By: Michael A.

Figueroa Principal, HSD

 It puts down in writing the classroom activities that

A .Detailed Lesson Plan

may occur. The teacher writes down all the questions he is going to ask from the pupils under the column teacher activity and the expected answers under the column pupil activity.

B. Semi Detailed Lesson Plan

Omits pupil activity.
It contains only the lesson procedure or the step of the

lesson.

C. Brief Lesson Plan

Shorter than the Semi-Detailed

PARTS OF A LESSON PLAN

A. Objectives or Thrust B. Subject Matter, Materials C. Procedures or Strategies

C. Procedures or Strategies
C.1 Review C.2 Motivation C.3 Presentation Of The Lesson C.4 Generalization C.5 Application C.6 Formative Evaluation C.7 Assignment or Agreement

D. Evaluation

OBJECTIVES
Provides goals to be attained.
Gives direction to the class discussion. Calls for what out comes to expect.

Objectives may be GENERAL or specific.

General Objectives Usually broad in scope and may be the objective of a course, subject, or semester. It cannot be attained in one lesson. Specific Objectives Usually attainable in a specific lesson and contributes to the accomplishing of the general aim. Are also called behavioral objectives (Visible and Measurable)

General VS Specific
1. General: To understand the addition of dissimilar

fractions Specific: To solve at least 9 out of 10 exercises in addition of dissimilar fractions. passages read. Specific: to list down all the beautiful descriptions in the passages read. and an adverb. Specific: To construct sentences using adjectives and adverbs correctly.

2. General: To appreciate beautiful description in the

3. General: To know the difference between an adjective

THE TAXONOMY OF EDUCATIONAL OBJECTIVES

A.COGNITIVE

B.PSYCHOMOTOR

C.AFFECTIVE

A.COGNITIVE OBJECTIVES
Involves the factual knowledge, ideas, and intellectual

abilities,
Associated with the logical thinking processes.

Hierarchy of Cognitive Domain

Hierarchy of Cognitive Domain

1. Knowledge
Objectives related to simple recall, rote memory

learning, and knowledge of facts.

Define, identify, recall, acquire, describe, name, list

down, select, label.

Knowledge
Define, identify, recall, acquire, describe, name, list down, select, label.

2. Comprehension
Refer to as understanding
When the student is able to translate in his own words

the meaning of terms taught to him. Distinguish, convert, defend, give example, estimate, paraphrase, explain, discuss, predict, extend, summarize, generalize, translate, transform, to give in own words, illustrate, prepare, change, rephrase, restate, interpret, differentiate, Explain, demonstrate, tell in, infer.

2. Comprehension
Distinguish, convert, defend, give example, estimate, paraphrase, explain, discuss, predict, extend, summarize, generalize, translate, transform, to give in own words, illustrate, prepare, change, rephrase, restate, interpret, differentiate, Explain, demonstrate, tell in, infer

3. Application
Deals with application of concepts and principles to

new situations, solves mathematical problems, construct charts, and demonstrates correct usage of a method of procedure. Change, prepare, compute, use, solve, discover, modify, relate, disseminate, apply, generalize, develop, organize, use, employ, transfer, restructure, classify.

Change, prepare, compute, use, solve, discover, modify, relate, disseminate, apply, generalize, develop, organize, use, employ, transfer, restructure, classify

4. Analysis
The breaking up of a communication or text into its

constituent parts or elements. Distinguishes facts and inferences, evaluates the relevance of data, and analyzes organizational structure of work. Breakdown, diagram, subdivide, illustrate, infer, separate, outline, point out, deduce, analyze, contrast.

Breakdown, diagram, subdivide, illustrate, infer, separate, outline, point out, deduce, analyze, contrast.

5. Synthesis
The putting together of elements and parts to form a

whole. Involves the process of working with pieces, parts, elements, and arranging and combining them to constitute a pattern. Design, create, organize, categorize, reorganize,plan, combine, devise, rearrange, comply, tell, modify, generate, rewrite, constitute, originate, document, produce, specify, derive, synthesize.

Design, create, organize, categorize, reorganize, plan, combine, devise, rearrange, comply, tell, modify, generate, rewrite, constitute, originate, document, produce, specify, derive, synthesize.

6. Evaluation
The judgment about the value of the material and

methods for given purposes. Appraise, conclude, justify, contrast, criticize, interpret, discriminate, judge, argue.

Appraise, conclude, justify, contrast, criticize, interpret, discriminate, judge, argue

B.PSYCHOMOTOR OBJECTIVES
Concerned with purposeful motor activity or physical

skills by which a task is performed. Assemble,build,calibrate,clean,connect,construct,corr ect,design,dismantle, drill,fasten,fix,grind,manipulate,mix,mend,perform,m easure,execute,install, handle, use, operate.

B.PSYCHOMOTOR OBJECTIVES
Concerned with purposeful motor activity or physical

skills by which a task is performed. Assemble,build,calibrate,clean,connect,construct,corr ect,design,dismantle, drill,fasten,fix,grind,manipulate,mix,mend,perform,m easure,execute,install, handle, use, operate.

C. AFFECTIVE OBJECTIVES
Associated with feeling
Concerned with the values of an individual

including interests, appreciations, and attitudes. Appreciate, admire, initiate, show respect for, participate actively, find pleasure, observe strictly, utilize wisely, listen critically, form sound judgment, sustain interest in, comply with, assume, responsibility for, utilize wisely, and effectively, a accept, value, conserve, sharpen, exert.

B. Subject Matter/Materials
Specifies the subject matter, textbooks, library

references, apparatuses, visual aids and equipments needed that will help attain the objectives.

C. Procedures
Includes both teacher and pupil activity in the

detailed lesson plan.

There should be varied types of procedure

because of individual differences.

Ingredients of Procedure
Motivation techniques Do not start the lesson by saying today, class we are going to study_____. Motivations are generally classified as intrinsic and extrinsic. Intrinsic Motivation It is based on fundamental needs and drives and which will arouse the learners innate desire to act. The teacher should use the interest of the students by relating the subject matter to their important needs or goals. Extrinsic Motivation Something external and is based on incentives designed to make learners more responsive.

*the teacher should use a variety of suitable motivational devices ranging from challenging questions, audiovisual aids, stirring stories or anecdotes, contests, games, puzzles, songs, drills, projects, sharing of experiences, acting out a story or performing an action song.

B. Review
A review of previous lesson, if necessary, should be included in

the plan to determine entry knowledge and skills to enable the class to understand the new lesson better. C. Presentation of the lesson

The methods or procedures followed in teaching are determined

by the objectives of the lesson, the nature or degree of difficulty of the subject matter, the ability and experiences of the learners, the devices and equipments available, and the teachers orientation. D. Application
Prepare exercises which will show how well the students

understand the lesson presented. The application may be done either in writing or orally.

E. Assignment The success of the succeeding lesson depends on the effectiveness of the assignment. According to Shipley, an assignment is a job, a piece of work, or a task given out by a teacher to an individual or to the class. It may also be a problem to be solved, something to be read, themes to be written, questions, to be answered, a practice to be done, a project to be undertaken, and the like.

F. Evaluation It is an evaluation of the results of teaching and the extent of learning. It is the process of determining to what extent the educational objectives are being realized. It seeks to answer the following questions:

 are the objectives of the lesson achieved?

Are the methods employed effective?

Is the student behavior changed into the

desired direction?

BY: Michael A. Figueroa Principal, HSD