MODULE 8

PREPARING A
LESSON PLAN
 INTRODUCTION
This module is all about preparing a lesson plan. It covers
the steps in designing and the parts of a lesson plan.
Knowledge gained for this topic will guide students in
creating the instructional plan for their demonstration
teaching requirement. Likewise, such learning will be
carried by them when they will become classroom teachers.
Module Outcomes

⚬At the end of this module, the students must have

mastered the art in making a lesson plan.
V
Lesson 1

rubrics and
scoring method
Lesson Outcomes

At the end of the lesson, the students

must have:
[Link] the steps in designing a lesson plan.
[Link] the parts of a lesson plan.
[Link] a lesson plan for a course using an
appropriate strategy.
[Link] a demonstration teaching by
applying a strategy learned and utilizing ICT.
1.A
LESSON
PLAN
⚬This is a teacher’s road map of what students need to learn
and how it will be done effectively during the class time.
Provides a general outline of teaching goals, learning
objectives, and means to accomplish them, and is by no
means exhaustive. A productive lesson is not one in which
everything goes exactly as planned, but one in which both
students and instructor learn from each other.
1.a Lesson plan

⚬ A successful lesson plan addresss and integrates three

key components:
⚬ Learning Objectives
⚬ Learning Activities
⚬ Assessment to check for student understanding
Identifying 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 be able
to do after the learning experience rather than what the
learner will be exposed to during the instruction.
2. Plan the specific
learning activities

⚬When planning learning activities you should consider

the types of activities students will need to engaged in, in
order to develop the skills and knowledge required to
demonstrate effective learning in the course. Learning
activities should be directly related to the learning
objectives of the course, provide experiences that will
enable students to engage in, practice, and gain
feedback on specific progress towards those objectives.
2. Plan the specific
learning activities

⚬What will I do to explain the topic?

⚬What will I do to illustrate the topic in a different way?
⚬How can I engage students in the topic?
⚬What are some relevant real-life examples, analogies, or
situations that can help students understand the topic?
⚬What will students need to do to help them understand
the topic better?
 activity
type
⚬Interaction with content

Students are more likely to retain information presented in these ways if they
are asked to interact with the material in some way.

Drill and Practice

Problem/task is presented to students where they are asked to provide the
answer, may be timed or untimed.
Lecture
Convey concepts verbally, often with visual aids.
 activity
type
⚬Interaction with content

Quiz
Exercise to assess the level of student understanding and questions can take
many forms.

Student Presentation

Oral report where students share their research on a topic and take on a
position and/ or role.
 activity
type with digital content
⚬Interaction

Students experiment with decision making, and visualize the effects and or conseque
in virtual environments

Game
Goal-oriented exercise that encourages collaboration and/or competition within a
controlled virtual environment
Simulation
Replica or representation of a real-world phenomenon that enables relationships,
contexts, and concepts to be studied.
 activity
type with others
⚬Interaction

Peer relationships, informal support structures, and teacher-student interactions

relationships.
Debate
Verbal activity in which two or more differing viewpoints on a subject are presented
and argued.
Discussion
Formal/ informal conversation on a given topic/question where the instructor
facilitates student sharing of responses to the questions, and building upon
those responses.
 activity
type with others
⚬Interaction

Feedback
Information provided by the instructor and/or peers regarding aspects of
one’s performance or understanding

Guest Speaker
Feelings, thoughts, ideas and experiences specific to a given topic are
shared by an invited presenter.
 ⚬Problem Solving and Critical
Thinking
Presenting students with a problem, scenario, case, challenge or design issue, which
they are then asked to address or deal with provides students with opportunities to
think about or use knowledge and information in new and different ways.

Case Study
Detailed story that students analyze in detail to identify the underlying
principles practices, or lessons it contains.
Concept Mapping
Graphical representation of related information in which common or shared
concepts are linked together.
 ⚬Problem Solving and Critical
Thinking

Real- World Projects

Planned set of interrelated tasks to be executed over a fixed period
and within certain cost and other limitations, either individually or
collaboratively.
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.

Planning for assessment allows you to find out whether your students are
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
1. Examples of different assessments
2. Formative and/or summative
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Robert
Gagne a nine step process called the events of instruction which is
proposed
useful for planning the sequence of your lesson. Using Gagne’s 9
events in conjunction with Bloom’s Revised Taxonomy of Educational
Objective said in designing engaging and meaningful instruction.
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Gain
attention:
Obtain students' attention so that they will watch and listen while the instructor
presents the learning content.
• Present a story or a problem to be solved
• Utilize ice breaker activities, current news and events, case studies,
YouTube videos, and so on. The objective is to quickly grab student
attention and interest in the topic
• Utilize technologies such as clickers, and surveys to ask leading
questions prior to lecture, survey opinion, or gain a response to a
controversial question
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Inform leamer of objectives:

Allow students to organize their thoughts regarding what they are about to
see, hear, and/or do
• Include learning objectives in lecture slides, the syllabus, and in
instructions for activities, projects and papers
• Describe required performance
• Describe criteria for standard performance
4. Plan to sequence the lesson in an
engaging and meaningful manner

Stimulate recall of prior knowledge:

• Help students make sense of new information by relating it to something

they already know or something they have already experienced.
• Recall events from previous lecture, integrate results of activities into the
current topic, and/or relate previous information to the current topic
• Ask students about their understanding of previous concepts
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Present new content

Utilise a variety of methods including lecture, readings, activities, projects,

multimedia, and others.

• Sequence and chunk the information to avoid cognitive overload

• Blend the information to aid in information recall
• Bloom's Revised Taxonomy can be used to help sequence the lesson by
helping you chunk them into levels of difficulty.
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Provide guidance
Advise students of strategies to aid them in learning content and of resources
available With learning guidance, the rate of learning increases because students
are less likely to lose time or become frustrated by basing performance on
incorrect facts or poorly understood concepts
• Provide instructional support as needed-as scaffolds (cues, hints, prompts)
which can be removed after the student learns the task or content
• Model varied learning strategies mnemonics, concept mapping, role playing.
visualizing
• Use examples and non-examples
4. Plan to sequence the lesson in an
engaging and meaningful manner

Practice
Allow students to apply knowledge and skills learned
• Allow students to apply knowledge in group or individual activities
• Ask deep-learning questions, make reference to what students already know
or have students collaborate with their peers
• Ask students to recite, revisit, or reiterate information they have learned
• Facilitate student elaborations - ask students to elaborate or explain details
and provide more complexity to their responses
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Provide feedback
Provide immediate feedback of students performance to assess and facilitate
learning
• Consider using group/class level feedback (highlighting common errors, give
examples or models of target performance, show students what you do not
want)
• Consider implementing peer feedback
• Require students to specify how they used feedback in subsequent works
4. Plan to sequence the lesson in
an engaging and meaningful
manner
Assess performance
To evaluate the effectiveness of the instructional events, test to see if the
expected learning outcomes have been achieved. Performance should be based
on previously stated objectives
• Utilise a vanety of assessment methods including exams/quizzes, written
assignments, projects, and so on.
Enhance retention and transfer
Allow students to apply information to personal contexts. This increases retention
by personalizing information
• Provide opportunities for students to relate course work to their personal
experiences Provide additional practice
 5. Create a realistic timeline

A list of ten leaming objectives is not realistic, so narrow down your list to the two or
three key concepts, ideas, or skills you want students to learn in the [Link] are
some strategies for creating a realistic timeline
• Estimate how much time each of the activities will take, then plan some extra time
for each
• When you prepare your lesson plan, next to each activity indicate how much time
you expect it 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 instructors and students
You can use closure to
• Check for student understanding and inform subsequent instruction
• Tie up loose ends
• Emphasize key information
• Correct students' misunderstandings
• Preview upcoming topics
 6. Plan for a lesson closure

Your students will find your closure helpful for

• Summarizing, reviewing, and demonstrating their understanding of major points
• Consolidating and internalizing key information
• Linking lesson ideas to a conceptual framework and/or previously-learned
knowledge
• Transferring ideas to new situations
There are several ways in which you can put a closure to the
lesson:
• state the main points yourself ("Today we talked about...")
• ask a student to help you summarize them
• ask all students to write down on a piece of paper what they think were the main
points of the lesson
Ten Advantages of having a Lesson
Plan Before Going to Classroom

1. Inspiration
A thorough lesson plan inspired the teacher to improve the lesson plan further You can
make it better for the purpose of achieving the lesson plan in a better way
2. Evaluation
A lesson plan helps the teacher to evaluate his teaching and to compare it with set
objectives. This evaluation will help you in achieving the set targets in a better way
3. Self-confidence
These lesson plans develops self-confidence in the teacher and make them to work
towanta definite goal
Ten Advantages of having a Lesson
Plan Before Going to Classroom

4. Previous Knowledge of the Students

A teacher can take a proper care by considering the level and previous knowledge of
the students in your class
5. Organized Matter
A teacher will be able to finish a particular lesson in a limited time frame This will help
him or her to make the students leam a better and precise manner
6. Ask Questions
A teacher will be able to ask proper and important questions to the students in the
classroom. This will engage the students in communication and help them in retaining
the lesson.
Ten Advantages of having a
Lesson Plan Before Going to
Classroom
7. Guidance
A lesson plan works as a guide for the teacher in the classroom. It tells you what to
teach so that they can cover the entire lesson within a limited time frame
8. Interest
A lesson plan creates the interest of the students in the lesson and makes them leam
with curiosity in subject matter.
9. Stimulation
A lesson plan stimulates the teacher to think in an organized way. This helps you to
match the ideal standard of teaching more quickly than ever
10. Understand the Objectives
Through a lesson plan, a teacher is able to understand the objectives of the lesson
properly and make his students to understand them too, with ease
 Parts of a Lesson Plan in
Araling Panlipunan

I Layunin
II Nilalaman
III Pamamaraan
1. Panimulang Gawain
2 Paglinang ng Aralin
3. Pagtatalakay
4. Pangwakas na Gawain
IV. Pagtataya Sample Lesson Plan
V. Takdang Aralin Banghay Aralin sa Araling Panlipunan 9
THANK YOU!
Reporters
Jhed Aeron Gayoma
Neziah Siva Ferolino
Ma. Stephanie Servidad
Jealyn Zamora