LESSON

PLANNING
WMSU

WESTERN MINDANAO STATE UNIVERSITY

 Types of
lesson Plan
WMSU

WESTERN MINDANAO STATE UNIVERSITY

Lesson Plan
• A lesson plan is a teacher’s daily guide for what
students need to learn, how it will be taught, and
how learning will be measured.
• Lesson plans help teachers be more effective in
the classroom by providing a detailed outline to
follow each class period.
• This ensures every bit of class time is spent
teaching new concepts and having meaningful
discussions — not figuring it out on the fly!
Effective lesson planning contributes to successful learning
outcomes for students in several ways. A well-designed lesson
plan:
• Helps students and teachers understand the goals of an
instructional module
• Allows the teacher to translate the curriculum into learning
activities
• Aligns the instructional materials with the assessment
• Aligns the assessment with the learning goal
• Helps assure that the needed instructional materials are available
• Enables the teacher to thoughtfully address individual learning
needs among students
• Effective lesson planning can also contribute to the teacher’s
own success and well-being.
Types of Lesson plan
• There are several types of Lesson plan the
following:
– Detailed lesson plan
– Semi-detailed lesson plan
– Understanding by Design (UbD)
Detailed Lesson plan
• It provides mastery of what to teach, and
gives the teacher the confidence when
teaching. In this plan, both teacher’s and
students’ activities are presented.
Detailed Lesson Plan
Lesson Plan in English
Year ___
I. OBJECTIVES:
II. SUBJECT MATTER:
III. MATERIALS:
IV. PROCEDURE:
Teacher’s Activities Students’ Activities
A. Preparation:
Good morning class! Good morning sir/ ma’am!
How are you today? We are good!
1. Motivation:
Before we start our lesson, let’s sing
first a song. What song would you like
to sing? (Students answer)
2. Recall:
What was our lesson yesterday? ( Students answer)

V. EVALUATION:
VI. ASSIGNMENT:
Semi-detailed Lesson Plan
• A semi-detailed lesson plan is less
intricate than the detailed lesson plan. It is
having a general game plan of what you
wanted to cover for that subject on that
particular day.
Semi-Detailed Lesson Plan
Lesson Plan in English
Year ___
I. OBJECTIVES:
II. SUBJECT MATTER:
III. MATERIALS:
IV. PROCEDURE:
A. Preparation:
Good morning class! How are you today?
1. Motivation:
Before we’ll start our lesson, let’s sing first a song. What song would you like to sing?
2. Recall :
What was our lesson yesterday ? Who can tell us . . . .
B. Presentation:
I have a dialogue on the board. I want you to read it silently. . . Who can read the dialogue aloud?

C. Comparison and Abstraction:

1. Comprehensive Questions:
2. Aesthetic Question

D. Generalization:

E. Application:

V. EVALUATION:
VI. ASSIGNMENT:
Parts of Lesson Plan
• There are five parts of detailed and semi-
detailed lesson plans:
– Objectives
– Subject matter
* Instructional Materials
* References
– Procedure
– Evaluation
– Assignment
Objectives
• The first thing a teacher does is create an
objective, a statement of purpose for the whole
lesson. An objective statement itself should
answer what students will be able to do by the
end of the lesson.
• The objective drives the whole lesson, it is the
reason the lesson exists. Care is taken when
creating the objective for each day’s lesson, as it
will determine the activities the students engage
in.
 OBJECTIVES
• May be in a statement or question form.
Example:
To explain the causes of the thinning down of the ozone layer .
may be converted into. . .
What are the causes of the thinning down of the ozone layer?
o For greater clarity and focus, objectives are preferred to
be stated behaviourally. ( SMART )
o May be major or primary only or primary and secondary
or ancillary objectives combined. Ancillary objective
divides a lesson into segments and highlights important
ideas.
Example : To describe and clarify what the ozone layer is
Subject matter
• Subject matter or specific topic includes
sources of information, e.g., textbooks and
library references.
• The subject matter includes the
following:
– Topic – particular lesson
– Reference/s – usually from the book
and internet websites.
– Materials – refer to objects or tools
that serve as instructional aids for
particular subject.
MATERIALS

• To make the abstract concrete and to arouse pupils’/

students’ interest in the lesson. Equipment /
Instructional multi-sensory
materials media

Textbook
References
Audio-radio cassette
Workbooks
Television
Teacher’s manual
Overhead projector (OHP)
Journals
Opaque Projector
Magazines
LCD
Newspapers
Computer
Simulations
Games
Puzzles
Films
Filmstrips
Procedure
• The procedure is the body of your lesson
plan, the ways in which you'll share
information with students and the methods
you'll use to help them assume a measure
of mastery of that material.
• In detailed lesson plan, the expected
routines, lesson proper, activities are
presented. Questions and answers are
written.
• In semi-detailed lesson plan has only
contains procedures or steps to be used in
the lesson proper.
PROCEDURE

• Consists of an outline of the development of

the lesson.
• How will I treat the topic or subject matter?
• What strategies and techniques shall I employ?
• What questions shall I ask?
• What activities shall I give to my students?

. . . In short, with the a particular lesson

objective and with the materials at my disposal,
how shall I proceed?
PROCEDURE

• The outline of the lesson “ is expressed in

topics or subtopics, a series of broad or
pivotal questions or a list of activities”
(Omstein, 1992)

• For logical lesson, the procedure begins

with motivation, followed by the pivotal
questions or a list of activities for elaborative
learning, which it in itself the lesson, and
summary as clinching part of the lesson.
 FIVE MAJOR ELEMENTS OF INSTRUCTIONAL PROCEDURE
(Orlich )

• Focusing Event (Motivation )

• Teaching Procedure ( use of pivotal questions,

techniques )

• Formative Check ( Evaluation or assessment in the process

of teaching )

• Student participation ( Activities )

• Closure ( Summary )
Evaluation
• It can take the form of formative test
consisting of a 10-item multiple choice
questions after the day’s lesson to
determine the mastery of learning, e.g.,
95% of the class got 100% correct
answers.
Assignment
• It includes questions, exercises, and/or a
set of practice specified by the teacher. In
order to succeed in discussing the
assignment for the following day, a teacher
give focused/specific questions for
students to answer.
HOMEWORK/ ASSIGNMENT

• For more elaborative learning and for the

ultimate purpose of mastery learning.

• Assignments are “synapse strengtheners”,

when done conscientiously, they reinforce
the retention of concepts
the fixing of skills
the internalization of values, and
cultivation of good habits.

 They likewise serve as preparation for the next

lesson.
 Understanding by Design (UbD)
• It is a framework for improving student
achievement through standards-driven
curriculum development, instructional design,
assessment and professional development
( Wiggins & McTighe, 2006)
• The emphasis of UbD is on "backward design
", the practice of looking at the outcomes in
order to design curriculum units, performance
assessments, and classroom instruction