2. • Is defined as:
Visualizing- the ability to visualize the future classroom events.
Guidance- provides the type of roadmap or guide that assists
in creating a flow of events that has a starting and ending point
Managing- a way of managing time and events
Decision Making- allows one to make decisions about the hows
and whats of teaching based on three primary considerations:
1. The student’s prior learning experiences
2. The content derived from curriculum guides, textbook, teacher-
developed materials
3. The context and conditions on which the instruction will take
place

3. • To give an overview of instruction
• To facilitate good management of instruction
• To make learning purposeful
• To tie instructional events with community
resources
• To provide for sequencing and pacing
• To economize time
• To provide for a variety of instructional
activities

4. • To make learner’s success more measurable which
assists in re-teaching
• To create the opportunity for a higher-level
questioning
• To assist in ordering supplies
• To guide substitute teachers
• To provide opportunities for an individual student or a
group of students to benefit maximally from
participation in selected learning activities
• To link curriculum to teaching and learning
• To provide teachers an opportunity to rehearse
mentally and on paper what will take place when they
teach

5. 1. Understand the rational of the course in the context of the
goals of the school or district
2. Determine what content should be adapted in view of the
objectives
3. Classify the focus of the course- s it for stressing subject matter,
learner’s need or societal needs
4. Decide how much time to spend on each topic
5. Determine if there is a special need for the course- special
learners, instructional program
6. Identify the important components: contents, concepts, skills and
values

6. 7. Examine the components if they:
a. meet the objectives of the course
b. foster critical or higher order thinking
c. match student’s abilities
d. stimulate student’s interest
e. are realistic in terms of the school resources
f. are balanced in terms of the scope and
sequence
8. Determine the approach including basic
strategies, major assignments, references, texts
and others in view of the goals

7. 9. Determine the procedure for assessing the
student’s attainment of the course
10. Decide on important components as a
framework for the unit planning
11. Show the plan to an experienced colleague
or supervisor and revise if so needed
12. As you plan, evaluate, modify and improve it.
Take note of some components that should be
a. added to cover gaps
b. eliminated to avoid redundancy
c. changed to avoid negative effects

8. • 1. Objectives:
a. Terminal- an important learning
outcome that should be attained at the
end of instruction
b. Enroute or Enabling- the objective
leading to the attainment of the terminal
behavior

9. 2. Content:
a. Knowledge- like concepts, principles,
laws/theories or facts
b. Skills- like cognitive, affective and
psychomotor skills
c. Values/Attitudes- like honesty, integrity,
politeness

10. • 3. Skills:
a. work habits, discussion, reading, writing, note-taking
b. Dictionary reference and library skills
c. Reporting, research and computer skills
d. Interpreting skills- maps, charts, tables, graphs
e. Inquiry skills- problem solving, experimenting,
hypothesizing
f. Social skills- respecting rules, accepting criticism,
maturity
g. Cooperative and competitive skills- leadership and
participation

11. 4. Learning Activities:
a. Lectures
b. Practice and drill
c. Group activities
d. Role playing, simulations, dramatization
e. Research or writing projects
f. Experiments
g. Filed Trips
h. Review
i. Discussions
j. Reading a Test
k. Viewing videotapes, VCDs, DVDs
l. Listening audiotapes

12. • 5. Resources and materials
a. Written materials- books,
magazines, pamphlets, newspapers
b. Audio-visual materials- films,
recordings, slides, TV, videotapes
c. Programmed and computer
materials
d. Models, replicas, charts, globes,
maps, specimen

13. • 6. Evaluation Procedures
a. Demonstration, exhibits, debates
b. Reviews, generalizations and
summaries
c. Quizzes, examination
d. Re teaching
e. Remediation
f. Special training for special, advance
and slow students

14. • The lesson plan is the day-to-day, step-by-step
approach to learning. It sets forth the proposal
program or the instructional activities for the
day. The components of the lesson plan are as
follow:
• I. Objectives
• Cognitive
• Psychomotor
• Affective

15. •II. Subject Matter
•Topics/ Concepts
•Values Integrated
•References
•Materials

16. • III. Learning Activities
• A. Preparatory Activities
• 1. Drill- activity that will enable the students to
automatize response to a pre-requisite skill of the new
lesson
• 2. Review- activity that will refresh or renew
previously taught material
• 3. Introduction- an activity that will set the purpose of
the day’s lesson
• 4. All activities should be motivating to arouse the
interests of the learners. These motivational activities
could be of two types.
• 1.) Intrinsic Motivation
• - sustaining self-interest to learn
• - maintains self-curiosity and involvement in the work by using
surprise, doubt, novel as well as familiar things.
2.) Extrinsic Motivation
- Interests that is ignited by an outward force like awards-
monetary or material things, scholarships, inspiration from love ones

17. • B. Developmental Activities
• 1. Presentation of the lesson
• - real life situation or within the experience of the learners
are incorporated
• - teacher uses different activities as a vehicle to translate
the knowledge, values and skills into learning that could be
applied in their lives outside the school
2. Discussion/ Analysis- asking of a series of affective or
cognitive questions about the lesson presented
3. Abstraction/ Generalization
- the summary of the lesson
- organizing significant information about the lesson
presented
- completing graphic organizers like concept map, Venn
Diagram, fish bowl, table, matrices, etc.

18. • C. Closure/ Application- relates the lesson to other
situations in the forms of:
 dramatization, simulation and play
Story telling
Oral reading
Construction and drawing
Written composition
Singing or reciting a poem
Tests
Creative work
Solving problems

19. • IV. Evaluation- determines whether the
objectives are met and achieved
Questioning
Summarizing
Comparing present and previous learning
Assigning work- project, research
Administering short quiz
Portfolios
Rubrics
journals

20. • V. Assignment
An activity done outside the classroom/at home
to:
- reinforce or enrich the day’s lesson
- set the materials that students have to
bring to school to implement the next lesson
The activity should help attain the day’s lesson
objective. It should be interesting and
differentiated (w/ provision for remedial,
reinforcement and enrichment activities)

21. • All lesson plans follow the same format but the
type of plan depends on the information given.
• 1. brief- an outline of teacher’s activities and is
usually done by master teachers
• 2. semi-detailed-all activities and teachers
questions are listed and usually done by
neophyte teachers.
• 3. detailed- all activities, teacher’s questions
and students’ expected answers are reflected
and usually done by pre-service teachers

22. • A. Basic Concepts
Aims are the most general objectives of the
Philippine Educational System. They are broad and
value-laden statements expressing philosophical and
ethical considerations that:
Answer the needs and demands of the society especially
children and youths
Are formulated by experts as policy-making bodies, panels
and commissions
Are societal in nature or in a national level concern
Example: “Prepare students for democratic citizenship”

23. Goals are the descriptions of the general objectives
of schools curricula/courses that are expected to:
 Accomplish and organize learning experiences
stressed on a system-wide basis
 Represent the entire school program prepared by
professional associations or any local educational
agencies
Example:
“Development of reading skill”
“Understanding of mathematical concepts”
Appreciation of art works”

24. Objectives are the descriptions of what eventually
take place in the classroom. They
 Should be SMART (specific, measurable, attainable,
realistic, time bound)
 A standard way of judging what has been achieved
or not achieved
 The chief functions to guide the teachers in making
decisions on what to cover, what to emphasize,
what content to select and what learning
experience, activity, strategy or method best suits a
certain learning plan

25.  Have two essential components namely behavior and
content but for assessment purposes, the objectives should
be written w/ the ff. elements:
A- audience or the performer
B- behavior or the action verb specifying the learning
outcome
C- content or the subject matter
C- criterion or the degree of performance considered
sufficient to demonstrate mastery
Example: The student (audience) should distinguish
(behavior) all (criterion) objectives indicating learning
outcomes (content) from a set of objectives having both
learning outcomes and learning activities (condition)

27. • 1. Goals and Objectives
The activity should be selected according to the
purposes served at a particular time for a specific
group of students. It should help attain the objectives
postulated for the course and the general goals of the
school.
• 2. Maximize opportunities to achieve multiple goals
Activity should contribute maximally to the attainment
of specific goals and corollary objectives as well as
concomitant outcomes

28. • 3. Student Motivation
Activity should make the learners actively engaged
and can sustain students motivation
• 4. Principles of Learning
Activity should be based on the principles of learning
such as those that pertain to students cognitive
development, attitudes and values, nature and growth
of motor abilities and skills.
• 5. Facilities, Equipment and Resources
Activity selected should consider the facilities
available, the equipment and teaching resources that
maybe used, and the administrative organization and
structure of the school

29. 1. Relate to large curriculum goals-critical thinking, problem
solving, self confidence, and other valued ability and
dispositions
2. Put students in touch with a powerful idea or form of
perception
3. Be scaffolded so that students are not confused or
frustrated
4. Challenge students so that they will extend their present
status
5. Allow for individualism so that those with different
background sand levels of development can contribute
and progress

30. 6. Fit within existing constraints of time, space, resources, and
students characteristics
7. Provoke emotional and physical as well as intellectual responses
8. Offer multiple perspectives on topics, issue, or problem
9. Help students make connections to what they are learning in
other subject areas
10. Contribute to the quality of life outside of school
11. Contribute to multiple goals and outcomes
12. Allow students to choose, design, revise, carry out, and
evaluate the activity
13. Offer students many ways to construct knowledge- through
movement, manipulation, visuals, and not just through text and
number

31. • 14. conform to the official mandates regarding the
content to be taught
• 15. give students opportunity to see how the activity
fits within the bigger curriculum picture
• 16. draw upon community resource people, sites,
records, and other documents
• 17. integrate skills in larger natural tasks rather than
isolated skill exercises