LESSON

PLANNIN
G
A teacher with a plan
is a more confident
teacher
(Jensen, 2001).
 LEARNING
OUTCOMES
At the end of the unit, the students will be able to:
• define lesson planning (R);
• enumerate the parts of the lesson plan (R);
• discuss Bloom’s taxonomy (U)
• identify the level of the given competencies (U);
• give examples of activities that can be used in the
activity, abstraction, analysis and application; and
• make a one day lesson plan (C).
What is a lesson plan?
A lesson plan is a detailed guide for teaching a
lesson.
It's a step-by-step guide that outlines the teacher's
objectives for what the students will accomplish
that day.
Creating a lesson plan involves setting goals,
developing activities, and determining the materials
that will be used.
Lesson planning. (n.d.). Retrieved from http://www.wlacgallegos.com/uploads/2/6/4/4/26446573/lesson_planning_lecture.pdf
What is a lesson plan?
• Extremely useful tool that serves as combination
guide, resource, and historical document
reflecting our teaching philosophy, student
population, textbooks and most importantly our
goals for our students.
• It is essential for novice teachers and convenient
for experienced teachers.

Jensen, L. (n.d.). Planning lessons. Retrieved from www.princeton.edu/-pia/TEFL.pdf

Why We Plan?
• Serves as a guide or checklist that guides us in
knowing what we want to do next;
• Serves as a record of what we did in class which
is useful in planning assessment measures;
• A help for the substitute teacher when we miss
our class;
• A part of the preparation of every teacher

Jensen, L. (n.d.). Planning lessons. Retrieved from www.princeton.edu/-pia/TEFL.pdf

Basic Principles of Lesson Planning

•A good lesson has a sense

of coherence and flow.
•A good lesson exhibits
variety.
•A good lesson is flexible.
Jensen, L. (n.d.). Planning lessons. Retrieved from www.princeton.edu/-pia/TEFL.pdf
Allotted Time for Every
Activity (50-minute class)

Jensen, L. (n.d.). Planning lessons. Retrieved from www.princeton.edu/-pia/TEFL.pdf

Wh Questions
Who has the main role in creating the curriculum
plan?

What is the importance of When will you provide the

lesson planning? motivation?

Where will the Why do the teachers need to plan

teacher do the their lesson?
planning for his or her
class?
What are the
parts of the
lesson plan?
(Experential Learning Model- 4As)
I. Learning Competencies and Learning
Outcomes
II. Content
III. Learning Resources
IV. Experiantial Learning Model- 4As (Procedure)
Activity
Analysis
Abstraction
Application
Evaluation
V. Assignment
 Learning
Competency

Arreola, R. (n.d>0. Writing learning objectives. Retrieved from

https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf
What is a competency?
A competency is the capability to apply or use a
set of related knowledge, skills, and abilities
required to successfully perform "critical work
functions" or tasks in a defined work setting.
Competencies often serve as the basis for skill
standards that specify the level of knowledge,
skills, and abilities required for success in the
workplace as well as potential measurement
criteria for assessing competency attainment.
Lesson planning. (n.d.). Retrieved from http://www.wlacgallegos.com/uploads/2/6/4/4/26446573/lesson_planning_lecture.pdf
 Learning
Objective
/Outcome
s
Arreola, R. (n.d>0. Writing learning objectives. Retrieved from
https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf
 What is a Learning Objective?
• A learning objective is a statement of what students will
be able to do when they have completed instruction.
• A learning objective has three major components:
1. A description of what the student will be able to do
2. The conditions under which the student will perform
the task.
3. The criteria for evaluating student performance.

Arreola, R. (n.d). Writing learning objectives. Retrieved from https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf

 Why are Learning Objectives important?
Learning objectives are guides to:
• Selection of content
• Development of an instructional strategy.
• Development and selection of instructional
materials.
• Construction of tests and other instruments
for assessing and then evaluating student
learning outcomes.

Arreola, R. (n.d). Writing learning objectives. Retrieved from https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf

 How do you write a Learning Objective? In writing a Learning Objective:

1. Focus on student performance not teacher

performance.
2. Focus on product - not process.
3. Focus on terminal behavior - not subject matter.
4. Include only one general learning outcome in each
objective.

Arreola, R. (n.d). Writing learning objectives. Retrieved from https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf

 Remember:
Specific
Measurable
Attainable
Result-oriented
Time-bound

Arreola, R. (n.d). Writing learning objectives. Retrieved from https://www.uwo.ca/tsc/graduate_student_programs/pdf/LearningObjectivesArreola.pdf

The difference between a
competency and a
learning objective
Objectives say what we want
the learners to know and
competencies say how we can
be certain they know it.
Lesson planning. (n.d.). Retrieved from http://www.wlacgallegos.com/uploads/2/6/4/4/26446573/lesson_planning_lecture.pdf
 Here is an example of a competency
and learning objectives relating to the
competency:
Kompetensi:
Natutukoy ang mga paghahandang nararapat gawin sa harap ng mga
kalamidad (AP 101PE-Ib-5)

Mga Layunin:
Pagkatapos ng aralin, ang mga mag-aaral ay:
A. nakapagtukoy sa mga paghahandang nararapat gawin sa harap ng mga
kalamidad (AP 101PE-Ib-5) (U);
B. nakapagpaliwanag sa kahalagahan ng paghahanda sa kalamidad (U); at
C. nakagsadula ng mga paghahandang nararapat gawin sa harap ng mga
kalamidad (AP).
Mula sa banghay-aralin ni: NOVY J. ALDEPOLLA, BSED SOC STUD 4
THREE DOMAINS OF THE
OBJECTIVES OR
LEARNING OUTCOMES
COGNITIVE, AFFECTIVE AND PSYCHOMOTOR
COGNITIVE DOMAIN
Bloom’s
Taxonomy
AFFECTIVE
DOMAIN
AFFECTIVE DOMAIN

•This domain includes the manner in

which we deal with things emotionally,
such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
ACTIVE VERBS FOR
AFFECTIVE DOMAIN
•Appreciate, accept, assist, attempt, challenge,
combine, complete, defend, demonstrate (a belief
in), discuss, dispute, embrace, follow, hold,
integrate, order, organise, join, share, judge, praise,
question, relate, share, support, synthesize, value.
EXAMPLES OF LEARNING OUTCOMES IN AFFECTIVE
DOMAIN

• Accept the need for professional ethical standards.

• Appreciate the need for confidentiality in the professional client
relationship.
• Display a willingness to communicate well with patients.
• Relate to participants in an ethical and humane manner.
• Resolve conflicting issues between personal beliefs and ethical
considerations.
• Embrace a responsibility for the welfare of children taken into care.
• Participate in class discussions with colleagues and with teachers.
AFFECTIVE DOMAIN (“Feeling”) concerned with
value issues : involves attitude
PSYCHOMOTOR DOMAIN
 •The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and use
of the motor-skill areas. Development of these skills
requires practice and is measured in terms of
speed, precision, distance, procedures, or
techniques in execution. Thus, psychomotor skills
rage from manual tasks, such as digging a ditch or
washing a car, to more complex tasks, such as
operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest
behavior to the most complex:
Find a competency
in your field of
specialization. Then,
create three (3)
learning outcomes.
LESSON
PROPER
PRELIMINARIES
 Preliminaries
must include…
• Routines
• Drills
• Review of the previous lesson (Be sure
that this is connected to your new
lesson)
• Motivation
 SAMPLE
ACTIVITIES
DRILLS: SPELLING DRILL
REVIEW: T-CHART
MOTIVATION: SONG
ACTIVITY
 ACTIVITY
• The teacher will give an activity
that is connected to the topic.
•The activity is a way of the teacher
to tap the prior knowledge of the
students.
Examples:
ANALYSIS
 ANALYSIS
• Students will present their output.
• The class will check the output of
the students.
ABSTRACTION
 ABSTRACTION
• Lesson proper
REMEMBER: The teacher should not
dominate the class discussion. The
teacher should let the students
discuss the topic.
ABSTRACTION
(strategies)
 Envoy
The teacher will give each group a topic. They
will discuss the topic assigned to them. Then, they
will choose an envoy. The envoy will go every group
(one at a time) to share to them what they have
discussed in their respective group. When the envoy
is done, he will return to his group, it is the turn of
his co-members to discuss to him what they learned
from the other envoys.
 Jigsaw
The cooperative learning strategy known as the
"jigsaw" technique helps students create their own
learning. Teachers arrange students in groups. Each
group member is assigned a different piece of
information. Group members then join with
members of other groups assigned the same piece
of information, and research and/or share ideas
about the information. Eventually, students return
to their original groups to try to "piece together" a
clear picture of the topic at hand.
Circle the Sage
MIX-FREEZE-
PAIR
ROUND ROBIN
3 STEP
INTERVIEW
RALLY COACH
ELEVATOR’S
SPEECH
Selected students will
be given a minute or
two to tackle about his
assigned topic.
COMMUNITY
CIRCLE
Informal discussion
where students and
teacher exchange
ideas about their
topic.
SIX THINKING
HATS
White Hat: with this thinking hat, you focus on the available data.
Look at the information that you have, analyze past trends, and see
what you can learn from it.
Red Hat: "wearing" the Red Hat, you look at problems using your
intuition, gut reaction, and emotion. Also, think how others could
react emotionally. Try to understand the responses of people who do
not fully know your reasoning.
Black Hat: using Black Hat thinking, look at a decision's potentially
negative outcomes. Look at it cautiously and defensively. Try to see
why it might not work. This is important because it highlights the
weak points in a plan. It allows you to eliminate them, alter them, or
prepare contingency plans to counter them.
Yellow Hat: this hat helps you to think positively. It is the
optimistic viewpoint that helps you to see all the benefits
of the decision and the value in it. Yellow Hat thinking
helps you to keep going when everything looks gloomy
and difficult.
Green Hat: the Green Hat represents creativity. This is
where you develop creative solutions to a problem. It is a
freewheeling way of thinking, in which there is little
criticism of ideas.
Blue Hat: this hat represents process control. It's the hat
worn by people chairing meetings, for example. When
facing difficulties because ideas are running dry, they
may direct activity into Green Hat thinking. When
contingency plans are needed, they will ask for Black Hat
thinking.
GRAFFITI
1.Students divided into groups according to the question numbers.

2.Each cooperative group is given a piece of chart paper and different

colored markers. So that teacher can track each individual group’s
contribution.

3.Each group is given a different question sheet toward same topic.

4.For a short time period (3-5 minutes), every group writes “graffiti”
(words, phrase, statement, pictures) on their particular question.
5.After about three to five minutes, the teacher stops the groups and
asks each group to pass their graffiti sheets to the next group.

6.The new group with the sheet reads what has already been written or
drawn on the sheet and adds additional new information.

7.Continue the process until each group’s original sheet has been
returned to them.

8.Once a group has their original sheet back, as a group, they read all of
the contributing comments, discuss them, summarize them, and
prepare a brief presentation to the class as outlined by the teacher.

9.A specific outcome must be set by the teacher for the presentation
part of this assignment in order for it to be effective.
FOUR CORNERS
• Choose four aspects of a topic that your class is
currently focusing on.
• Assign each of these aspects to a corner (or an area) of
your room.
• Present the topic and the four related aspects to the
whole group and give the students some “think time.”
• Students can then choose a corner to discuss the topic.
• Representatives from each corner can share what their
respective groups discussed
AGREEMENT
CIRCLES
The students will form a circle.
The teacher will give a
statement. Those who agreed
with the statement should step
inside the circle and they will
tell their reasons for agreeing.
Inside-outside circle
• Split the Class Decide which half of the students will form the
inside circle and which half will form the outside circle.
• Question Put a question or statement on the board. Give students
at least ten seconds to think of an answer on their own.
• Share Ask students in the inside circle to share their response with
the classmate facing them in the outside circle. When they have
done this, ask them to say "pass,” at which point their partners in
the outside circle will share their responses.
• Rotate On your signal, have the outside circle move one step to
the left or right and discuss the same question with the new
partner. Option: post a new question or give the new partners a
different discussion point.
GALLERY WALK
During a gallery walk, students
explore multiple texts or images that
are placed around the room. You can
use this strategy when you want to
have students share their work with
peers, examine multiple historical
documents, or respond to a collection
of quotations.
NUMBERED HEADS
TOGETHER
Students are placed in groups and each person is given a
number (from one to the maximum number in each
group). The teacher poses a question and students "put
their heads together" to figure out the answer. The
teacher calls a specific number to respond as
spokesperson for the group. By having students work
together in a group, this strategy ensures that each
member knows the answer to problems or questions
asked by the teacher. Because no one knows which
number will be called, all team members must be
prepared.
APPLICATION
Application
includes
•Activities
•Valuing
•Synthesis of the lesson
still part of Application, is the
Generalization

End-of-class activities
Index card
summaries/questions
In the index cards, the students will
write on both sides. (Side 1) the
students will list a big idea that they
understand about the topic. (Side 2)
the students will identify the
concept/topic that they do not fully
understand.
Hand Signals
Ask students to display a designated hand
signal to indicate their understanding about the
topic.
Thumbs up: they fully understand
Thumbs down: they do not understand
Wave hand: not completely sure about certain
concept
One Minute Essay
A one-minute essay
question (or one minute
question) is a focused
question that be
answered in a minute or
Three-Minute Pause
• It provides a chance for students to stop,
reflect on the concepts and ideas that have
just been introduced, make connections to
prior knowledge or experience and seek
clarification.
• Ex:
• I changed my attitude about…
• I became more aware of…
• I was surprised about…
Observation
• Teachers will walk around the classroom
to observe students as they work.
• Strategies include:
• Anecdotal records
• Conferences
• Checklists
Exit Card
Exit cards are written
responses to questions
posed at the end of a
class or learning activity
or at the end of the day.
Choral Response
In response to a cue, all
students respond verbally at
the same time. The response
can either to answer a
question or to repeat
something the teacher has
A-B-C Summaries
Each student in a class is
assigned a different letter of
the alphabet and they must
select a word starting with
that letter that is related to
the topic being studied.
One Sentence
Summary
Students are asked to write
a summary sentence that
answers the “wh”
questions about the topic.
One Word
Summary
Select (or invent)
one word which
summarizes the
topic.
RSQC2
R- ecall
S- ummarize
Q- uestion
C- onnect
2 minutes per activity
Likert Scale
Strongly agree
Agree
Disagree
Strongly disagree
QUIZ
ASSIGNMENT
Example
One Day
Lesson Plan
 Guidelines for making a
lesson plan: Checklist

Northern College. (n.d.).Writing a lesson plan. Retrieved from http://northernc.on.ca/leid/docs/lessonplanning.pdf

Northern College. (n.d.).Writing a lesson plan. Retrieved from http://northernc.on.ca/leid/docs/lessonplanning.pdf
Northern College. (n.d.).Writing a lesson plan. Retrieved from http://northernc.on.ca/leid/docs/lessonplanning.pdf
BY GROUP
Muddiest point:
•Which point in the
lesson is the least clear
to you?
Banghay Aralin sa Filipino
I. Kompetensi:
F6OL-IIa-e-4: Nagagamit nang wasto ang pang-uri sa paglalarawan sa
iba’t ibang sitwasyon.
II. Kalalabasan ng Pagkatuto:
Pagkatapos ng isang piryud, ang mga mag-aaral ay:
A. nakapagbigay-katuturan sa pang-uri (R);
B. nakapagtukoy sa pang-uri sa mga pangungusap (U); at
C. nakapaggamit nang wasto sa pang-uri sa paglalarawan sa isang
sitwasyon (F6OL-IIa-e-4) (AP).
III. Paksang-Aralin: Sa Gitna ng Sakuna (Teksto)
Pang-uri
Kagamitang Pampagtuturo (Instructional Materials):
Mga Biswal
Mga Sanggunian (Reference/s): (APA 6the edition sytle)
Pang-uri. (2014, Nobyembre 18). Retrieved from https://www.slideshare.net/LadySpy18/pang-
uri-41689268

Pagpapahalaga (Values Integration): Pagmamalasakit sa iba

Estratehiya (Strategies): 4 As
IV MGA PAMAMARAAN NG PAGKATUTO
(LEARNING PROCEDURES)
A.Preliminaryo (Preliminaries)
Tutukuyin ang mga lumiban sa klase.
Babalik-aralan ang aralin sa pangngalan at
panghalip sa pamamagitan ng pagpapasa-
pasa ng bola. Ang mag-aaral na makakukuha
ng bola paghinto ng musika ang tutukoy sa
pangngalan o panghalip sa pangungusap.
 Magkakaroon ng gawain para sa pagganyak (motivation). Magbibigay ng mga
ginupit-gupit na larawan at ang mga mag-aaral ay magpapabilisan sa pagbuo
nito. Pagkatapos, bubuo ng pangungusap na may pangngalan o panghalip.
B.Leksyon (Lesson Proper)
1.Aktibiti (Activity)- Indibidwal na Gawain
Sa ilalim ng upuan ng piling mag-aaral ay may mga pangungusap.
Tukuyin kung ang pangungusap na nakuha ay may salitang
naglalarawan sa pangngalan o panghalip.
Mga Halimbawa:
Labis na kalungkutan ang nadama ng mag-asawa nang makitang
nasusunog ang kanilang bahay.
Dali-daling umuwi ang lalaki nang malamang binaha ang kanilang
lugar.
2.Analisis (Analysis)
Ilalahad ng mga mag-aaral ang kanilang mga sagot at iwawasto iyon. Pagkatapos, tutukuyin ang aralin
sa araw na iyon at ilalahad ang mga layunin o ang kalalabasan ng pagkatuto.
3.Abstraksyon (Abstraction)
Bibigyan ng teksto ang mga mag-aaral na may pamagat na Sa Gitna ng Sakuna.
Teksto: Sa Gitna ng mga Sakuna
Napakarami ng sakunang dinanas ang mga Pilipino ngunit nanatili silang matatag. Nariyan
ang tamaan ng malakas na bagyo, nakakikilabot na lindol o nakayayanig na pagputok ng bulkan.
Ngunit sa kabila nito ay nanatiling matatag ang mga Pilipino. Maraming tao ang nalungkot dahil
sila ang naging biktima ng mapanganib na mga sakuna ngunit nanatili ang tapat na pananalig sa
mabuting Diyos. At sa kabila ng mga sakunang ito, ang bawat Pilipino ay nagmalasakit sa kapwa
Pilipino. Naging matulungin ang mga Pilipino at naging mapagbigay.
Bibigyan ng limang minuto para basahin ang teksto at pagkatapos ay sasagutin ang mga tanong:
1. Ano-ano ang mga sakunang dinanas ng mga Pilipino?
2. Ano ang katangiang nangibabaw sa mga Pilipino sa kabila ng banta ng mga sakuna?
3. Ano ang naidudulot ng pagmamalasakit ng mga Pilipino sa kanilang kapwa Pilipinong naging
biktima ng mga kalamidad?
4. May naging karanasan ka na rin bang nahahalintulad sa nabanggit saa teksto? Ibahagi sa klase.
 Mula saa teksto, halawin ang mga pangungusap na may mga salitang naglalarawan sa
pangngalan at panghalip. Ano ang tawag sa bahagi ng pananalitang naglalarawan sa
pangngalan at/o panghalip?
Bibigyang-katuturan ang pang-uri. Babalikan ang mga hinalaw na pangungusap at
tutukuyin ang mga pang-uring napapaloob sa bawat pangungusap.

4.Aplikasyon (Application)
Maglalahad ng isang balita ang guro na may kaugnayan sa naganap na baha sa Davao
City noong Nobyembre 8 taong kasalukuyan. Tutukuyin ang mga pang-uring ginamit sa
balita. Ano ang mabuting katangiang Pilipino ang naipapamalas sa panahon ng sakuna?
Kayo, nakatulong na ba kayo sa mga naging biktima ng kalamidad? Ibahagi sa klase.
Bibigyan ang bawat grupo ng paksa at gagawan nila iyon ng talatang may 5
pangungusap. sasalungguhitan ang 5 pang-uring napapaloob sa kanilang talata.
1- Pagbaha 4. Tsunami
2-Paglindol 5. Pandemik (COVID-19)
3-Pagputok ng bulkan
 C.Pagtataya (Evaluation)
Tukuyin ang pang-uring napapaloob sa bawat pangungusap.
1. Malungkot na umalis ang mahirap na pamilya sa kanilang bahay na nasira ng
bagyo.
2. Tumakbo papalayo sa nasusunog na bahay ang takot na takot na bata.
3. Maputla ang mukha ng bata nang bumaba sa gusali dahil sa lindol.
4. Sinuong niya ang maruming tubig-baha.
5. Mainit na lava ang lumabas sa bunganga ng bulkan.
V. Takdang-Aralin (Assignment)
Itala sa kwaderno ang 3 kasidhian ng pang-uri at magbigay ng tig-isang
halimbawang pangungusap.
Inihanda ni (Prepared by):
Gng. Jennifer C. Remperas
Guro