Pre-requisites to

Lesson Planning
* MOTIVATION


1. Knowledge Of The Subject Matter

No teacher can expect to teach
something he himself does not
know.

2. Knowing The Children Or The Students
Good planning requires knowledge of what to
teach as well as of who should be taugh.
Knowing children means understanding their
traits and interest and planning for them.

3. Familiarity Different Strategies
Teacher must know various different approaches, methods
and techniques of teaching. Method which includes all
activities taken up in the classroom, must consider group
and individual interests, aptitudes, capacities and needs. It
must also take in to account the environment that may
influence the class, collectively and individually.
4. Materials
A teacher needs materials that will
facilitate the teaching process. He should
know the materials he will need in a
learning situation.

5. Understanding Of Objectives
This includes the aims of education
especially of Philippine Education, the
aims of the course or subject, and the
aims of the specific lessons.
TYPES OF
LESSON PLANS

Two Types Of Lesson Plans the
Memorized and the Written.

It is obvious that the written type has more advantages
among which are
1. Expression in written form leads to clarity of taught.
2. Protection against forgetting is insured.
3. A written Lesson Plan is an aid to mastery.
4. A written plan forms the basis of later improvement.




AMONG TYPES OF LESSON PLANS GIVEN BY GERALD
A. YOAKAM AND R.G SIMPSON (1949) ARE:

1. syllabus or outline
2. unit plans dealing with a division of subject matter
or a complete activity.
3. detailed study guide,
4. mimeograph exercises
5. workbooks
6. daily plans


Schorling gives Three Types of Plans:

1) the curriculum area or
subject of the year
2) the unit plan
3) daily lesson.




DAILY LESSON PLANS MAYBE CLASSIFIED AS

1. Detailed
2. Semi detailed
3. Brief

The detailed Lesson Plan is anticipatory teaching.
A beginning teacher should be train in writing detailed lesson
plans for many reasons:
1. It helps him master what he is to teach and gives him
confidence
2. It heps him forsee childrens reaction and forewarns him
about problems that may arise.
3. It gives critic teachers a chance to go over what the
student teacher plans to do and and to give suggestions or
to make corrections and thus prevents mistakes in actual
teaching.