Lesson Plan 3.
At the end of the lesson, the
● Lesson plan demonstrates how a students’ mastery of the
teacher creates objectives for his or objective is assessed.
her students and measures how How to Write a Lesson Plan
those objectives are mastered. ● Set goals
● aligning state standards to your ● Create an overview
curriculum and then narrowing the ● Manage timelines
focus to determine which objectives ● Know your students
you want your students to meet ● Execution
● allow teachers to take the curriculum ● Assess student progress
and turn it into engaging and
meaningful activities for students Specific SMART Goals
● outlines the materials needed and ★ Who is involved in this goal?
what special considerations need to ★ What do I want to
be taken into consideration such as accomplish?
the individual learning requirements ★ Where is this goal to be
of the students. achieved ?
Benefits of Lesson Planning? ★ When do I want to achieve
1. Stay organized - Allows teachers to this goal?
keep their classes organized and on ★ Why do I want to achieve this
track with their teaching goals and goal?
objectives. Measurable SMART Goals
2. Evaluate Performance - It helps ★ How do I know if I have reached my
teachers assess how students goal?
grasped concepts and learned the ★ What is my indicator of progress?
curriculum. Teachers can make Achievable SMART Goals
adjustments or change activities ★ Do I have the resources and
based on how students responded capabilities to achieve the goal? If
and how they performed on not, what am I missing?
assessments. ★ Have others done it successfully
3. Helpful for Substitute Teachers - before?
Well-organized lesson plans can Realistic SMART Goals
help students stay on track even ★ Is the goal reachable, given the time
when the teacher is absent. and resources?
Substitute teachers can follow the ★ Are you able to commit to achieving
instructions of the lesson plan and the goal?
carry out activities in the event the Timely SMART Goals
full-time teacher is out of the ★ Does my goal have a deadline?
classroom ★ By when do you want to achieve
4. Helps Teachers be More Effective - your goal?
Lesson plans allow teachers to ___________________________________
integrate new ideas, technology, and
resources into their classes with
ease. Teachers can update their Detailed Lesson Plan
learning activities or swap out old - includes five parts of thorough
texts with new videos to help explanation on, lesson topic, class
students grasp the lesson. objectives, procedure, time
Key Components of a Lesson management and student practice.
Plan 1. Objectives - This section
defines the specific learning
1. At the beginning, the goals outcomes you want your
and standards are students to achieve by the
introduced. end of the lesson. Objectives
2. In the middle, the students should be SMART (Specific,
use modelling, guided Measurable, Achievable,
practice, and active Relevant, Time-bound) and
engagement strategies to often aligned with curriculum
meet the objective. standards. Objectives are
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typically divided into three teaching methods, encouraging participation
domains: and inquiry.
Cognitive: Knowledge and 3.6 Application - Activities where students
understanding (e.g., identify, explain, apply what they have learned to real-life
analyze). situations or problems.
Psychomotor: Skills and 3.7 Generalization - Summarizing the key
performance (e.g., draw, create, points of the lesson, emphasizing its
perform). relevance and connections to previous
Affective: Attitudes and values (e.g., knowledge.
appreciate, demonstrate empathy). 4. Evaluation
2. Subject Matter/Content Assesses students' understanding of the
2.1 Topic Name - The specific subject or lesson objectives. Activities or tasks, such
concept covered in the lesson. It should be as quizzes, problem-solving exercises,
concise and directly aligned with the performance tasks, or reflections, are
objectives. designed to measure if the learning
2.2 References - This lists the materials outcomes were achieved. It provides
used in preparing the lesson, such as immediate feedback on students' mastery
textbooks, curriculum guides, websites, and identifies areas needing reinforcement.
articles, or other resources. It ensures the 5. Assignment
lesson content is accurate and credible. Outlines tasks for students to complete
2.3 Materials Needed - This enumerates the outside the classroom to reinforce or extend
tools, equipment, or resources required for their learning. Assignments may include
the lesson, such as handouts, visual aids, research, practice exercises, or creative
markers, or multimedia equipment. outputs that encourage independent
2.4 Values Integrated - This highlights the learning and apply the skills or knowledge
moral, ethical, or societal values that will be learned in class.
emphasized during the lesson. It ensures ___________________________________
the development of character and
responsible citizenship.
2.5 Strategies - This describes the teaching SEMI – DETAILED LESSON PLAN
methods and techniques that will be used to ●less intricate than detailed, but they
deliver the lesson, such as lectures, group still focus on what you want to cover
activities, storytelling, or interactive for that subject on that day.
discussions. ● Simpler version of a detailed lesson
3. Procedure plan that provides a general outline
3.1 Preliminary Activities - Preparatory tasks of the lesson, including the
to set a positive learning atmosphere and objectives, activities, and
establish focus. These include the Prayer, assessments.
Greetings, Energizer, Checking of PARTS OF A SEMI-DETAILED LESSON
Attendance, Checking of Assignment, PLAN
Recalling the classroom rules. 1. OBJECTIVES - This is possibly the
3.2 Developmental Activities - Activities that most important out of the five parts
develop students' understanding of the of a lesson plan; they are the reason
topic. the lesson exists and should drive
3.2.1 Drill - Repetitive exercises to reinforce the activities. It is realistically the first
skills or knowledge related to the lesson. thing a teacher should do, giving the
3.2.2 Review - A brief recap of the previous whole lesson a statement of
lesson to connect prior knowledge with the purpose.
current topic. 2. SUBJECT MATTER - includes the
3.3 Motivation - An engaging activity or specific topic and how that relates
question to capture students' interest and back to the National Curriculum. It
connect their experiences to the lesson. should include the sources of
3.4 Presentation of the Lesson - Introducing information or references - whether
the new lesson in a clear and structured that is websites, textbooks or some
way, providing an overview of what will be other material. It likely also lists any
learned. objects or tools teachers may use to
3.5 Discussion of the Lessons - A detailed enhance their lessons.
explanation of the topic through interactive 3. PROCEDURE - makes up the body
of the plan; it is an explanation of
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how the lesson will progress step- apply their learning in practical ways. By
by-step. considering how they can utilize their
4. EVALUATION - where teachers newfound knowledge, students explore
weigh up how well children innovative ways to improve and expand
understand what they've learned in upon what they have learned. This phase
that lesson; this may be as simple as encourages creativity, problem-solving,
some multiple-choice questions or a and the transfer of knowledge to real-life
formative test. Teachers will then Situations.
want to look at the proportion of the ___________________________________
class who got the answers right.
5. ASSIGNMENT - made up of 7E’s OF LESSON PLANNING
questions, exercises and a set of a teaching structure that follows a seven-
practices specified by the teacher, step learning cycle, where each stage is
including focused specific questions. designed to actively engage students in the
___________________________________ learning process,
1. ELICIT - Teacher extracts or draws
4 A’s Lesson Plan attention to prior understandings and
a framework widely used by teachers to knowledge. New knowledge is built
design effective on existing knowledge .
and student-centered lessons. The term 2. ENGAGE - Activity which will focus
"4As" stands for Activity, Analysis, student’s attention, stimulate their
Abstraction, and Application, representing thinking, and access prior
the different knowledge.
stages of the lesson This stage focuses students thinking
1. ACTIVITY on content providing conversation
This phase serves as a foundation for opportunities for all students, not just
student learning, building upon their a select few.
existing knowledge while providing clarity 3. EXPLORE - Activity which gives
on what they will learn. Through engaging students time to think and
activities, students gain a retrospective view investigate/test/make
of the topic and develop a sense of curiosity decisions/problem solve,and collect
and interest. This phase lays the [Link] the students get to
groundwork for a meaningful learning record data, isolate variables, design
Journey experiments, create graphs,interpret
2. ANALYSIS results, and organize findings while
The Analysis phase delves deeper into the the teacher checks for students’
lesson, encouraging students to process understanding.
and classify information. Teachers 4. EXPLAIN - The teachers adopt a
transition from a lecturing role to that of more central role while discussing
a facilitator, guiding students through information and explaining the
thought-provoking questions. By critically concepts associated with the
evaluating the validity of concepts, student’s exploration. Lesson during
students gain a wider perspective while this phase introduce the students to
drawing closer to the main topic. This the scientific terminology that allows
phase encourages students to think them to describe their experiences,
critically and refine their understanding as well as provide the opportunity for
3. ABSTRACTION students to link their experiences to
In the Abstraction phase, teachers focus the scientific concepts being
entirely on the lesson, reinforcing students' explored.
existing knowledge while guiding them 5. ELABORATE - This phase of the
toward a deeper understanding. Through learning cycle provides an
open-ended questions, teachers help opportunity for students to apply
students internalize the importance of the knowledge to new questions and
lesson and its relevance to their lives. By hypotheses to explore.
relating the content to real-world scenarios, This phase may also include related
students develop a sense of ownership and numerical problems for students to
appreciation for the subject matter. solve.
4. APPLICATION
The Application phase prompts students to
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Activity which expands and solidifies SAMR MODEL Substitution,
student thinking and /or applies it to Augmentation, Modification,
a real-world situation.
Redefinition
6. EVALUATE - Activity which allows
the teacher to assess the student
The SAMR Model is a framework created by
performance and/ or understanding
Dr. Ruben Puentedura that categorizes four
of concepts, skills, processes, and
different degrees of classroom technology
applications.
integration.
7. EXTEND - This stage is actually
added to elaborate with the intention
SUBSTITUTION - At this stage, technology
to explicitly remind teachers of the
is directly substituted for a more traditional
importance students practice the
teaching tool or method. It is a simple, bare-
transfer of learning. Teachers need
bones, direct replacement.
to make sure that knowledge is
applied in a new context and is not
AUGMENTATION - The technology is again
limited to simple elaboration.
directly substituted for a traditional tool or
___________________________________
method, but with significant enhancements
to the student experience.
(TPACK) Technological,
Pedagogical,And Content, MODIFICATION - Instead of replacement or
Knowledge. It is a theory that was enhancement, this is an actual change to
developed to explain the set of knowledge the lesson’s design and its learning
that teachers need for effective technology outcome.
Integration.
● Pedagogical Knowledge (PK) REDEFINITION - represents the pinnacle of
Knowledge about the processes & practices how integrated classroom technology can
or methods. transform a student’s experience. In this
● Technological Knowledge (ТК) case, you ask yourself if the technology
Knowledge about technology tools allow educators to redefine a
● Content Knowledge (CK) traditional learning task in a way that would
Knowledge about the subiect matter to be not be possible without the tech, creating a
learned or taught. novel experience.
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Connectivism Learning Theory
● students should combine thoughts,
theories, and general information in
a useful manner.
● Technology is a major part of the
learning process and our constant
connectedness gives us
opportunities to make choices about
our learning.
● promotes group collaboration and
discussion, allowing for different
viewpoints and perspectives when it
At the center of the framework is TPACK, comes to decision-making, problem-
where all three areas (content, pedagogy, solving, and making sense of
and technology) combine. This is the ideal information.
balance where a teacher uses the best
teaching methods, the right content, and
appropriate technology to create an
effective learning experience.
___________________________________
4
Learning is more than our own internal
construction of knowledge. Rather, what we
can reach in our external networks is also
considered to be learning. From this theory,
two terms—nodes and links—have been
commonly used to describe how we gain
and connect information in a network.