Republic of the Philippines

Bulacan State University

City of Malolos, Bulacan
Tel/Fax (044) 791-0153
Office of the Dean of Instruction

COURSE SYLLABUS

COLLEGE: EDUCATION
DEPARTMENT: BSED
COURSE CODE: EDUC 313C
COURSE TITLE: Principles of Teaching 2
FACULTY: ANGELO VINCENT TUAZON DEL ROSARIO

COURSE DESCRIPTION:

The course provides prospective secondary teachers knowledge and application

of education foundation disciplines, structural components, and models of
teaching and assessment strategies.

LEARNING OUTCOMES (LO):

On completion of the course, the student is expected to be able to do the

following:

ATTRIBUTES OF
IDEAL LEARNING OUTCOMES (LO)
GRADUATE (AIG)
LO1 Hone critical, creative, and metacognitive
reading skills through topic-related assignments,
discussions and analysis;
Highly competent LO2 Adapt practical strategies that will enhance
macroskills;
LO3 Express extensive insights about language
educators/theorists and their works.
LO4 Demonstrate/practice professional and ethical
requirements in creating genre/context appropriate
Ethical professional language situations;
LO5 Take informed risks in trying out these
innovative approaches;
LO6 Acquire deep and principled understanding of
how awareness of second language teaching
theories/practices relate to larger pedagogical,
Service-oriented
historical, social, cultural, and political processes;
LO7 Give examples of situations/solutions in/for
which learners need remediation;
Contribute to LO8 Assess the value systems and perceptions in
country’s these prevailing theories; and
sustainable growth LO9 Continue learning in order to better fulfill their
and development mission as teachers.

LEARNING EPISODES:

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Learning Learning
Topics Week
Outcomes Activities
1. VMGO 1 Discussion of
2. Orientation on the course VMGO
requirement Checking of
3. Overview of the course COR
Course
Orientation
The Teaching Profession 1-2
1. Interpersonal Roles
2. Pedagogical Roles
3. Teaching as a Science and an
Art
4. Teaching as an Integrated
Process
Elements of Teaching-Learning 3
Process
1. The Learner Section
2. The Teacher Reflection
3. The Learning Environment Questions
4. Communication Skills
Lesson Objectives 4 Creative
1. Levels of Generality and Scenarios and
Specificity of Goals Simulations
2. Robert Mager’s Approach Peer Instructions
3. Robert Gagne’s Approach
4. Norman Gronlund’s Approach Lecture/
LO1
5. Benjamin Bloom’s Approach Discussions
LO3
6. The Revised Bloom’s Taxonomy
LO6
Instructional Planning 5-6 Brainstorming
LO7
1. Developing a lesson
2. DepEd Order No. 70 s. 2013 Critiquing of
3. Planning for Purposeful sample activities/
Instruction research
4. Types of Lesson Plan
5. The process of lesson Think-Aloud
development
Classroom Management 7 Workshop
1. Approaches to Classroom
Management
2. Positive Approaches to
Classroom Management
3. Classroom Management Models
4. Management of Discipline
5. Management of Physical
Environment and Routine
6. Suggestions for Doing Various
Types of Routine Tasks
7. Effective Classroom
Management Approaches
8-18 Demonstration
LO2, LO4, Teaching
MICROTEACHING
LO5, LO8,
LO9

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FINAL COURSE OUTPUT:
Lesson Plan
Demonstration Teaching

POLICY FOR MICROTEACHING

In connection to and application of the THREE MAJOR topics included in the syllabus,
specifically:
A. Instructional Planning
B. Time-tested teaching Approaches, Strategies and Techniques
C. Second Language Teaching Theories, Approaches, and Principles

Principles of Teaching 2 students will DEMONSTRATE lesson on speaking for secondary ESL
learners.

The DYADS, DATES of PERFORMANCE, and DEMO-TOPICS are:

DYADS TOPICS DYADS TOPICS

(BSED- DATES (BSED- DATES
3A) 3B)
A English by Estrella A The Offering to the
Alfon Sea by Mailin Paterno-
Locsin
B October 2 Shall We Walk by October 4
Pura Santillan- B Filipinos in America by
Castrence Kerima Polotan-
Tuvera
C Barrio Synthesis by C Bell by Guy De
Francisco Icasiano Maupassant
October
October 9
D The Ambitious D 11 A Father Sees a Son
Guest by Nathaniel Nearing Manhood by
Hawthorne Carl Sandburg
E Truce in the Forest E God Sees the Truth
by Fritz Vincken But Waits by Leo
October October Tolstoy
F 16 Riders to the Sea 18
by John Millington F The Last Leaf by O.
Synge Henry
G The Tool by Antoine G The Brothers by
de Saint-Exupery Bjornstjerne Bjornson
October October
23 23
Eveline by James H What is Youth by
H Joyce Ibrahim Jubaira
I My Husband’s I Touch by Lakambini
Roommate by Sitoy
Carmen Guerrero-
Nakpil A Story My Father Told
October November
J Me by Onofre
30 8
J The Distance to Pagsanghan
Andromeda by
Gregorio C.
Brillantes
K Love in the K Misa De Gallo by
Cornhusks by Aida Manuel Arguilla
November Rivera-Ford November
6 L 15 There’s A Teenager in
L Rip Van Winkle by My House by Kerima
Washington Irving Polotan- Tuvera
M I Am A Filipino by M Why Women Wash the
Carlos P. Romulo Dishes by Filomena
November November Collendrino
13 Candido’s 22
N Apocalypse by Nick N Life of Lam-ang
Joaquin (Ilocano epic)
O November My Brother’s O November Doubt by John Patrick
20 Peculiar Chicken 29 Shanley
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 by Alejandro Roces
Patricia of the Green
P Courage by P Hills by Maximo
Bienvenido Santos Ramos
Q Who was the Q The Cask of
Raja’s Son? by Amontillado by Edgar
Loreto Paras-Sulit Allan Poe
November November
27 6
The Witch by If I Were A Boy by
R Edilberto K. Tiempo R Brittany Jean Carlson
and Tobias Gad
S We’re Not So Poor S The Gift of the Magi by
by Maximo Ramos William Sydney Porter
December December
4 Where’s the Patis? 13 The Hack Driver by
T by Carmen T Sinclair Lewis
Guerrero-Nakpil
U The Vagina
Monologues by Eve
December Ensler
11
V A Christmas Carol by
Charles Dickens
W Values by IV Mallari
December
A Son is Born by
18
X Manuel Arguilla

The first fifteen minutes will be for preparations. The actual microteaching will be within 60
minutes.

Prior to demo-teaching schedule, each MUST consult with Sir for the lesson planning.

The microteaching MUST include actual VISUAL AIDS, TASK SHEETS, and other materials
necessary, with the audience really participating.

The LESSON PLAN must follow the format below:

I. OBJECTIVES
Objectives are outcomes that students should be able to demonstrate upon completion of the
lesson or unit.

II. SUBJECT MATTER

A. Topic
B. References
- A bibliographic reference is ideal.
C. Materials
 As you plan, what materials will you need?
 Can the school provide the materials?
 Can you provide the materials?
 Can students provide materials?
 Have materials available that everyone needs: pencils sharpened, paper, colored
paper, scissors, glue, markers, sticky notes, plastic cups, thin rope, cut-out letters, flip
cards for pluses and minus, toothpicks etc. (nothing possibly dangerous)
 Must be readily available for ease of transitions. For example, if computer based,
state where computers are located.

III. PROCEDURES
A. Routinary Activities
B. Recapitulation
 Encourages learners to use what they have been taught in previous lessons
C. Lesson Proper
1. Warm-Up
o When students enter the classroom, how can we focus their attention on the
task at hand?
o Having a focus allows students to begin thinking about learning and the
specific topic.

Motivation Question/Situation
A motivation question is asked t try to identify the parallel experience to the one
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 found in the topic or reading material. It is drawn from the experience of the
reader. As many answers are generated from the students without any response
considered as incorrect. This question has two aims: first, to solicit the student’s
interest and to sustain it; second, to direct the thoughts or minds of the learners
towards a parallel incident that has yet to be encountered.

Motive Question/Essential Question

A motive question is given to develop a purpose for reading. It serves as a
guideline to enable the reader to focus on a specific aspect of the story. It is a
literal level question that aims to sustain the attention of the reader so that
he/she might identify an event from the story/topic that is parallel to their own
experience generated by the “motivation question.”

2. Presentation
o Grab the attention of the students
o Set the tone for the lesson connected to the objective
o A question, story, saying, an activity, discussion starter
o Teaches the lesson content and concepts. Create an activity to introduce the
concept or skill (e.g., introduce new vocabulary by asking learners to work in
groups to identify words related to taking medications) and then introduce
information through a variety of modalities using visuals, realia, description,
explanation, and written text. Check for learner understanding of the new
material and make changes in lesson procedures if necessary.

3. Discussion (Questions)/ Group Activities

o The topic is unravelled through a slow yet logical manner with questions and
activities prepared and designed by the teacher.
 Literal Dimension
 Inferential/Interpretative Dimension
 Critical Evaluative Dimension
 Application/Integrative Dimension
 Creative Dimension

Implementing group learning will allow more students to become actively involved,
encourage reticent students to participate, and pool more experience and ideas.
Small groups may complete their learning task, then relate their findings to the class.
Want more? Additional group possibilities, as discussed by Neff and Weimer (1989),
are:
Brainstorming generates ideas, information, or solutions in short, specific amounts of
time.

Buzz Groups are usually 3-5 members who meet in class for 10-15 minutes, discuss
a single question, and report their findings to the entire class. The primary feature is
the short amount of time.

Case Study is a written document about a real problem that a student studies. A
guide is supplied the student, usually with a list of suggested reading. After one or two
weeks of analysis, students present findings and analysis for group discussion. A
written paper accompanies the presentation.

Concentric Circles place a small circle of participants inside a large circle. The inner
circle discusses a topic while the outer group listens. The discussion roles then
reverse.

Debate/Discussion uses pro and con participants who consider a controversial

subject. The goal is to convince the audience, not attack the opponent.

Panel/Discussion is a small group discussing an idea among themselves, in front of

the class, who then join in later.

Phillips 66 uses six people who discuss their views, opinions, or experiences on a
topic for 6 minutes.

Picture-Making Groups highlight a principle or idea related to a topic by drawing a

simple sketch on a board or large piece of paper to illustrate the group’s thinking.

Reverse Thinking assigns group members opposite views from their own for
discussion purposes.

Role-Play is the spontaneous acting out of a situation, after which there is a

discussion of situation context and underlying feelings.

Symposium/Discussion includes breaking a topic down into parts, presented in brief

speeches by members of the group. After the speeches, a class discussion is used.

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 Seminars are best suited for small classes of 10-15 students and have small-group
and individual-based learning dimensions. Each student specializes in one area of a
broad subject. Reading is assigned, reports are written, and students present their
analysis to the entire group. Copies of each paper often accompany a presentation.
The instructor serves as the “expert” and guides discussion.

4. Guided Practice
o Teacher controlled
o Use a variety of questioning strategies to determine the level of
understanding
o Journaling, conferencing
o Can be done individually or cooperatively
o Ensure activity is rigorous and relevant to the students
o Implement accommodations from IEPs for special education students
o Provide guidance as students solve real world problems
o Provide hands-on activities and opportunities that allow students to practice
their newly learned skills and concepts
o Walk students through the learning process

5. Independent Practice
o Allow students to use critical thinking skills as they practice completing
lesson, assignment, project on their own
o Ensure assignment/activity is rigorous and relevant. Aim for having students
solve a problem that will have unpredictable outcome or solution
o Students continue to practice the use of the skill or knowledge on their own
o Essential for mastery
o Should have some elements of different contexts so that the skill/concept
may be applied to any relevant situation…not only the context in which it
was originally learned

6. Generalization
o Designed to bring a lesson presentation to an appropriate conclusion; help
students bring things together in their own minds, to make sense of what
has just been taught; used to:
o Cue students to the fact that they have arrived at an important point in a
lesson or the end of a lesson
o Help organize student learning
o Help form a coherent picture to consolidate, eliminate confusion and
frustration
o Reinforce major points to be learned; an act of reviewing and clarifying key
points of a lesson, tying them together into a coherent whole

7. Application
o The application part of a lesson is "where the rubber meets the road." It is
also essential to effective language teaching.
o After a new language skill has been introduced and presented by the
teacher, and practiced by the students, the lesson is far from over. The
teacher must evaluate the students to make sure that they are performing
the new skill correctly and then provide activities that require students to
take what they have practiced in class and try to apply it correctly in "real
life" situations.
o These "real life" situations may be in class, out of class, or both.
o Here are some examples of applications for particular lessons:

After learning about and practicing English numbers during the first phases
of a lesson...

Students might be asked to use these words in the "application" phase of

the lesson by giving their own address or telephone number.

After learning to read a particular bus schedule during the first phases of a
lesson...

Students might be asked to get information from another bus schedule, or a

slightly different type of schedule.

After practicing a particularly difficult English sound during the first phases of
a lesson...

Students might "apply" their new pronunciation skill by learning a famous

quote (or even a tongue twister) that uses that sound.

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 After learning the proper form of a job application letter and reading several
model letters in English ...

Students could write their own letter of application for a job they would like
to have.
IV. EVALUATION
 By the end of the period or time allowed, have students learned the objectives?
 How do you know?
 Provide a rubric so students know the expectations.
 Modify assessments to meet student needs.
 Evaluations can be holistic or specific.
 Good instruction includes checking for student learning. This can be informal--
questions that ask students to tell you what they know about the subject now--or
formal--tests, worksheets, project presentations, oral reporting, etc.
 Assesses each learner’s attainment of the objective. Include oral, aural, written, or
applied performance assessments.

V. ASSIGNMENT
 Homework is essential to learning, and should be a part of your lesson plan. You may
feel the expectation from yourself, other instructors, and your students to assign a
hefty amount. But how much homework is optimal? Here are some points about hom-
work to consider when developing a lesson plan:
o Length—the time an average student is expected to spend to complete the
assignment; don’t give more practice problems than needed.

o Difficulty—each practice assignment should include easy, medium, difficult,

and challenging problems.

o Context—are the practice activities meaningful? Are they in terms that

connect with the students’ reality in some way?

o Feedback—how will student responses and answers be critiqued and

improvement suggestions be transmitted to them?

o Variety—does the assignment give the student a thorough workout of all

mental muscles?

 Gagné, Briggs, and Wagner, in their Principles of Instructional Design, stress adding
variety to homework and in-class practice sessions to help students apply knowledge to
new situations or retain and transfer learning from the classroom to the real world.

The micro teaching will be graded based on the following rubrics:

This requirement is equivalent to the TERM EXAM of the course and constitutes 50% of the
entire grade.

DEMONSTRATION TEACHING OBSERVATION CHECKLIST

DEMONSTRATION TEACHING OBSERVATION CHECKLIST

Student Teacher:___________________________________________________________________
Major: ENGLISH
Year and Grade: _________________________Topic/Subject
Matter:__________________________________ Date:___/ ___/___ Time Started:_________
Time Finished: _________

TO THE OBSERVER: Below is a checklist of standard competencies that should be

considered in delivering a lesson. Respond to each of the following statements by
writing on the blank that which corresponds to your observation.
O = Observed (2pts)
M = More emphasis needed (1pt)
NO = Not Observed, would have been appropriate
ON = Observed, would not have been appropriate

LESSON PLANNING AND PREPARATION

Selecting Instructional Objectives
_____1. Teacher’s objectives reflect high level learning related to curriculum
frameworks and standards; they are adapted, where necessary, to the needs
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 of individual students, and permit practical/ workable methods of assessment.
Mapping Coherent Instruction
_____2. All of the elements of the instructional design support the stated
instructional objectives, engage students in meaningful learning, and show
evidence of student input. Teacher’s lesson or unit is highly coherent and has
a clear structure.
Instructional Materials, Resources, and Technology
All materials and resources support the instructional objectives and key
concepts, and most engage students in meaningful learning. Teacher
incorporates various instructional supports like slides, films, diagrams,
illustrations, etc. These are presented by the teacher through:

_____3. Presenting slides/aids in an appropriate speed;

_____4. Using slides/aids that are organized and level-appropriate;
_____5. Using slides/aids that are readable with respect to color choice and font
size;
_____6. Using slides/aids that are grammatically error-free;
_____7. Using clear audio/video resource; and
_____8. Using audio/video appropriate for ESL learners.

CLASSROOM MANAGEMENT
Managing Classroom Procedures/ Organizing Physical Space
Classroom routines and procedures are seamless in their operation, and
students assume considerable responsibility for their smooth functioning are
presented by the teacher through:

_____9. Beginning class on time in an orderly, organized fashion;

_____10. Appearing well-prepared for class;
_____11. Responding to changes in student attentiveness;
_____12. Presenting a style facilitates note-taking;
_____13. Praising students for contributions that deserve commendation;
_____14. Responding constructively to student opinions;
_____15. Calling out students by their names;
_____16. Treating class members equitably;
_____17. Listening carefully to student comments and questions;
_____18. Recognizing when students do not understand;
_____19. Encouraging mutual respect among students;
_____20. Responding to distractions effectively yet constructively;
_____21. Responding confidently to student inquiries for additional
information;
_____22. Giving students enough time to respond to questions;
_____23. Refraining from answering own questions;
_____24. Responding to wrong answers constructively;
_____25. Allowing opportunity for individual expression;
_____26. Giving prompt attention to individual problems;
_____27. Obvious careful safety supervision;
_____28. Allowing sufficient time for task completion;
_____29. Providing enough demonstrations that are visible to all;
_____30. Providing opportunities for dialogue about the activity with peers
and/or the instructor;
_____31. Allocating sufficient clean‐up time within class section;
_____32. Involving group works;
_____33. Using a rubric for a particular task;
_____34. Observing good budgeting of time; and
_____35. Ensuring that the physical environment supports the learning of all
students.

TEACHING-LEARNING PROCESS
Knowledge of Content and Pedagogy/ Questioning and Discussion Skills/ Students’
Learning/ Students’ Response to Activities
Teacher’s knowledge of content and pedagogy is extensive, showing evidence
of a continuing search for improved practice. Teacher actively builds on
knowledge of prerequisites and misconceptions when describing instruction or
seeking causes for student misunderstanding. Students are intellectually
engaged in challenging content, through well-designed learning tasks, and
suitable scaffolding by the teacher, and fully aligned with the instructional
outcomes. There is evidence of some student initiation of inquiry, and student

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 contributions to the exploration of important content. The pacing of the lesson
provides students the time needed to intellectually engage with and reflect
upon their learning and to consolidate their understanding. These are
presented by the teacher through:

_____36. Reviewing prior class material to prepare students for the content to be
covered;
_____37. Previewing lecture/discussion content;
_____38. Clearly stating the goal or objective for the period;
_____39. Providing internal summaries and transitions;
_____40. Summarizing and distilling main points at the end of class;
_____41. Tailoring the lesson to help many kinds of students;
_____42. Selecting examples relevant to student experiences and course
content;
_____43. Integrating text material into class presentations;
_____44. Relating current lesson content to what’s gone before and will come
after;
_____45. Making lesson content relevant with references to “real world”
applications;
_____46. Using words taught in the unlocking of difficulties throughout the
lesson;
_____47. Does not digress often from the main topic;
_____48. Explicitly stating relationships among various topics and facts/theory;
_____49. Explains difficult terms, concepts, or problems in more than one way;
_____50. Presenting background of ideas and concepts;
_____51. Encouraging students to respond to each other’s questions;
_____52. Encouraging students to answer difficult questions by providing cues
and encouragement;
_____53. Presenting challenging questions to stimulate discussion;
_____54. Noting and responding to signs of puzzlement, boredom, curiosity etc.;
and
_____55. Repeating answers when necessary so the entire class could hear;
_____56. Clearly explaining directions or procedures; and
_____57. Clearly explaining goals of the activity.

LANGUAGE PROFICIENCY
Use of language/ Conveyance of Information and Ideas
Teacher’s spoken and written language is correct and expressive, with well-
chosen vocabulary that enriches the lesson. These are presented by the
teacher through:

_____58. Speech fillers, (for example, “OK, ahm”) that are not distracting;
_____59. Communicating a sense of enthusiasm and excitement toward the
content;
_____60. Using humor that is positive and appropriate;
_____61. Speech that is neither too formal nor too casual;
_____62. Speaking about course content with confidence and authority;
_____63. Using rhetorical questions to gain student attention;
_____64. Voice that is raised or lowered for variety and emphasis;
_____65. Using facial and body movements that do not contradict speech or
expressed intentions;
_____66. Conveying information and ideas with clarity;
_____67. Blackboard writing that is large and legible;
_____68. Using gestures to enhance meaning and not to release nervous
tension;
_____69. Establishing and maintaining eye contact with students;
_____70. Talking to the students, not the board or windows;
_____71. Varying the pace to keep students alert; and
_____72. Answering student questions clearly and directly.

ASSESSMENT OF LEARNING OUTCOMES

Congruence with Instructional Objectives/ Assessing Student Learning
_____73. Teacher’s plan for student assessment is fully aligned with the
instructional outcomes, with clear criteria and standards that show evidence
of student contribution to their development.
_____74. The teacher gives opportunities for self-assessment/ reflection (e.g.,
reflection minute papers, reflection about assignments, reflection connecting

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 material in class to the students’ personal lives, asking questions such as
“How do you know you’re correct?”).
_____75. There is student peer assessment during the class (e.g., the teacher
uses questions such as asking for one student to restate and comment on
another student’s answer, the students evaluate each other’s work.).
_____76. The teacher uses various formative assessment techniques during
class (e.g., ticket out the door, clickers, group work) and acts on those
assessments to improve student learning and move the class forward.
_____77. The teacher emphasizes the importance of learning and understanding
the material (not for points or grades).

REINFORCEMENT OF LEARNING
Providing Opportunities to Strengthen Students’ Written Work, Performance Tasks,
and Quarterly Assessment
The teacher integrated and carried out the plan for reinforcing learning
through well-defined agreement and established connection to next lesson.
These are presented by the teacher through:

_____78. Giving follow-up practices on the lesson;

_____79. Introducing the next topic;
_____80. Carefully explaining assignments; and
_____81. Giving enough references and resources.

COMMENTS
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________
Adapted from:

Weimer, M., Parrett, J., & Kerns, M. (2002) How Am I Teaching?: Forms & Activities for
Acquiring Instructional Input. Madison, Wisconsin: Atwood Publishing.

Department of Education Order No. 3, Series of 2016

SCORE TRANSLATION:
0-27 UNACCEPTABLE
28-81 INCOMPLETE
82-135 NEEDS
IMPROVEMENT
136-162 TARGET
ACHIEVED

LESSON PLAN

RUBRIC FOR FINAL REQUIREMENT (LESSON PLAN)

1. STUDENT PERFORMANCE OBJECTIVES (10)

Objectives are SMART. The expected behaviour, condition, and degree of mastery are
stated.

Objectives were designed to answer the essential question and clearly stated what
students would be able to do at the end of the lesson (versus what the teacher would do or
what the students should know).
2. INSTRUCTIONAL APPROACH(ES)/ DIFFERENTIATED INSTRUCTIONAL
STRATEGIES (10)
Provides a detailed overview of diverse and effective teaching procedures that are student
student-centered;

Addresses classroom atmosphere and student management; explains how a variety of

diverse student groupings will be used to construct meaning from language experiences
and develop dispositions for further inquiry and learning.

Instructional strategies appropriate for learning outcome(s). Strategy based on a

combination of practical experience, theory, research and documented best practice.
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Uses strategies that have a positive effect on student learning; uses technology.

Entire lesson includes materials, activities and strategies that reflect the differing needs of
students (learning styles, etc.). All activities and strategies are developmentally appropriate;
activities include maximum student participation and schema building.

Specific activities that differentiate the content, process, product, and/or learning
environment are designed to provide advanced achievement for all learners.

Strategies clearly and creatively address multiple learning styles.

Varied curricular or pedagogical efforts to address the cultures of students who

may be/are present in the classroom are stated.

Efforts move the lesson toward transformative multicultural education.

Adaptations that address physical or emotional needs of learners are stated and
differentiate instruction in creative and sensitive ways for all learners and lessons.
3. MATERIALS/ ESTIMATED TIME FOR INSTRUCTION (5)
Uses a variety of material resources to conduct lesson including such things as
demonstrations and/or simulations to provide for multiple modes of learning as appropriate;

Notes appropriate safety precautions if appropriate; a range of resources & materials are
effectively integrated into the context of the lesson, engaging all learners and providing for
optimal student learning.

Additional resources are listed for extended learning activities;

Timing defined and appropriate for all sections of the lesson.

4. ASKING KEY/GUIDING QUESTIONS (15)
Guiding question(s) are included, appropriate, increasing in difficulty, and well worded.
5. SOURCE OF MOTIVATING STUDENTS/ ACTIVATING STUDENTS’ PRIOR
KNOWLEDGE (10)
Source of motivating through “hook” is extremely engaging and effective in incorporating
diverse student ideas, interests, and/or personal experiences.

Source of activating students’ prior knowledge is creative/unique, appropriate for readying

students, and addresses diverse learners.

Does a thorough job of reviewing prior learning and relates it to the current lesson; elicits,
confronts, and resolves students’ alternative conceptions if appropriate.
6. TEACHING OF TERMS/VOCABULARY/UNLOCKING OF DIFFICULTIES (5)
All necessary terms and/or vocabulary are identified and/or defined in user-friendly terms
that advance student learning.
7. STUDENT ENGAGEMENT (10)
Strategies actively engage students throughout lesson.

Strategies challenge and encourage use of critical thinking and/or problem solving.
8. CLOSURE OF LESSON/ GENERALIZATION (5)
A description of steps that will be taken at the conclusion of a lesson to summarize student
learning and help students extend lesson information to make other connections is
included.
9. ASSESSMENT/ CHECKING FOR UNDERSTANDING (10)
Appropriate and connected to all objectives; assessment activities measured
student application of objectives taught in the lesson.

Reviews the lesson objectives for students, and does a good job of eliciting
students’ understanding in relation to the lesson’s student performance
objectives including alternative conceptions.
10. EXTENSIONS/HOMEWORK (10)
Plan clearly outlines the activities that will be available to extend students’
understanding when students have learned the concepts presented
(enrichment and extension). The lesson also provides follow-up activities that
will help students be ready to apply what they have learned.
11. SPELLING AND GRAMMAR/ ORGANIZATION AND PRESENTATION (10)
All directions or explanations are clear.

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Entire lesson is free of grammatical and spelling errors.

Plan clearly states how students will share resources and how the lesson will be broken
down in segments, including approximate time for each segment, the transition points in
the lesson, and what is expected from students during transition points.

Plan also indicates how the classroom environment will be set up to facilitate and support
the activities, including how students will be arranged for the activities.

Complete package; is well organized and very professional.

GUIDE QUESTIONS FOR LESSON PLAN CRITIQUE

The purpose of the following questions is to help you look at the lesson plan, and
critically review it. The intention is NOT to simply answer the following questions. Use
them to prepare a narrative response that is a review, or critique, of the lesson plan.

1. Are adequate descriptive information provided clear, distinguishing the subject, grade
level, lesson topic, and so forth?

2. Are lesson goals clearly stated, or easily inferred? What do they appear to be?

3. Are instructional objectives clearly stated, or inferred? Do they seem obtainable?

4. Is the rationale for the lesson clear and justifiable (e.g., relevant to content
standards)? Or does it see m to be up to you, the reviewer, to determine how this lesson
might be appropriate to your teaching needs? If so, can you readily identify a rationale
for this lesson (other than “this seems like a fun lesson”)?

5. Is the plan’s content appropriate for children a t this grade level?

6. Does the plan’s content contribute to achievement of the objectives?

7. Is the instructional plan workable, given the time frame and other logistical
considerations impacting classrooms?

8. Does the set (e.g., anticipatory set, or motivation) engage students; is it indeed
motivating?

9. Does the plan indicate how guided (or coached) practice will be provided for each
child?

10. Are assignments clear, manageable, and related to the lesson objective(s)?

11. Is adequate closure provided to reinforce learning, convey a sense of completeness,

and synthesize the content of the lesson?

12. Are materials and supplies suggested? Are they appropriate for the grade level,
adequate to meet the needs of all students, and do they contribute to the lesson? Are
they readily and/or inexpensively available?

13. Do the evaluative criteria suggested provide observable data to determine how much
students have learned from the lesson?

14. Do the evaluative criteria suggested provide observable data to determine how well
the teacher accomplished the objective(s)?

15. Is the lesson plan in any way coordinated with other aspects of the school program
to provide for integration of subject matter?

16. Does the lesson fit the needs of children by attending to the total child–emotionally,
physically, mentally, socially, morally, and ethically?

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17. Is the lesson worthwhile?

18. Is a time frame for completing the lesson provided?

RUBRIC FOR CRITIQUE

Adapted from:
http://www.clayton.edu/portals/693/docs/Lesson-Plan-Rubric-Form.pdf https://www.brescia.edu/_uploads/Rubric-for-Lesson-Plan.pdf
http://www.nctq.org/dmsView/Lesson_Plan_Rubric http://www2.phy.ilstu.edu/pte/311content/lessonstudy/lesson_plan_scoring_rubric.pdf
https://www.wmcarey.edu/sites/default/files/documents/education/EDU3000Lesson%20Plan%20Rubric%20Edu%203000%20su13.pdf

GRADING SYSTEM:

Midterm (LessonPlan)
Final (Teaching Demonstration) 50%
Attendance 10%
Class Participation/Recitation 20%
Activities/ Quizzes 20%
Total 100%

Final Grade = Midterm Grade + Tentative Final Grade Period ÷ 2

1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 5.0
74
97- 94-96 91-93 88-90 85-87 82-84 79-81 76-78 75 and
100 below

REFERENCES:

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Agno, Lydia N. (2011) Principles of Teaching 2. Quezon City: C & E Publishing, Inc.
Acero, V.O., et. al. (2012) Principles and Strategies of Teaching.
Manila: Rex Publishing, Inc.
Corpuz, Brenda; G. Salandanan. (2015) Principles of Teaching 2 (A modular Approach)
Quezon City: Lorimar Publishing, Inc.
Corpuz, Brenda; G. Salandanan (2014) Principles of Teaching 2 (With TLE)
Quezon City: Lorimar Publishing, Inc.
Tejero, E.G., et al. (2012) Multi-disciplinary Teaching Strategies
Mandaluyong City: National Bookstore Publishing House
Ocampo, D. J. & Hermosa, N. H. (1997). EDR 210 Module: Trends in reading instruction. U.P.
Open University, Diliman, Quezon City: Office of Academic Support and Instructional
Services.
Ocampo, D. J.(n.d.). GPU: a second look. Department of Reading, University of the Philippines,
Diliman.

Effective Lesson Planning, Teaching Excellence in Adult Literacy (TEAL) U.S. Department of
Education, Office of Vocational and Adult Education

New Teacher Academy: Lesson Planning

Lisa Dabbs explains the importance of effective lesson planning for new teachers.

ONLINE RESOURCES:
https://www.slideshare.net/roxannetiffanydotillos/principles-of-teaching-2
https://www.slideshare.net/rtiangson1/principles-of-teaching-2developing-a-lesson
https://www.slideshare.net/justindoliente/principles-of-teaching-33070911
https://www.slideshare.net/jhunarar/deductive-and-inductive-method-of-teching
https://www.slideshare.net/dwaynedumopoy/chapter-6-instructional-planning-and-
development-by-dwein-d
http://www.edutopia.org/blog/new-teacher-lesson-planning-lisa-dabbs
http://linguistics.byu.edu/faculty/henrichsen/LessonPlanning/lp_15.html
http://www.edutopia.org/blog/new-teacher-lesson-planning-lisa-dabbs
http://linguistics.byu.edu/faculty/henrichsen/LessonPlanning/lp_15.html

www.niagara.edu/assets/Uploads/Observation-Form-TESOL-2.pdf
files.eric.ed.gov/fulltext/ED505392.pdf

Planning a Successful Lesson, A Teaching for Success Focalite ©Pentronics Publishing 2006

Laudiano, R. (2007). The four-pronged approach in reading instructions. Retrieved November 3,

2012 from http://jeanettepatindol.com/uploads/3/5/3/0/353097//the_four-pronged_approach.pdf

Planning a Lesson
The National Capital Language Resource Center gives detailed explanations and examples on
how to write a lesson plan from beginning to end.
http://www.nclrc.org/essentials/planning/plindex.htmREFERENCES:

Laudiano, R. (2007). The four-pronged approach in reading instructions. Retrieved November 3,

2012 from http://jeanettepatindol.com/uploads/3/5/3/0/353097//the_four-pronged_approach.pdf

Ocampo, D. J. & Hermosa, N. H. (1997). EDR 210 Module: Trends in reading instruction. U.P.
Open University, Diliman, Quezon City: Office of Academic Support and Instructional Services.

Ocampo, D. J.(n.d.). GPU: a second look. Department of Reading, University of the Philippines,
Diliman.
Planning a Successful Lesson, A Teaching for Success Focalite ©Pentronics Publishing 2006

Planning a Lesson
The National Capital Language Resource Center gives detailed explanations and examples on
how to write a lesson plan from beginning to end.
http://www.nclrc.org/essentials/planning/plindex.htm

CLASS POLICIES:

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 1. All cell phones, smartphones, and other electronic devices must be turned off
(or on vibrate) and hidden from view during class time.
2. Arrive to class on time and stay for the entire class period. Regular
attendance is expected. Attending classes is critical to student success.
3. Students are responsible for what transpired if they miss a class. It is the
student’s responsibility to contact a classmate to determine what was
missed. It is not the responsibility of the instructor to check handouts that
have been missed.
4. Students should wear the prescribed school uniform.
5. No special examinations will be administered to absentees unless an excuse
letter from parent/guardian or medical certificate noted by the Co Ed
guidance counselor and class adviser is presented.
6. ZERO TOLERANCE for CHEATING. Proven cheating will be given an
automatic 5.0 for the entire course.
7. Assignments/Projects are to be submitted on time. Necessary deduction will
be applied (minus 10% of the total number of items).
8. Be polite and respectful towards others, instructor and other students.
9. All paper works such as essays, reaction / critique paper must be submitted
using the following format:
a. Upper left includes:
Name, student number, Section, Course Code, Date submitted
b. 1-inch margin (all sides)
c. Font: Arial
d. Size: 10-11
e. Line spacing: 1.5

Prepared by:

ANGELO VINCENT T. DEL ROSARIO

Instructor

Noted:

SINAGTALA DP. DE LEON, MAT, LPT

Program Chairperson, BSEd

Recommending Approval:

JOVITA E. VILLANUEVA, Ed.D. LPT

College Secretary

Approved:

Prof. EMELITA G. LAGANAO, LPT

Dean, CoEd

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Declaration
I have read and understood the above syllabus in full and in participating in this course I agree to the
above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed
everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with
due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor in class
or on any social media site at any time

______________________________________ ____________________ _______________

Printed name Signature Date

Student’s Copy

------------------------------------------------------------Cut here-----------------------------------------------------------

Declaration

I have read and understood the above syllabus in full and in participating in this course I agree to the
above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed
everything unclear to me with the instructor.

I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with
due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor in class
or on any social media site at any time

______________________________________ ____________________ _______________

Printed name Signature Date

Instructor's Copy

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