportive relationship
• Cause to Effect
TYPES OF INSTRUCTIONAL
UNIT
• Conventional unit: also know standard
unit mostly same department
• Integrated unit:
• Thematic unit; when conventional unit I
centered on the theme
• Integrated (interdisciplinary) Thematic
unit: when thematic unit covers different
disciplines
• Self instruction unit: also known as
modular unit
• Contract unit: students agree to carry out
certain activities.
STEPS FOR DEVELOPING AN INTERDISCIPLINARY
THEMATIC UNIT (ITU)

• Agree on the nature of source of the unit.

• Discuss specific subject benchmark standards, goals and
objectives, curriculum guidelines, textbooks and
supplemental materials and units already in place for the
school year.
• Choose a theme/topic and develop a timeline. The basis for
the theme selection should satisfy the criteria.
The theme should:
1. fit within the expected scope and sequence of
mandated content,
2. be of interest to the students.
3. Establish two timelines. The first is for the team to
ensure that the deadlines form specific work required in
developing the unit will be met by each member. The
second timeline is for both students and teachers to show
the intended length of the unit, when it will start, and in
which classes will it be taught.
4. Discuss the scope and sequence for content and
instruction.
The theme should:

5. Share goals and objectives. Each team member

should have a copy of the goals and target objectives
of every other team member.
6. Give the unit a name
7. Share subject-specific units, lesson plans, and
printed and non-printed materials
8. Field-test the unit. Team members may trade
classes from time to time.
9. Reflect, assess, and adjust and revise the unit as
necessary.
 THE DAILY PLANS:

Help to Precisely Arrange the Gives sense Help

classify the identify the appropriate of direction teachers
instructional content and evaluation and feeling organize,
determine the
objectives of instructional of the of sequence,
a particular activities and student confidence and
lesson; specific learning; and become
means about security familiar
how the about what with
activities will the lesson’s
be conducted; teachers content
are doing;
 GUIDELINES IN CREATING A UNIT OF INSTRUCTION
1. Develop an idea for special topic of study & translate it into brief, clear statement of your theme or
problem focus (unit title).
2. Break the idea or theme for the unit into a set of more specific ideas and smaller subtopics or list of
key questions you wish to address (list of topics).
3. Indicate for which group of students or grade levels the unit is intended and include them in the
planning if possible (target student population).
4. Make an appropriate determination of how much time can be spent on the unit (time required). 
5. Construct a brief overview of what the unit is all about and why it is important and useful for the
intended class to learn it (rationale).
6. Identify a goal or a set of basic goals that unit will be designed to accomplish (goals).
7. Outline the specific objectives to be accomplished with the unit and arrange them in sequential
order (objectives).
8. Identify and develop related specific teaching strategies and activities (teaching strategies and
activities).
9. Develop a plan to evaluate the effectiveness of the unit (evaluation procedures)
 “A good lesson plan is a living
document. It is not set in stone, but
rather it is a guide that keeps you – the
classroom practitioner – engaged and
thinking about what you are teaching.”
-Otis
Kriegel
Conclusion:
To be effective, the lesson plan does not have to
be an exhaustive document that describes each
and every possible classroom scenario. Nor does
it have to anticipate each and every student’s
response or question. Instead it should provide
you with a general outline of your teaching
goals, learning objectives, and means to
accomplish them. It is a reminder of what you
want to do and how you want to do it.