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Lesson 7 Developing Lesson Plans for Social Studies

Bachelor in elementary education (Cebu Technological University)

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MODULE
in
SSC-M 3217 –
Teaching Social
Studies in the
Elementary Grades
(Phil. History and
Government)
Course Code/Descriptive Title
2nd Sem. 2020-2021
Academic Year

UNIT II: UNIT PLANNING

Course Learning Outcomes:

1. Apply teaching strategies in teaching Social Studies that develop

learners’ critical and creative thinking and/or other higher-order
thinking skills;
2. Design, select, and use appropriate and varied assessment
strategies consistent with the curriculum requirements.

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LESSON 7: Developing Lesson Plans for Social Studies

Intended Learning Outcome:

1. Create a lesson plan for one grade level based on the K to 12

Curriculum Guide for Social Studies that adheres to one instructional
model.

Introduction:

A lesson plan is 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 lesson allows you to enter the classroom with more
confidence and maximizes your chance of having a meaningful learning
experience with your students.

A successful lesson plan addresses and integrates three key

components:

• Learning objectives
• Learning activities
• Assessment to check for student understanding

Preliminary Questions:

For developing plans for Social Studies, it is important for teachers to

address these questions:

1. Who am I teaching?
2. What do students already know?
3. How will I teach the lesson?
4. What materials will work best for a certain lesson?
5. How will I know that my students have learned?

I. PREPARATION
Based on the image shown, imagine a certain lesson for your
elementary pupils where you can likely answer the questions he/she
thinks. As future elementary teachers teaching Social Studies, for sure
you have remembered some of the contents in this subject which
contains discernment on how you will deliver it, enough for the
elementary pupils to understand and retain the information.

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You can also write how you can manage to accomplish these necessary
questions.

I. PRESENTATION
In the previous chapters, you have learned that instructional
planning is vital in the teaching and learning process. After learning
about the things that should be considered in planning and the different
models that can be adopted in planning for social studies lessons, you
should be familiarize yourself with the instructional plan that is required
for most teachers—the lesson plan.

General Formats of a Lesson Plan

Zarrillo (2007) classified lesson plans into two general formats:

the comprehensive lesson plan and the abbreviated lesson plan.

1. Comprehensive Lesson Plan

A comprehensive lesson plan contains a detailed description of

the steps in the teaching and learning process. Sometimes, even the
expected responses of students are included to help teachers envision
the flow of discussion. Usually, this type of format serves as a major
requirement for education students in methods courses and student
teaching. While it is indeed time-consuming, the preparation of a
comprehensive lesson plan is an integral part of learning how to teach.
It aids teachers to be familiar with every part of the lesson, ensures that
the teaching process is arranged in a logical sequence, and guarantees
that roadblocks in learning are minimized or eliminated.
In the Philippines, an example of this format is the Detailed
Lesson Plan (DLP) which is mandated through DepEd Order No. 42, s.
2016. The DLP is considered as a teacher’s roadmap for a specific
lesson, containing a detailed description of the processes he or she will
do to teach a particular topic. Based on the DepEd Order, the following
are required to prepare DLPs:

a. Newly-hired teachers without professional teaching experience. They

are required to accomplish DLPs during their first year. If they got a
rating of Very Satisfactory at the end of the year, they will not be
required to do DLPs on their second year onwards. However, a rating of
Satisfactory will mean that they have to prepare DLPs until they receive
a Very Satisfactory rating.
b. Teacher applicants
c. Master teachers who will conduct demonstration teaching
d. All teachers handling a subject integrated with new content

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2. Abbreviated Lesson Plan

In contrast to a comprehensive lesson plan, an abbreviated
lesson plan contains less details. This format is usually utilized by more
experienced teachers as a substitute for comprehensive planning,
especially in lessons that do not require major preparation. Instead of
describing the detailed process, teachers may opt to create grids that
will outline their learning activities for a particular day or week. Another
method is to use three column sheets that feature a listing of objectives,
teaching sequence, and materials/resources. While an abbreviated
lesson plan takes less preparation, it still requires great care and thought
to develop.

In the Philippines, an example of this format is the Daily Lesson

Log (DLL), which is also mandated through DepEd Order No. 42, s.
2016. The DLL serves as a grid template where teachers input the
different parts of the lesson. The template provided by the Department
of Education covers a week’s worth of lessons. Teachers who have
been in the education service for at least one year are instructed to
write DLLs instead of the Detailed Lesson Plan (Andres, et.al, 2020).

Common Elements in a Plan:

Generally there are some common elements in a plan for teaching a

lesson. These are the 3P’s and 2A’s.

3P’s include the following:

2A’s include: 1. Preparation 1. Assessment 2. Presentation

2. Assignment 3. Practice

These elements correspond to the 3 laws of learning:

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1. Law of Readiness 2. Law of Exercise 3. Law of Effect

Law of Readiness: Associated with PREPARATION—1 step st

Guide Questions:
1. How will I make the learners ready?
2. How do I prepare the learners for the new lesson?
3. How will I connect the new lesson with the past lesson?

Activities:
• Motivation/focusing/establishing mind-setting the mood/ quieting/
creating interest
• Building background experience
• Activating prior knowledge
• Review
• Drill

Law of Exercise: Associated with PRESENTATION—2 step nd

Guide Questions:
1. How will I present the new lesson?
2. What materials will I use?
3. What generalization/concept/conclusion/abstraction should the
learners arrive at?
4. What practice exercises/application/activities will I give to the
learners?
5. How will I access/evaluate the learner’s learning?
6. What assignment will I give to the learners?
7. Will it enhance/enrich/expand the knowledge/skills/attitudes learned
today?
8. Will it be a preparation for the next lesson?

Activities: (methods, techniques & strategies)

•Showing/Demonstrating/Engaging/Doing/Experiencing/Explo
ring/Observing
• Role-playing, dyads, dramatizing, brainstorming, reacting, interacting
• Articulating observations, finding conclusions, generalizations,
abstraction
• Giving suggestions reactions solutions, recommendations

Law of Effect:

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Guide Questions:
1. How will I recognize the achievement of each individual learner?
Whole group? Whole class?

PRACTICE:

Activities:
• Answering practice exercises
• Applying learning in other situations/actual situations/real-life
situations
• Expressing one’s thoughts, feelings, opinions, beliefs through artwork,
songs, dances, sports
• Performing musical numbers/dances

2A’s:
1. Assessment- Knowledge, Process/Skills, Understanding &
Product/performance
2. Assignment- Reinforcing today’s lesson, enriching today’s lesson,
enhancing today’s lesson, preparing for the new lesson

Pre-requisites to the preparation of a Good Lesson Plan:

• Adequate knowledge of the subject matter
• Knowing the nature of the pupils/students
• Familiarity with a variety of teaching strategies and different methods
• Materials and teaching aids and devices that will facilitate the
teaching-learning process
• Thorough understanding of the objectives that relate to thrusts of
Philippine Education

Important Components of a Lesson Plan

The DLP and DLL have the same six components:

Objectives, Content, Learning Resources, Procedures, Remarks, and
Reflection. The main difference is the mode of preparation. DLPs are
prepared daily while DLLs are submitted weekly. The template of the
DLL below is provided by the Department of Education and is used by
public school teachers in the Philippines.

1. Objectives
• The first questions a teacher considers when sorting out the content
he plans to teach are: What do I plan to teach? What do I want the

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learners to learn from one lesson that will be worthwhile? (the objectives
are the answers to these questions)
• They form the backbone of a lesson
• It describes student’s performance
• It is about ends rather than means. It describes a product of instruction
rather than the process of instruction.
• Specific objectives for a given lesson
• Ensure that they are aligned with the content standard, performance
standard, and competency, thus the need to indicate these three in the
lesson plan
• Teachers should ensure that they are specific and measurable and
describes what the students should know or be able to do
• Expressed in terms of specific knowledge, habit, skill, or attitude
• In short, the objective will describe the following:
a. what the student should be able to do (performance)
b. the conditions under which the doing/performance will occur
(condition)
c. the criteria by which the performance will be judged (acceptable
performance)
Example: Given a Model 12 keyboard and a standard tool kit, the
student is able to disassemble the keyboard down to the frame within
ten minutes.

2. Subject Matter
• Actual topic or subject that will be discussed for the day or the
following days

3. Procedure
• The longest part of the lesson plan. It contains the steps and activities
that will be done to achieve the objectives.
In preparing a DLP, teachers divide the procedures
portion into three parts: Before the Lesson, During the Lesson, and After
the Lesson

A. Before the Lesson. This includes the activities that will be done at the
beginning of the lesson. In this part, teachers may do any of the
following:
I.) review of the previous lesson;
II.) introduction of the new lesson;
III.) presentation of the connection between the previous and the new
lesson; and
IV.) statement of the learning objectives

It is also important for teachers to conduct a diagnostic

assessment to find out what students already know about the topic.
Since this is also the beginning of the lesson, there is a great need for

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teachers to motivate students and emphasize to them why learning the

topic is important. As such, teachers should implement start-up or
warm-up activities that capture the student’s interests and attention at
the beginning of the lesson.

B. During the Lesson. As the body of the lesson, this is the main part
where the new topic is presented. Aside from direct instruction, teachers
should provide various activities that will help students attain mastery
and understanding. This ongoing process of activities, feedback, and
assessment is known as formative assessment, which is essential for
both students and teachers to know if learning takes place. Some
examples of formative assessment are Check-up Quiz, Practice Work,
Think-Pair Share, and Journal Entry.

C. After the Lesson. This serves as the closure of the lesson. Teachers
and students wrap up the discussion by doing any of the following:
I.) application of the lesson to real-life situations;
II.) summary, generalizations, and conclusion;
III.) summative assessment; and
IV.) homework/assignment: to set the goal or direction of the learning
activity; to review past lessons in preparation for a long test; to
motivate the pupils and prepare them for the job to be done; deals with
providing directions for the learning activity; it has to do with the
establishments of habits of studying regularly.

To ensure that the instructional objectives are attained, it is important for

teachers to conduct a summative test at the end of the lesson. This may
come in the form of a Chapter Test, Performance Exam, Homework,
and other assessment strategies.

In the DLL, the Department of Education outlines

10 steps under the Procedures which can also be categorized under the
three parts of the lesson. It is important to note, though, that these steps
are mere suggestions; flexibility is allowed in the delivery of the
procedures. Teachers don’t need to go through all the steps but they
have to ensure that the instructional objectives are successfully
attained.

Development of a Lesson
Lesson Development is sometimes called the outline.
• Can be expressed as topics and subtopics, a series

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of broad or pivotal questions, or a list of

activities (methods and materials).
• Most secondary teachers rely on topics or questions, and
most elementary teachers refer to activities.
• Emphasis on topics, concepts or skills indicates
a content orientation teaching approach.

Sample Lesson Plans:

A Lesson Plan in Sibika at Kultura

Grade 1 (In Filipino)

I. Layunin

Pagkatapos ng talakayan ang mga mag-aaral ay inaasahang: A.

Mailalarawan nang maayos ang pambansang watawat ng Pilipinas B.
Makasusunod na mabuti sa wastong kilos na dapat gawin habang
itinataas o ibinababa ang watawat
C. Maiguguhit sa sariling kaparaanan ang watawat ng Pilipinas
D. Masasabi ang mga pagpapahalaga tungkol sa watawat

II. Paksang Aralin

Ang Watawat ng Pilipinas (Sagisag ng Bansa)
Pagpapahalagang Isasanib: Katapatan,Pagkamagalang,
Pagkamakabansa

III. Kagamitan
Mga papel na may kulay pula, asul, puti at dilaw
Maliit na watawat ng Pilipinas
Krayola
Bond paper

IV. Pamaraan
A. Pambungad na Gawain Dril:

1. Anu-ano ang katangiang pisikal ng isang Pilipino?

2. Balik-aral: Anu-ano ang wastong paggamit ng tubig?

B. Panlinang na Gawain

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1. Pagpapakita ng mga papel na may iba’t-ibang kulay 1.2.

Anong bagay ang nakikita ninyo araw-araw na may ganitong mga
kulay? (watawat)
2. Paglalarawan ng watawat
3. Ano ang ginagawa natin kapag ang watawat ay itinataas? Sundin
ang instruksyon ko.
3.1. Tumayo nang tuwid
3.2. Harap, kaliwa, na!
3.3. Harap, kanan, na!
3.4. Iba pa.
4. Bakit natin iginagalang ang watawat?
5. Anong mga pagpapahalaga ang ating ipinakikita sa
paggalang sa ating watawat?
5.1. Dapat ba nating igalang ang ating watawat? Ano ang palagay
mo?
6. Maiguguhit mo ba ang watawat?
7. Pagguhit

C. Pangwakas na Gawain
1. Pagpapakita ng mga watawat na naiguhit
2. Paglalagom: Ano ang watawat?
3. Pag-awit nang maayos ng Pambansang Awit ng Pilipinas 4.
Nagustuhan ba ninyo ang ating liksyon? Bakit?

V. Kasunduan
Sabihin sa ating mga magulang at kapatid ang mga natutuhan natin
ngayong araw na ito. Magagawa mo ba ito

A Lesson Plan in HEKASI

Grade 6 (In Filipino)
I. Layunin
Pagkatapos ng pagraranggo ang mga mag-aaral ay inaasahang: A.
Maibibigay nang malinaw ang mga dahilan ng kanilang ginawang
pagraranggo tungkol sa suliranin sa Pilipinas
B. Masasagot nang maayos sang-ayon sa kanilang pananaw ang
dalawang di-tapos na pangungusap tungkol sa paksang tinalakay o
gawaing naisagawa
C. Maipapahayag ang kanilang mga pagpapahalaga tungkol sa
suliranin ng Pilipinas

II. Paksang Aralin

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Yunit: Napahahalagahan ang Pagsisikap ng Mamamayan at ng

Pamahalaan Upang Umunlad ang Bansang Pilipinas
Kaisipan: Mga Suliranin ng Pilipinas na Dapat Ayusin Upang
Maging Matatag Ito

III. Kagamitan
Tsart ng Pagraranggo
Manila paper na may nakasulat na dalawang pangungusap na di tapos

IV. Pamamaraan

A. Pambungad na Gawain
1. Kumuha ng 14 na mag-aaral.
2. Hatiin ito sa Pangkat A at B.
3. Sabihin sa Pangkat A, “Umisip ng solusyon sa inyong suliranin
sa kasalukuyan. Ibulong ang nasabing solusyon sa katabi.”
4. Sabihin sa Pangkat B, “Umisip ng solusyon sa inyong suliranin sa
kasalukuyan. Ibulong ang nasabing solusyom sa katabi.”
5. Tawagin ang unang mag-aaral sa Pangkat A. Iutos na sabihin
ang kanyang suliranin.
6. Tawagin ang unang mag-aaral sa Pangkat B. Iutos na sabihin ang
kanyang suliranin.
7. Gawin ito hanggang lahat ay nakapagsalita.
8. Pagkatapos tanungin sila:
a. Ano ang naramdaman ninyo nang magtugma ang solusyon at
problema? Nang hindi magtugma?
b. Nagustuhan niyo ba ang laro? Bakit?

B. Paglinang na Gawain

1. Tanungin: Klas, ang ating bansa ba ay may suliranin din? Anu-

ano ang mga ito?
2. Paglalahad ng tsart na naglalaman ng mga suliranin ng
Pilipinas gaya ng:
___________ a. Di magandang kaayusan at katahimikan
___________ b. Katiwalian ng mga opisyal na namumuno
___________ c. Paglaganap ng mga ipinagbabawal na gamot
___________ d. Masamang ekonomiya
__________ e. Paglaki ng polusyon
Ang mga ito ba ay katulad ng mga suliraning ibinigay ninyo?

3. Pagpapangkat at pagpili ng lider at rekorder ng bawat pangkat.

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4. Pagraranggo: Lagyan ng numero uno ang pinakamaselang

suliranin; numero dos ang susunod na pinakamaselan hanggang sa
pinakahuling maselan na suliranin.
5. Paglalahad ng bawat pangkat ng ginawang pagraranggo at
pagpapaliwanag nito.
6. Pagkuha ng pangkalahatang pagraranggo. (Gagawin ng guro) 7.
Tanungin ang klase:
a. Kayo ba ay sumasang-ayon sa kinalabasan ng pagraranggo? Bakit?
b. Ikaw ba ay nakilahok sa pangkatang pagraranggo? Ang boses
mo ba ay pinakinggan ng lider? Bakit?
c. Masaya ba kayo sa kinalabasan ng pagraranggo? Bakit?

C. Pangwakas na Gawain
1. Paglalagom: Ano ang natutuhan ninyo ngayon?
2. Pagsagot sa dalawang di-tapos na pangungusap:
a. Para sa akin ang liksyon ngayon
ay _______________________________.
b. Ang di ko gusto/gusto na ginawa namin ngayon
ay __________________.

V. Kasunduan
Gusto ba ninyong magbigay ng solusyon para sa
limang suliranin ng Pilipinas? Kung ganoon, ano ang dapat
ninyong gawin?

III. PRACTICE

Research sample elementary social studies DLPs

and DLLs on the Internet. Answer the following
questions:

1. What are the contents of the DLP and DLL?

Are they consistent? 2. What instructional model
was used? How was it manifested in the
procedure?
3. Is the lesson plan well-written? Can this be further
improved? If yes, how?

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64
IV. PERFORMANCE
I. True or False. Write T if the statement is true and F if
the statement is false.
__________1. The DLL is an example of a
comprehensive lesson plan while the DLP is an
example of an abbreviated lesson plan.
__________2. Based on DepEd Order No. 42, s.
2016, all teachers are required to write a lesson
plan.
__________3. Diagnostic assessment is done during the lesson
phase of instruction.
__________4. One source of reflection for
teachers is the percentage of learners who earned
80% in the evaluation.
__________5. Long narrative writing in lesson
planning is encouraged to make your plan as
detailed as possible.

II. Lesson Planning. Read the K to 12 Curriculum

Guide for Social Studies and choose one lesson
from Grade 1 to 6. Develop a Detailed Lesson
Plan or Daily Lesson Log by filling out the
following components.
Grade Level

Learning Area

Quarter

I. Objectives

Content Standard

Performance
Standard

Learning
Competencies/
Objectives

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II. Content

III. Learning
Resources

References

Other Learning
Resources

65
IV. Procedure

Before the Lesson

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During the
Lesson

After the Lesson

Lesson Planning Rubrics:

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