2. Objectives:
At the end of 1 ½ hours lesson, the
students should be able to:
 Identify the types , classifications, and parts
of lesson plan accordingly;
Differentiate Traditional and UBD lesson
plans in details;
Appreciate planning or preparation of
lessons for better instruction.

3. It is the process of
determining the objectives,
subject matter, references and
materials, methods, strategies,
techniques, and tools to be used in
teaching and measurement and
evaluation of the results of
instruction.

5.  Plan for the whole
semester or year
 Unit Plan
 Daily Plan

7.  Detailed
 Semi-detailed
 Brief

9. I. Objectives
II. Subject Matter
• References
• Materials
III. Procedure
A. Preparation
a) Drill
b) Review
c) Motivation
B. Presentation
C. Generalization
D. Application
IV.Evaluation
V. Assignment

10.  Make sure that you are describing the behavior of
the student and not the teacher’s.
 A behavior can be described as observable in the
form of an outcome verb. Ex. Identify, arrange,
measure
Describe the criterion for evaluating an
acceptable performance of the behavior. Ex.
Classify the fruits as to color.
 Remember to measure only one outcome
verb for each objective.

11. Principles in Determining and Formulating
Learning Objectives:
 Begin with the end in mind
 Share lesson objective with students.
 Lesson objectives must be in the 2 or 3
domains: knowledge(Cognitive),
skill(Psychomotor), and values(Affective).
 Work on significant and relevant
lesson objectives.

12. Principles in Determining and Formulating Learning
Objectives:
 Lesson objective must be aligned with aims of
education as embodied in the Philippine Constitution
and other laws and on the vision-mission statements
of the educational institution of which you are a part.
 Aim at the development of critical and creative
thinking.
 It must be S - pecific
M - easurable
A - ttainable
R – esource-oriented & relevant
T – ime-bound & terminal

13. Cognitive Affective Psychomotor
(Benjamin Bloom) (Krathwohl) (Harrow & Hurlock)
1. Knowledge
1. Remembering 1. Receiving 1. Reflex Movements
2. Comprehension
2. Understanding 2. Responding 2. Fundamental Movements
3. Application
3. Applying 3. Valuing 3. Perceptual Abilities
4. Analysis
4. Analyzing 4. Organization 4. Physical Abilities
5. Synthesis
5. Evaluating 5. Characterization 5. Skilled Movements
6. Evaluation
6. Creating 6. Non-discursive
Communication
A. Trial & Error
B. Imitation
C. Training

14. Robert Mager’s Elements of an Objective
 Audience
 Performance behavior
 Condition
 Criterion

24.  3 Classifications  1 Classification
 Traditional design  Backward design
 Boxed Learning  Looks at the big
 Product-oriented Picture
 Behaviorist  Process-oriented
 Constructivist