Parts of a Lesson Plan

Format 1 Format 2
I. Objectives/ Targets/ Aims/ Goals I. Objectives/ Targets/ Aims/ Goals
II. Subject Matter II. Subject Matter:
III. Materials Materials
IV. Procedure/Methodology III. Procedure/Methodology
A. Routines/Routinary Activities A. Routines
B. Lesson Proper B. Lesson Proper
1. Motivation 1. Motivation
2. Presentation 2. Presentation
3. Discussion 3. Discussion
4. Generalization 4. Generalization
5. Values Integration/Valuing 5. Values Integration/Valuing
6. Application 6. Application
7. Evaluation IV. Evaluation
V. Assignment V. Assignment

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 Parts of a Lesson Plan (Format 3)
I. Objectives/ Targets/Aims/Goals
II. Subject Matter
III. Materials
IV. Procedure/Methodology
1. Routines
2. Activity
3. Analysis
4. Abstraction
5. Application
V. Assignment
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 Parts of a Lesson Plan (Format 4)
I. Objectives/ Targets/Aims/Goals
II. Subject Matter
Topic:
Reference:
Materials:
III. Procedure
Teacher’s Activity Student’s Activity
A. Activity
B. Analysis
C. Abstraction
D. Application
IV. Evaluation
V. Assignment
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 Masusing Banghay Aralin sa Filipino
I. Layunin III. Pamamaraan
A. Panimulang Gawain
II. Paksang Aralin 1. Pambungad na panalangin
2. Pagbati
A. Paksa 3. Pagtala ng lumiban
4. Pagganyak na Gawain
B. Sanggunian B. Paglalahad
1. Presentasyon
C. Kagamitang 2. Pagtalakay sa aralin
Panturo C. Pangwakas na Gawain
1. Pagbubuod (Summary)
D. Pagpapahalaga 2. Paglalahat (Generalizzation)
(Values Infused) 3. Pagpapahalaga (Valuing)
4. Paglalapat (Application
1V. Pagtataya /Ebalwasyon
V. Takdang Aralin
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TARGETS:
1. Discuss the pre-requisites of lesson
planning.
2. Explain the guidelines for writing the
instructional objectives
3. Compare Bloom’s and the revised
taxonomy of objectives.
4. Recall the levels of questioning and
connect its relevance to writing
objectives
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Pre-Requisites to Lesson Planning
1.Knowledge of the Subject Matter
• This is the first and foremost requirement.
• Why?
• It is very hard to write about something you have limited
knowledge about.
• What is the implication of this to lesson planning?
• Choose a topic you are very familiar with.
• Or study first the subject matter to be taught,

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Pre-Requisites to Lesson Planning
2. Consider the time frame of the lesson.
Is it one hour? 30 minutes?, etc.
Why consider the time.
Because your coverage will depend on the time
allotment.
Your procedure, your activities, your discussion,
etc. will be within the time frame.
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Pre-Requisites to Lesson Planning

3. Realistically ask,
“What about the lesson that I want my
students to appreciate or realize?”
Why ask this question?
Serve as a springboard for writing the
objectives.
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Pre-Requisites to Lesson Planning

4. Knowing the Students

Knowing your audience
Are they in preschool? Grade 7, Grade
8? Grade 9? Etc.
Why know your students?
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Pre-Requisites to Lesson Planning
5. Familiarity with Different Strategies
The PROCEDURE is difficult to do if you are
not familiar with different strategies?
What should you do?
Research, read about different strategies.
Help yourself.
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Pre-Requisites to Lesson Planning

6. Materials
Why consider the materials?
Everything will be affected if the
materials are not available.
6. Understanding of Objectives
Be familiar with the CAP objectives.
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Pre-Requisites to Lesson Planning

7. Understanding of Objectives
Be familiar with the CAP objectives.
Be aware of old and new taxonomy of
objectives

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Pre-Requisites to Lesson Planning
1. Knowledge of the subject matter
2. Consider the time frame
3. Ask the question ? What about the
lesson that I wan my students to realize.
4. Know the students
5. Familiarity with Different Strategies
6. Materials
7. Understanding of Objectives
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How To Write The Objectives
1. Should cover the CAP domains of learning
(holistic)
2. Stated in behavioral terms.
3. SMART – specific, measurable, attainable,
realistic, time-bound
4. Refrain from writing the words:
1. Learn
2. Know
3. Understand
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• 1913-1999
• American educational psychologist
• made significant contributions
• classification of educational objectives
• cognitive, affective, psychomotor
• theory of mastery learning.
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Lorin W. Anderson and David R. Krathwohl
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