LESSON
DEVELOPMENT
By: ALFRAZIER S. SARAJI, Ed.D
WHAT IS LESSON PLANNING?
It is one way of planning instruction.
It is a way of visualizing a lesson before it is taught.
Planning a lesson entails “prediction, anticipation,
sequencing and simplifying”.
It is a critical part of the teaching and learning process.
A lesson plan is the instructor’s road map of what students
need to learn and how it will be done effectively during the
class time.
Then, you can design appropriate learning activities and
develop strategies to obtain feedback on student learning.
WHAT IS THE PURPOSE OF LESSON
PLANNING?
Having a carefully constructed lesson plan allows you to
enter the classroom with more confidence and
maximizes your chance of having a meaningful learning
experience with your students.
Lesson Planning helps teachers set learning targets for
learners.
It also helps teachers guarantee that learners reach those
targets.
By planning lessons, teachers are able to see to it that
daily activities inside the classroom lead to learner
progress and achievement or the attainment of learning
outcomes.
WHY DETAILED LESSON PLAN?
The sole purpose of a detailed lesson plan is to outline
the program for a lesson in simple details, which will
include the lesson’s objective, how the objective is going
to be achieved and a way of testing how well the
objective was received by the students.
DETAILED LESSON PLAN (DLP)
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
A. Before the Lesson
B. During the Lesson
C. After the Lesson
IV. Procedures
V. Assignment (Optional)
VI. Remarks
VII. Reflections
BEFORE CLASS: STEPS FOR PREPARING
A LESSON PLAN
1. Identify the Learning Objectives
Before you plan your lesson, you will first need to
identify the learning objectives for the lesson. A learning
objective describes what the learner will know or able to
do after the learning experience rather than what the
learner will be exposed to during the instruction.
Typically, it is written in a language that is easily
understood by students and clearly related to the
program learning outcomes.
2. Plan the Specific Learning Activities
o when planning learning activities you should
consider the types of activities students will need
to engage in, in order to develop the skills and
knowledge required to demonstrate effective
learning in the course.
o Learning activities should be directly related to
the learning objectives of the course, and provide
experiences that will enable students engage in
practice, and gain feedback on specific progress
towards those objectives.
3. Plan to Assess Student Understanding
Assessments provide opportunities for students
to demonstrate and practice the knowledge and
skills articulated in the learning objectives, and
for instructors to offer targeted feedback that can
guide further learning.
It involves making decisions about:
The number and type of assessment tasks that
will best enable students to demonstrate learning
objectives for the lesson.
The criteria and standards that will be used to
make assessment judgements.
Student roles in the assessment process.
(Self-assessment / Peer assessment)
The weighing of individual assessment
tasks and the method by which individual
task judgments will be combined into a
final grade for the subjectt
The provision of feedback.
4. Plan to sequence the lesson in an engaging and
meaningful manner
Robert Gagne proposed a nine-step process called the events of
instruction. Which is useful for planning the sequence of your lesson.
Using Gagne’s 9 events in conjunction with Bloom’s Revised
Taxonomy of educational objectives aids in designing, engaging and
meaningful instruction.
1. Gain Attention
2. Inform Learner of Objectives
3. Prior Learning
4. Present Content
5. Provide Guidance
6. Practice
7. Provide Feedback
8. Assess Performance
9. Enhance retention and transfer to the job
5. Create a realistic timeline
A list of ten learning objectives is not realistic, so narrow
down your list to two or three key concepts, ideas, or
skills you want students to learn in the lesson.
Here are some strategies for creating a realistic timeline:
Estimate how much time each of the activities will take.
Plan a few minutes at the end of class to answer any
remaining questions and to sum up key points.
Plan an extra activity or discussion question in case you
have time left.
Be flexible – be ready to adjust your lesson plan to
students’ needs and focus on what seems to be more
productive rather than sticking to your original plan.
6. Plan for a lesson closure
Lesson closure provides an opportunity to solidify
student learning .
Lesson closure is useful for both teachers and students.
You can use closure to:
Check for student understanding and inform subsequent
instruction (adjust your teaching accordingly)
Emphazise key information
Tie up loose ends
Correct students’ understandings
DURING THE CLASS: PRESENTING
YOUR LESSON
Letting your students know what they will be
learning and doing in a class will help keep them
more engaged and on track.
Providing a meaningful organization of the class
time can help students not only remember better,
but also follow your presentation and understand
the rationale behind the planned learning activities.
You can share your lesson plan by writing a brief
agenda on the whiteboard or telling students
explicitly what they will be learning and doing in
class.
AFTER THE CLASS: REFLECTING ON
YOUR LESSON PLAN
Take a few minutes after each class to reflect on
what worked well and why, and what you could
have done differently.
Identifying successful and less successful
organization of class time and activities would
make it easier to adjust to the contingencies of
the classroom.
DETAILED LESSON PLAN IN MTB
-1
I. Objectives
Express ideas through a variety of symbols (e.g.
drawings and invented spelling) MT1C-lbf-1.1
Give the beginning letter/sound of the name of each
picture. MT1PWBlb-i-1.2
Match words with pictures and objects. MT1PWRlb-i-
4.1
Give the name and sound of each letter MT1PWRlb-i-
1.1
Identify upper case and lower case letters. MT1PWRlb-i-
2.1
II. Subject Matter
Giving Letter Sound /Mm/
Identifying Letter Mm
III. Reference: K to 12 Curriculum Guide
Materials: laminated pictures, power point
presentation,
Strategies: Explicit Teaching, Cooperative
Learning Approach, TPR
Values: Cooperation, Collaboration
IV. Procedure
A. Preliminary Activities
Drill : Animal Sound. Show each picture and let the
pupils imitate the sound of the animal being shown. Tell
pupils that the sound of these animals have /Mm? sound.
B. Developmental Activities
1. Presentation
Teacher: Class we are going to learn the following:
Express ideas through a variety of symbols (e.g.
drawings and invented spelling) MT1C-lbf-1.1
Give the beginning letter/sound of the name of each
picture. MT1PWBlb-i-1.2
Match words with pictures and objects. MT1PWRlb-i-
4.1
Give the name and sound of each letter MT1PWRlb-i-
1.1
Identify upper case and lower case letters. MT1PWRlb-i-
2.1
2. Motivation
Show picture of Maya bird and Mango fruit. Ask
what is in the picture.
Tell pupils that Maya and mango have /Mm/ sound.
Tell pupils that there is a song about Maya bird and
mango fruit and let pupils know that the song has many
/Mm/ sound.
KALANGAN:
Maya maya bihaun makuyag kaw?
Maglupad-lupad kaw pa taas mangga
In mangga mataud bunga
Mabunga in mangga kari na kaw Maya maya.
Manga Pangasubu:
1. Hisiyu in makuyag ha kalangan?
2. Mayta makuyag hi maya?
3. Haunu jimatu in
3. Discussion
a. Unlocking of Difficult Words
- (Through pictures) picture of mango tree
- Tell the pupils that there is a new word to
learn.
- Teacher reads the word Mabunga 3x
- Let pupils read the word mabunga 3x
Mabunga in puunan mangga. (meaning mataud
in bunga sin puunan mangga)
b. Modeling ( I Do )
Teacher shows each picture to pupils and tell them
the name of the picture. ( Maya, Manuk, Mangga, Manta)
The teacher match the pictures and say the
beginning sound of /Mm/ 3x for emphasis.
After all the pictures have shown, the teacher will
demonstrate how to write letter Mm using TPR.
(During “I DO”, there will be no interruption like
questioning and others, the teacher will exclusively model
the lesson. Just let pupils imitate you silently).
c. Guided Practice ( We Do )
Activity 1
After teacher’s modeling, sounding and writing /Mm/, the
teacher will now show the picture again, repeat saying and
writing on the air the sound/letter of /Mm/, 3x, and then the
teacher will ask pupils to repeat after 3x.
Let pupils write /Mm/ in the air, in the chair, classmate’s
back.
Activity 2
Each group will have a picture, say the name, sound the
beginning letter, write sound of /Mm/ on the laminated paper
using whiteboard pen, write in the air and writing using body
language. Present in front of the class.
(During the group activity the teacher will check the work of
every group
d. Independent Practice ( You Do )
Treasure Hunting (Hunting Pictures)
Prepare a surprise activity for pupils. Hide pictures
under their tables or chairs. Give prize to pupils who were
able to hunt a picture, and let each of them present the
picture in front of the class. Let them say the name of the
picture, sound the beginning letter, and write in the air,
using body language or TPR in demonstration. Let them
emphasize upper case letter M and lower case letter m.
V. Assignment
Write the upper case and lower case letter Mm in a one whole
sheet of paper.
VI. Remarks
VII. Reflection
What did you learn today?
What good traits/values did you learn from our lesson?
(Don’t forget to prepare small tokens like smileys and the like to be
given to pupils for their participation during the entire teaching-
learning process. Don’t say “Very good” only, give them tokens
every time they answer.)
DETAILED LESSON PLAN IN
ENGLISH 5
SECOND QUARTER WEEK 2
Using Explicit Teaching
I. OBJECTIVE
Compose clear and coherent sentences using
appropriate grammatical structures: subject-verb
agreement.
Content Standards:
Grammar
Demonstrates Command Of The Conventions Of Standard English Grammar
And Usage When Writing Or Speaking.
Attitude
Demonstrates Understanding Of Non-Verbal Communication To
Communicate With Others.
Demonstrates understanding of verbal and non-verbal elements of
communication to respond back.
Performance Standards:
Grammar
Uses the correct function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in various discourse
(oral and written)
Attitude
Applies knowledge of non-verbal skills to respectfully give the
speaker undivided attention and acknowledge the message
Uses paralanguage and non-verbal cues to respond appropriately
Uses a variety of strategies to provide appropriate feedback
Learning Competency:
Compose clear and coherent sentences using
appropriate grammatical structures: -irregular nouns and
verb agreement. ENG5-IIc-2.2.2 ENG5-IIc-3.9
II. SUBJECT MATTER
A. Topics
Subject-Verb Agreement
B. Materials
video on subject-verb agreement
chart with examples on the rules of subject-verb agreement
manila paper
C. References:
Curriculum Guide: CG in English 5 Quarter 2 Week 2
Fun in English 5 pp.
D. Focus Skill/s:
Writing, Analyzing, Classifying, Reasoning
E. Value Focus:
Caring for the environment
III. PROCEDURE
A. Setting Up the Stage ( Motivation)
The teachers will ask the learners how are there feeling right
now?
The learners will respond through showing their emotions using
the emoji given to them.
Let’s play a game. The teachers will show pictures with different
scenarios happened in the community. The learners have them
list as many nouns, pronoun, and verbs they can think of in the
pictures shown. The learners write their answer in the meta card
and let them paste according to the category.
Noun Pronoun Verb
B. Presentation
Let’s play a game. The teacher will show pictures with
different scenarios happened in the community. The learners have
them list as many nouns, pronoun, and verbs they can think of in
the pictures shown. The learners write their answer in the meta
card and let them paste according to the category.
Noun Pronoun Verb
C. Explaining the Students What To Do (Discussion)
Say: “Today we are going to learn about subject-verb
agreement. Write sentences following the rules on subject-verb
agreement.”
Every Sentence has a subject and a verb which must be
in agreement.
Subject is the Noun, or Pronoun in the Sentences.
Verb is the action or state of being in the Sentences.
D. Modelling for Students ( I Do)
Every Sentence has a subject and a verb which must be in
agreement.
Subject is the Noun, or Pronoun in the Sentences.
Verb is the action or state of being in the Sentences.
Say: “Remember that verbs, unlike nouns, have the S-form
of the word for the singular form and base form for its plural
form. Please take a look at the example.
Example:
S-form (singular) - sings, dances, writes, eats
Base form (plural) - sing, dance, write, eat
Show them a chart of examples of subject verb agreement.
Have the pupils read and practice the activity.
Direction: Underline the correct verb to complete the
sentence.
1. Sounds of distant music (floats, float) through the air.
2. Employees at Grump’s Department Store (gets, get) a half-
hour for lunch.
3. Cars driving through the tunnel (turns, turn) their lights on.
4. The sailors on the ship (rejoices, rejoice) at seeing land.
5. The apples beneath the tree (bakes, bake) well in pies.
E. Guided Practice ( We Do)
Group I – Write the correct form of the noun to complete each sentence.
Allan Bobby and Bubbly She
1. ______ enjoys going to the market.
2. _______ and _________ shake hands and become friends again.
3. _______ eats a lot of vegetable.
Group II – Write the correct form of the verb to complete each
sentence.
teach teaches smell smells blow blows
1. The cake _______________ delicious
2. Kevin __________out of all the candles on his birthday.
3. Mrs. Bea ________ the class on Fridays.
Group III – Write the plural or singular form of the nouns.
teacher
car
boxes
vegetables
market
Group IV- Write the plural or singular form of the verb that agrees with the
subject.
dog Chase Parrot live girl talk
dogs chases Parrots lives girls talks
1. The Dogs _____________ the cat.
2. The _________ chases the cat.
3. Parrots________ in the rainforest.
4. _________ lives in the rainforest.
5. The ________ talks to me.
6. The girls ________ to me
F. Independent Practice (You Do)
Have the students identify the subject as well as note
whether the subject is singular or plural. Remind them on the
rule on subject-verb agreement.
Direction: Circle the correct verb and underline twice the
subject.
[Link] dog (eat, eats) the bone.
2. My mom (like, likes) pizza.
3. The cats (roll, rolls) around in the mud.
4. We (need, needs) to buy a new house.
5. Michael (want, wants) to be a teacher.
G. Closure/Assessment (Generalization)
The rule on subject-verb agreement states that a singular
subject takes a singular verb (s form) while a plural subject takes a
plural verb (base form).
H. Evaluation
A) Circle the correct form of the verb to complete each sentence.
1. Your friend (talk, talks) too much.
2. The man with the roses (look-looks) like your brother.
3. Mary (swim-swims) well.
4. The boys (walk-walks) to school every day.
5. The center on the basketball team (bounce-bounces) the ball too high.
B) Write a 5 Sentences a sentence using the subject verb agreement.
1.
2.
3.
4.
5.
THANK YOU
FOR
LISTENING . . .