WEEK 12-13

TOPICS FOR LESSON PLANNING IN

EPP

Lesson
Plan
(WEEK 12-13)
As future teachers, how do you visualize what your classroom
will look like? Do you see yourself facing challenges that take
place in the classroom? And what are ways that we can create
positive solutions to the issues or prevent them from even
occurring?
As teachers, we can't anticipate everything that will take place in
the classroom. However, we DO have control over the content,
objectives and learning taking place.
Being prepared is not only a goal for good teachers, it is a
requirement.
And as a result, we must prepare a LESSON PLAN!
Learning Objectives:
At the end of the chapter, pre-service
teachers should able to:
Can construct lesson plan appropriate to the skill to
01 be developed.
Differentiate each type of lesson plan and when to
02 use it.
You can describe the topic of the section here
03
What is Lesson plan?
A lesson plan is a roadmap teachers create to structure
daily activity in their classrooms.
A lesson plan is a roadmap teachers
create to structure daily activity in their
classrooms.
THE FOLLOWING KEY
COMPONENTS:
Lesson objectives
what students will learn or be able to do after the lesson

the resources needed to support their learning

Materials
the activities students participate in to achieve the lesson objective
Learning activities

Time requirements the amount of time set aside for each learning activity

Related requirements how the lesson lines up with national, state or school standards

Assessment how teachers will measure student learning

Evaluation and reflection A summary of what worked, what didn’t and why student learning
Lesson Plan
are a core component of teaching, and part
of a broader series of classroom
organization and management tools. They
cover just one lesson, compared to other
kinds of plans that cover a whole unit,
subject or curriculum. If a curriculum is like
a world map, a lesson plan is like the
directions that get you from point A to point
B.
Lesson Plan
The overarching goal of lesson planning is to make
learning more impactful for students.
Lesson Plan
Planning lessons ahead of time
means teachers enter the
classroom each day fully
prepared to teach
new concepts and lead
meaningful discussions –
instead of figuring things out as
they go.
 Approach each lesson with confidence

 Manage classroom time more effectively

 Align learning with standards

 Bring substitute teachers up-to-speed

 Plan – and perfect – into the future

 Document their own progress

 Keep learning consistent:

How will the lesson flow from
the moment students sit down at
their desks until the bell rings at
the end?
 What makes a lesson plan
effective?
Creating an effective lesson plan is much more than filling
in a template. If a lesson is going to achieve all the benefits
mentioned above, teachers need to consider its structure,
the goals they set for themselves and their class, the way
they deliver the material and much more. That’s why, during
the planning process, we recommend incorporating these
eight strategies to make learning more successful.
 What makes a lesson plan
effective?
1. Always plan with students in mind
2. Keep the same overall structure every time
3. Set SMART objectives for each lesson
4. Plan a variety of classroom activities
5. Leave room for discussion
6. Gather (and listen to) feedback
7. Keep an even pace
8. Leave room for flexibility
What does a good lesson plan look like?

Earlier, we mentioned that good lesson

plans, regardless of subject, grade level,
school, teacher or
class, share some common components.
In this section, we dive deeper into what
those components
are, and what teachers should include in
each.
 What Makes a Great Lesson Plan?
What does a good lesson plan look like?
Earlier, we mentioned that good lesson plans, regardless of subject,
grade level, school, teacher or class, share some common components.

1. Lesson objectives
Each lesson plan should start by considering what students will learn or
be able to do by the end of class. The best objectives are action-oriented
and focus on the most important and essential learning needs of the
class.

Examples:
Describe the weather outside using their target language
Identify the parts of a fraction
Explain the different states of matter using water
What does a good lesson plan look like?
2. Materials
What supplies and resources are required to support the lesson? In this section, list everything needed to
deliver on the lesson objective.

Examples:
Textbooks
Computers or tablets
Handouts or worksheets

3. Learning activities
This is the heart and soul of a lesson plan: the step-by-step walkthrough of the lesson itself. In this
section, teachers break down the lesson into individual learning activities – the mechanisms through
which they deliver the lesson – and describe what will happen in the classroom during each one.
To help pick the right activities for each lesson (and there are a lot of possibilities out there), consider:
How they align with the learning objective, along with other standards or requirements
students need to meet
Whether it’s a meaningful and engaging way for students to learn
The amount of time the activity will take
 What does a good lesson plan look like?
Since activities make up the bulk of learning time, it’s important to incorporate a variety of them within a
single lesson plan.

Examples:
Read a poem as a class and lead a discussion about its symbolism using critical thinking questions
students answer aloud (and list some thought-starter questions)
Split into small groups to create posters that explain the water cycle
Individually complete a worksheet to practice graphing linear equations. Check-in with students to see
if they need assistance or have questions.

4. Time requirements
It’s helpful to pair learning activity with a timeline to help keep the class on schedule. It’s also a great way
to figure out if the lesson is realistic given the class time available.
Start by estimating how many minutes will be spent on each learning activity and include that
information alongside the description. Adding a bit of extra time to this estimate will provide some
flexibility in case students have questions or need additional help along the way.
At the end of each lesson, teachers can compare their estimates to actual class time spent on each
activity for more accurate preparation in the future.
What does a good lesson plan look like?
Example:
10 minutes Learning activity 1
15 minutes Learning activity 2
5 minutes Learning activity 3

5. Related requirements
In addition to the lesson’s objectives, teachers can include broader objectives that extend beyond a
single lesson, but to which the lesson contributes, like writing or comprehension skills. This helps tie
learning into other requirements, such as grade-level standards.
In some cases, administrators will require this to happen; in others, it may be voluntary for the teacher
to do so. In either case, make sure the lesson plan aligns with expectations in the school.
Examples:
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action
Follow precisely a multistep procedure when carrying out experiments, taking measurements
or performing technical tasks
Know the formulas for the volumes of cones, cylinders and spheres, and use them to solve real-
world and mathematical problems.
What does a good lesson plan look like?
6. Assessment
Did the lesson meet its objectives? Teachers can find out by including some form of assessment – or a check
for student understanding – into each lesson. If the objective was about understanding a concept, the teacher
might ask students to complete an activity around explaining or using that concept.
Examples:

Quizzes
In-class assignments
Group presentations

7. Evaluation and reflection

Once the lesson is over, teachers can step back and take a few notes about both their observations during
class and their own thoughts about the lesson. This component is all about continuous improvement,
identifying gaps in learning and building stronger lessons in the future.

Examples:
What worked well, what didn’t and why?
What did students need the most help with?
Were the objectives met by the students?
 Planning with a sequence in mind

When planning, teachers need to consider the sequence of the lesson (and ideally, this sequence is
repeatable across the many lessons they teach). For that, learning activities can be split into
phases:

An introduction that explains the lesson’s purpose, objectives and the core concepts students will
learn. To make this engaging and exciting, teachers can try an ice-breaker activity, share an
anecdote, tell a story, play a video or present a quick survey to kick things off.

A foundational review of what students have previously learned, reinforcing details that will be
needed for the current lesson. This will help frame new concepts and content in something already
familiar to the class.

Brain activation that primes students for the main concepts they’re going to learn in this lesson. This
is a great time to ask early questions, gauge students’ prior knowledge and clarify misconceptions
students may have before diving in.
 Planning with a sequence in mind
New information explained in a variety of ways, from assigned reading and teacher presentation to digital
lessons. Teachers lead the way in this phase, helping students actively engage with the material.

A check for understanding that surfaces questions or challenges students have with the new
information. This may follow an initial period of practice or sample problems completed as a class.

A review of new learning that gives students a chance to explore the concepts and information just taught in
more depth, still guided by the teacher. The students and teachers work together to sort out areas of confusion
or correct mistakes.

Practice that splits students into small groups or allows them to practice on their own. In this phase, teachers
make sure students are prepared to use the new knowledge or skills on their own.

A conclusion that summarizes the lesson and discusses how it fits into the bigger picture of their
learning within the unit, the subject or even their lives. This is a teacher’s chance to encourage
retention before students walk out the classroom door.
Comparing: a good vs bad lesson plan
What makes a lesson plan stand out? What makes it fall flat? We combed through
dozens of examples to find out what takes planning to the next level.
A good lesson plan... A bad lesson plan...

Has a clear objective stated at the beginning to keep the learning Is planned around a topic only, without student learning objectives in
activities focused mind

Outlines learning activities in a thoughtful flow Is a laundry list of activities in no particular order
Is easy to scan and read for easy reference during
class, using headings, color, etc. Is a collection of paragraphs or bullet points, without visual
organization
Pairs each activity with a time allocation to keep the
class on pace Lists activities without indicating how long
each will take
Uses a variety of activities to support the lesson
objective and keep students engaged Uses just one or two activities to deliver the
lesson, or uses activities that aren’t well suited
Anchors learning in relevant, real-life ways that to the material
students experience, like current events or topics of
particular interest Doesn’t consider the broader context around
learning and its connection to students’
Includes a plan for assessment to measure progress everyday experiences
toward the lesson objective
Lacks a method to check in on student learning
Provides space for self-reflection so teachers can in a measurable way
make continuous improvements Is a one-and-done plan, without reflection of
what worked well and what didn’t
Sample Lesson Plan in EPP

DETAILED LESSON PLAN IN EPP/TLE 6 Home Economics

FAMILY RESOURCES AND NEEDS

I. Objectives:
Identifies family resources and needs (human, material, and nonmaterial)

II. Subject Matter:

A. Family Resources and Needs
B. K to 12 Curriculum Guide in EPP/TLE, TLE6HE-0a1
K to 12 Teacher and Learner’s Guide in H.E. 6
TLE 6 Home Economics pp. 119 – 120
Learning and Living in the 21st Century pp. 189 – 190
http://www.google.com/search
C. Chart, word cards, meta cards, pictures
D. Value focus: Wise use of family resources
III. Procedure:
A. Motivation
Teacher’s Activity Pupil’s Activity

Class, Let us sing the song Planting Rice

“Planting Rice”. Planting rice is never fun
Bend from morn till set of sun
Cannot stand and cannot sit
Cannot rest a little bit.

Oh my back like to break

Oh my bones for heaven’s sake
And my legs are numb and set
From that soaking in the wet.

When the early sun are break

You will wonder as you make
In the muddy neighborhood
There is work and pleasant food
It is hard to be so poor
And such sorry pain endure
In the muddy neighborhood
There is work and pleasant food
( Repeat all )
 After singing the song, the teacher
will ask:
1. Did you enjoy the song? Yes, Ma’am!
( Answers may vary)
2. How do you feel when you sing
the song?

3. Can you relate the song in your

present situation?

4. What lessons can we get from

the song “Planting Rice”?

B. Unlocking difficulties

Teacher’s Activity Pupil’s Activity

Before we start our lesson, let us

unlock first the following words:
1. home management
Home Management - planning,
organizing, controlling, and
evaluating the use of family
resources in order to realize
personal and family goals and to
satisfy needs and desires.

Resources – sources of supply or

2. Resources support in the form of tangibles
(things) and intangibles (ability,
skills)

3. budget Budget – a plan to estimate

income and expenses
4. Priority
Priority- something that is given
more Importance
5. needs
Needs – are basic or essential to
living
C. Presentation
Teacher’s Activity Pupil’s Activity

The students will arrange the jumbled

Show to the students a word card letters
with jumbled letters and instruct them to
arrange the letters to reveal the words
which they will be learning by using the
pictures as clues. EMIT (TIME) NAUMH (HUMAN)

Ask:
What words are shown in the picture?
MARLETIA (MATERIAL) OGODS
(GOODS)

YRENEG (ENERGY)

Do you think they are important in a

family? Why?
(Answers may vary)
D. Discussion
Teacher’s Activity Pupil’s Activity

Divide the class into three groups. “Cooperative Learning”

Ask them to choose their leader,
secretary and reporter. -Group Discussion

Each group will be given a meta -Reporting by group

cards (with assigned topics) for
them to
discuss in class.
E. Generalization
Teacher’s Activity Pupil’s Activity

Ask:
1. What are the types of family
resources? 1. The three types of family
resources are: human, materials
and
nonmaterial resources.
E. Generalization

Teacher’s Activity Pupil’s Activity

2. Give example from each of the

family resources.
2. a. Examples of Human resources
are skill, interest, knowledge and
attitude
b. Examples of Material resources
are material goods, money and
community facilities

c. Example of nonmaterial
resources are time, energy and
health
F. Application
Teacher’s Activity Pupil’s Activity

Divide the class into three groups.

Each group will be given a meta card
containing a situation for them to plan
and dramatize some activities they do at
home. “Role Playing”
(The students will present an activities
Group I – Household chores (human they do at home showing different
resources) resources through role playing.)

Group II – Selling different farm

Products
(material resources)

Group III- Health consciousness

(nonmaterial resources)

After group presentation, ask them to

tell what resources they acted out in the
role play.
IV Evaluation:
Identify whether the family resources listed below are human, material or nonmaterial resources.
savings in the bank brand new car Municipal Library call center agent
making assignments carrying heavy things one-year vacation hopeful child
badminton player IT technician

Human resources Material resources Nonmaterial resources

ML: ID:
V- Assignment:

1. List all the family resources and ask your parents if how much is the
total monthly income of your family.
Types of Lesson Plan
Detailed Lesson Plan
A detailed lesson plan (DLP) is exactly that, a detailed description of the exact steps to teach a
specific topic. A DLP includes five parts of thorough explanation on, lesson topic, class objectives,
procedure, time management and student practice.

The sole purpose of a detailed lesson plan is to outline the program for a lesson in simple details,
which will include the lesson’s objective, how the objective is going to be achieved and a way of
testing how well the objective was received by the students. If a teacher plans on delivering more than
one lesson in one class, he or she can divide the material into multiple lesson plans. It is highly
recommended to follow a standardized format to make certain that all the aspect of a lesson are
covered.
Semi-Detailed Lesson Plan
Semi-detailed plans are less intricate than detailed, but they still focus on what you want to cover
for that subject on that day. They act as a general game plan for what will go on in the lesson.
Understanding By Design (UBD)
What is UBD?
Understanding By Design, or UBD, is a framework and accompanying
design process for thinking decisively about unit lesson planning. The
concept was developed by Jay McTighe and Grant Wiggins, and as part
of their principles they state that UBD “...is not a philosophy of education”.
It is not designed to tell teachers what or how to teach; it is a system to
help them teach more effectively. In fact, its flexibility is one reason it has
gained so much acclaim.

What are the Stages of UBD?

The UBD design process is organized into three stages:

1. Identify Desired Results
2. Determine Acceptable Evidence
3. Create the Learning Plans
UBD design process is organized
Identify Desired Results

For the first stage of the backward design process, the

classroom work needs to focus on big ideas and the
essential curriculum understandings, rather
than activities.
Determine Acceptable Evidence
the second stage of the backward design planning
process. Knowing what evidence validates that the
targeted learning has been achieved helps to sharpen
and focus the teaching.
Create the Learning Plans
the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student
learning. Having a carefully constructed lesson plan for each 3-hour lesson
allows you to enter the classroom with more confidence and maximizes your
chance of having a meaningful learning experience with your students.
Stage 1: Identify Desired Results or Outcome

1. Establish Goals
2. Construct Understandings
3. Write Essential Questions
4. Determine: Students will know
5. Determine: Students will be able to

As an educator, you can begin stage one by asking a few key questions. I like to simplify this
and think of it as what you want your students to UNDERSTAND. What relevant goals (such
as Common Core State Standards, objectives, and learning outcomes) will this address?
Stage 2: Determine Acceptable Evidence

Parts of Stage 2
Performance Tasks
Other Evidence

For the second stage, you need to think of how you see Stage One taking
place. Simplified again: what your students will DO to understand the concept,
and how they will do it. Examples could be performance tasks, where students
demonstrate their understanding, or evidence like tests and quizzes, homework,
prompts, and reflections.
Stage 3 Completed Worksheet
Stage 3 - Learning Plan

Learning Activities and Planned Lesson Instruction:

Each of the Following Lessons Contains

Sources
Front Loading
Activities - Worksheets and Handouts
Lessons
Lesson 1 - What is an Essay? Lesson 12 - Self Editing
Lesson 2 - What are Different Styles of Essays? Lesson 13 - Peer Editing
Lesson 3 - Taking a Peek at an Essay Lesson 14 - Final Draft
Lesson 4 - The Bing, Bang, Bongo Method: 5 Paragraph Essay Lesson 15 - Reflection
Lesson 5 - Check Out My Body...Type
Lesson 6 - MCAS/PARCC
Lesson 7 - Audience Importance
Lesson 8 - Introducing the Introduction
Lesson 9 - "Girl, Look at the Body...I Work Out": Writing SEXI Body Paragraphs
Lesson 10 - Conclusion Confusion
Lesson 11 - IYOW (Write Your Own)
THANK YOU
FOR
LISTENING