The document provides information about lesson planning for teachers, including the definition, importance, parts, and teaching strategies for effective lesson planning. It discusses that a lesson plan is a teacher's blueprint that includes objectives, content, materials, procedures, and assignments. It emphasizes the importance of planning to guide learning, prevent wasted time, and give structure. The document also offers suggestions for making lesson plans and provides examples of teaching strategies like predictions, scavenger hunts, and group work that can be incorporated into lesson planning.

2. Teaching Strategies For
Facilitating Positive
Motivational Processes In
Learning (Lesson Planning:
Designing and Assessment
Activities)
Presented by
Roxanne Joie V. Deang
BSE II - Math

3. Contents:
Definition of a Lesson Plan
Importance of a Lesson Plan
Parts of a Lesson Plan
Suggestions in making Lesson Plans
Teaching Strategies in Lesson Planning

4. Engineer/
Architect
?
Teacher

5. The
Lesson Plan

6. An engineer or an architect usually has
a blueprint of the bridge or building to be
constructed.
And a teacher also
needs a blueprint of
what he intends to build –
whether this be attitudes,
habits, skills or knowledge.
The lesson plan is the
teacher’s blueprint.

7. A lesson plan
is an
indispensable tool
to a teacher.

8. “A lesson plan is a statement of
achievements to be realized and the
specific means by which these are to
be attained as a result of the activities
engaged in day by day under the
guidance of the teacher.”
- Nelson
Bossing

9. Why is a lesson plan important?
1. A pupil’s educational growth depends on
the selection of subject matter, activities,
experiences and methods adapted to his
interests, needs, abilities and level of
maturity.
2. A lesson plan includes framing objectives
and choosing subject matter, procedures,
materials and evaluation techniques. A
teacher who has to do all these things is
forced to prepare and organized his
lessons well.

10. 3. Making a lesson plan involves
foreseeing what is likely to happen and
choosing experiences that will change
children for the better.
4. A lesson plan serves as a guide to the
apprentice teacher. With so many things
on his mind, the student teacher may
forget the subject matter or its sequential
organization. The lesson plan serves as a
reminder.

11. 5. Planning prevents waste of time that
usually accompanies unorganized or
haphazard teaching. A lesson plan helps
the teacher to be systematic and orderly. It
also helps him determine what is to be
taken up so that it will neither be too broad
nor too limited.
6. A lesson plan prevents wandering away
from the subject matter by making the
teacher conscious of what he has to
accomplish for the day.

12. 7. A lesson plan gives a feeling of security
especially to the beginning teacher who
usually feels nervous and tense.
8. The principle of self-activity applies to the
learning of both teachers and pupils.
9. Lesson plans are of use not only to
teachers but also principals and
supervisors.
10. Past lesson plans will be of use to a
substitute teacher who may take over in an
emergency.

13. Parts of a Lesson Plan
I. Objectives
II. Subject Matter
III. Materials
IV. Procedures
V. Assignment

14. OBJECTIV
ES
Provides goals to be attained,
give direction to the class
discussion, and call for what
outcomes to expect.

15. Characteristics:
S pecific
M easurable
A ttainable
R esult Oriented
T ime Bounded

16. A. General – usually broad in scope and
may be the objective of the course,
subject or semester. It cannot be
attained in one lesson.
B. Specific – usually attainable in a
specific lesson and contributes to the
accomplishing of the general aim.

17. SUBJECT MATTER
Should be stated in the lesson
plan. Its sources are textbooks,
library references, etc.

18. MATERIALS
Materials are necessary aid to teaching
and should be included in the lesson
plan.
Materials include teaching aids and
devices, such as maps, graphs, flash
cards, pictures, objects, slides, radio,
TV and movies.

19. PROCEDURES
It is a very important
part of the lesson
plan. This includes
both teacher and
pupil activity in the
detailed plan.

20. ASSIGNMENT
A lesson plan is incomplete
without the assignment.
A good assignment insures a good
recitation because it tells definitely
what is to be done, how it is to be
done, and why it must be done.

21. Suggestions in Making
Lesson Plans
1.The lesson plan is an aid to teaching.
-It should not be a bible to be followed to
the letter.
2. A lesson plan should not be too detailed.
-Numerous details may obscure the main
points and cause confusion.

22. 3. Lessons should be planned within the time
allotment for the subject.
-Beginning teachers sometimes cover too
much ground resulting in teaching
becoming superficial and the class does
not learn much.
4. The textbook should not be
regarded as infallible.
- After all, textbooks are
made by human beings who
are also subject to mistakes.

23. 5. The lesson plan may
serve as a basis for
future plans and a
means of evaluating
the success of
learning.
-A lazy teacher who
teaches the same
subject year after
year may continue
using the same plan.

24. “The greater the
structure of a lesson
and the more precise
the directions on what
is to be accomplished,
the higher the
achievement rate.”
-Harry
Wong

25. Teaching Strategies
PREDICTIONS
Overview:
This is a fascinating way to help
students become acquainted with one
another. It is also an interesting
experiment in first impressions.

26. Procedure:
1.Form subgroups of 3 or 4 students who are
relative strangers to each other.
2.Tell students that their job is to predict how
each person in their group would answer
certain questions you have prepared for them.
Here are some all-purpose possibilities.
a. What type of music do you enjoy?
b. How many hours do you usually sleep nightly?
c. How many siblings do you have and where are
you in the sibling order?
d. Where did you grow up?

27. e. Are your parents strict or lenient?
f. What jobs have you had?
3. Have subgroups begin by selecting one person
as its first “subject.” Urge group members to be
specific as possible in their predictions about
that person. Tell them not to be afraid of bold
guesses! As they guess, ask the “subject” to
give no indication of the accuracy of the
prediction attempted. When others finish their
predictions about the “subject,” the “subject”
should then reveal the answers to each
question about him or herself.
4. Have each group to take a turn as the focus
person.

28. WHO’S IN THE
CLASS?
Overview:
This popular icebreaker is a scavenger
hunt for classmates rather than for objects.
The hunt can be designed in a number of
ways and for a class of any size. It fosters
team building and gets physical movement
going right at the beginning of a class.

29. Procedure:
1.Devise 6 to 10 descriptive statements to
complete the phrase: Find someone
who…
2. Include statements that identify personal
information and/or class content.

30. Use some of these beginnings:
Find someone who…
likes/enjoys _____
knows what a _____ is
thinks that _____
is good at _____
has already _____
believes that _____
dislikes _____
has previously learned _____
owns a _____
wants or doesn’t want _____

31. THE POWER OF
TWO
Overview:
This activity is used to promote
cooperative learning and reinforce the
importance and benefits of synergy – that is,
that two heads are better than one.

32. Procedure:
1.Give the students one or more questions that
require reflection and thinking.
2. Ask the students to answer the questions
individually.
3. After the students have completed their
answers, arrange into pairs and ask them to
share their answers with each other.
4. Ask the pairs to create a new answer to each
question, improving on each individual’s
response.
5. When all pairs have written new answers,
compare the answers of each pair to the
others in the class.

33. LOOP-A-WORD
Overview:
To add to the variety of activities in the
classroom, an educational game can be
used. It will also provide interest to the
student as they perform a learning activity.

34. Procedure:
1.Encircle a word or group of words in the
grid which are spelled horizontally,
vertically or partly horizontal and vertical. A
student should encircle only a word or
group of words that he or she should
explain.

35. L I N E A P X T M Z
D N O W C Q U I L
Q R A P B R S I D E
M E P O T M A V P D
E F U I H B N I O U
P L A N E R G C I C
J E F T O H L W N S
V X V E R T E X T K
K I G O E N S J D H
Y U L T M F X G Z E

36. CYCLE MAP
Overview:
A cycle concept map is a special type of
events chain map. In a cycle concept map,
the series of events does not produce a final
outcome. Instead, the last event in the chain
relates back to the initiating event.

37. Cycle Map For Photosynthesis
Plants undergoing
Photosynthesis
which has been
use
released by
Carbon
Oxygen
Dioxide
in the which is
presence of released by
Respiration in
animals & plants

38. As in the events chain map, you first
decide on an initiating event and then list
each event in order. Since there is no
outcome and the last event relates back to
the initiating event, the cycle repeats itself.

39. GROUP-TO-GROUP
EXCHANGE
Overview:
In this strategy,
different assignments
are given to different
groups of students.
Each group then
“teaches” what it has
learned to the rest of
the class.

40. Procedure:
1.Select a topic that includes different ideas,
events, positions, concepts, or approaches
to assign. The topic should be that
promotes an exchange of views or
information (as opposed to a debate).
2. Divide the class into groups.
Give each sufficient time to
prepare how they could
present the topic they have
been assigned.

41. 3. When the preparation phase is completed,
ask groups to select a spokesperson. Invite
each spokesperson to address the other
groups.
4. After a brief presentation, encourage students
to ask questions of the presenter or to open
their own views. Allow other members of the
spokesperson’s group to respond.
5. Continue the remaining presentations so that
each group has given its information and has
responded to audience questions and
comments. Compare and contrast the views
and information that were exchanged.

42. THAT’S
ALL
FOLKS…