2. BASIC CONCEPTS IN WRITING EDUCATIONAL OBJECTIVES
The following should be considered in writing lesson plans:
1. Who are to perform? (E.G., The students)
2. Actual behaviour to be performed is normally found in keywords like “discuss,” “identity,” “distinguish,”
“develop,” “illustrate,” and “perform.”
3. What performances should be evaluated? ( e.g., essay and poetry writing, and critical analysis of a story)
4. What are the conditions under which the behavior is to be performed? (e.g., a 1 – hour exam, an oral exam, or a
recitation for 30 minutes)
5. What is the standard for evaluating the success or the achievement of an evaluative objective? ( e.g., 90% of the
class got at least 9 correct answers out of 10 questions.)
3. Sample Format Of A Lesson
Plan Date:_________________ Subject/Grade Level: ______________
Behavioral Objectives:
Cognitive: _______________________________________________________
Psychomotor: ____________________________________________________
Affective: _______________________________________________________
Learning Resources (e.g., books, references, page numbers) ___________________
Subject Matter _______________________________________________________
Motivation (e.g., singing, dancing, question and answer, or writing lyrics of song)
__________________________________________________________________
4. Format A Lesson Plan
Strategy can be in the form of a lecture, group discussion, film showing, or computer-aided
instruction.
Boardwork, exercises, and group activities must be written explicitly in the lesson plan. The
generalization must be done by learners based on logical questions of the teacher. Meanwhile, the evaluation
must be formative based on the lesson for the day.
7. Psychomotor domain
Taxonomy Classification Examples of Infinitives
Reflex movements To flex, stretch, straighten, lengthen, shorten,
and relax
Fundamental movements To crawl, creep, slide, walk, jump, grasp, reach,
support, tighten, handle, and begin to draw
Perceptual Activities To catch, bounce, eat, write, balance, bend,
draw from memory, distinguish by touching,
and explore
Physical activities To endure, improve, increase, stop and start,
move precisely, and touch
Skilled movements
(complex response)
To waltz, type, play the piano, skate, juggle,
paint, dive, and play golf
Non-discursive communication
(organization)
To gesture, stand, sit gracefully, dance,
perform, play, paint, and design skilfully
Origination To create new movements for a dance
