Chapt

er
2.2

The
4 A’ s
Lesson
Activi
ty P la n
THINK

The 4 A Lesson Plan is said to be “learner-centered,”

where the teacher acts as a facilitator. This is commonly
used by public school teachers for any subject. It seem
to be anchored on cognitivism, and other learning
theories previously mentioned, focusing on how
information is received by the learner, organized, stored
to memory, and retrieved by the mind when needed.
 o n P l a n
Less

A lesson plan is a roadmap that teachers

create to structure daily activity in their
classrooms. It outlines what students will
learn during each class period, how the
lesson will be taught and how student
progress will be measured.
Take note: Without lesson planning, you will not able to deliver your lesson properly and accurately.
 Parts of
e ss o n P l a n
L

I. Objectives
II. Content
III.Procedure
IV. Evaluation
V. Assignment/Agreement
VI.Remarks
VII.Reflection
The 1st A:

Ac ti vi ty

Activate prior
knowledge

Engaging the learners to

the activities that will link
them to activate their
prior knowledge.
The 2nd A:

An al y s is

Acquire new
knowledge.

Promoting higher
order thinking.
The 3rd A:

rac t io n
Abst

The content of
the lesson.

The concrete ideas will

turn into an abstract idea.
 ra ct io n:
ing A bst
y s in d o
W a

1. Present the new lesson.

2. Discussion
3. Create an activity to check if
learning has occurred.
4. Generalize.
The 4th A:

App li c atio n

Applying the
learnings.

Transforming the
learnings into new
situations.
 LESSON
SU M M A RY

In this lesson, you had the opportunity to use the 4As lesson plan, which is currently being
promoted for use by DepEd in various subjects. The 4As are actually found in the Procedure part of
a regular lesson plan, It starts with (1) activity, where the teacher introduces a motivating,
interesting, hands-on, and concrete activity that can link prior knowledge to the new lesson. This is
followed by (2) analysis, where the teacher finds out the readiness of the students for the new
lesson, checking for understanding, making sure that the prerequisite skills are acquired, facilitating
discussions moving from lower to higher order thinking skills, and introducing the new lesson.
Then comes (3) abstraction, so students can go from concrete to abstract, with the teacher giving
guided and independent practice for mare in-depth understanding, followed by the development of
generalizations. Finally, there is (4) application, where students are given the opportunity to apply
their new knowledge to a new situation
Than
k You!
Collet
te E. D
CN. 5 inero
162 (S
CI 1)