This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.

1. INTRODUCTION
TO
LESSON PLAN

2. COMPASS IS
FOR
SHIPCAPTAIN

3. BLUEPRINT
IS FOR
ENGINEERS

4. MAP IS FOR
TRAVELERS

5. BIBLE IS
PASTORS/
PRIEST

6. LESSON
PLAN
IS FOR
TEACHERS

7. What is Lesson Plan?
•A Lesson Plan – is a teacher’s daily guide
for what students need to learn, how it will
be taught, and how learning will be
measured.
•Lesson Plan help teachers be more
effective in the classroom by providing a
detailed outline to follow each class period.

8. 2 Types of Lesson Plan
1. Detailed Lesson Plan
2. Semi Detailed Lesson Plan

9. DETAILED LESSON PLAN
•A detailed lesson plan covers everything and
gets teachers fully prepared for the lesson
ahead. It covers what to teach and all the
activities students will complete that lesson.
•Semi detailed lesson plan are less intricate that
detailed, but they still focus on what you want
to cover for that subject on that day.

10. 5 PARTS OF A LESSON PLAN
I. OBJECTIVES (Layunin)
II.SUBJECT MATTER (Paksang
Aralin)
III.PROCEDURE (Pamamaraan)
IV.EVALUATION (Pagtataya)
V.ASSIGNMENT (Takdang Aralin)

13. BEHAVIORAL
OBJECTIVES IN
SOCIAL
SCIENCE

14. What is Behavior?
•The way one acts or
conduct oneself,
especially towards others.
It is often a response to a
particular situation or
stimulus.

15. What is Objective?
•Objective – is a statement that
indicates a purpose, aim or goal
set for any undertaking. In
teaching , an objective identifies
the purpose a teacher plans to
pursue. It is termed educational
or instructional objective.

18. •Instructional objective –
provides guidance in
organizing suitable
learning situations and in
choosing appropriate
assessment methods to
find out if said objectives
have been attained.

19. •The best way to state
objectives is to specify the
expected behavior of the
learners. They must be stated
in terms of responses that
observable and measurable,
hence the term behavioral or
performance objectives.

20. •These very precise and
specific behavioral
objectives serve as the
guide in selecting subject
matter, materials to use,
methods to employ, and
test by which to measure
achievement.

21. A. IMPORTANCE OF OBJECTIVES
•Objectives are important because
they help facilitate the following:
1.Identification of what the students
are expected to know (knowledge,
facts, and information), develop
skills (science processes), and
inculcate values (attitudes,
habits).

22. A. IMPORTANCE OF OBJECTIVES
2. Basis of planning and organizing
learning activities methods, and
strategies to employ, step-by-step
procedure.)
3. Choice of appropriate instructional
materials, equipment and simple tools
4. Decision on appropriate assessment
techniques.

23. B. RULES IN FORMULATING
OBJECTIVES
•The five essential rules in writing
behavioral objectives are the ff.
1.Describe the expected behavior
of the student.
2.Specify important conditions
under which the student will
perform the behavior.

24. B. RULES IN FORMULATING
OBJECTIVES
3. Describe the observable
behavior in terms of an
outcome verb which the
student will perform .
4. Describe the criterion for
evaluating an acceptable
performance of the behavior.

25. B. RULES IN FORMULATING
OBJECTIVES
5. Measure only one outcome
verb for each objective.

26. COMPONENTS OF
BEHAVIORAL OBJECTIVES
1.CONDITION
2.BEHAVIOR
3.CRITERION

27. CONDTIONS UNDER WHICH THE
DOING WILL OCCUR - CONDITION
•The Conditions – define the
materials will be available or
unavailable when the
objective is assessed. It
generally states what the
students will be given or not
given. Examples:

28. CONDTIONS UNDER WHICH THE
DOING WILL OCCUR - CONDITION
•Examples:
•Without the use of calculator . . .
•Given a map of Europe . . . . . . . .
•By the end of the lesson,
students will be able to . . . . . . .

29. WHAT THE STUDENTS SHOULD BE
ABLE TO DO –
BEHAVIOR/PERFORMANCE
•The Behavior – is a verb that
describes an observable activity
- - what the students will do. The
behavior is generally stated as
an action verb, such as:
•Solve, compare, list explain,
evaluate, identify, define.

30. THE CRITERIA BY WHICH THE
PERFORMANCE WILL BE JUDGED –
CRITERION/ACCEPTABLE PERFORMANCE
•The Criterion – is the standard that is
used to measure whether or not the
objective has been achieved.
•A percentage (80% correct)
•A time limit (within five minutes)
•Another measure of mastery

31. Example:
•Given a list of twenty
states (condition), the
students will identify
(behavior) at least fifteen
of the corresponding state
capitals (criteria).

32. 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.

33. Example:
•Given a specific case
study, learners will be
able to conduct at least 2
needs analysis.

34. Task:
•Formulate at least 5
behavioral objectives on
the topic “Me and My
Environment”

36. C. STATING OBJECTIVES
•Behavior can be observed, at the same
time facilitate measurement and
evaluation.
•In order to be able to specify the
expected behavioral change, the use
of action verbs to describe the
students response could assist greatly
in referring back to the purpose and
all the way to the measurement of the
achievement of the objective.

37. •A comprehensive list of
action words, classified as
verbs that are appropriate
in formulating objectives is
hereby being reprinted
from the taxonomy of
Educational Objectives
prepared by Benjamin
Bloom.

38. •The Taxonomy is divided
into three large domains:
1.Cognitive (Knowledge)
2.Affective (Attitudes)
3.Psychomotor (Skills)

40. Cognitive
Domain

42. 1. COGNITIVE DOMAIN
•Following are the cognitive
processes expected of the learner.
•Divided into six levels ranging
simple to complex.
a.Knowledge. The student can recall,
define, recognize or identify
specific information presented
during instruction.

44. 1. COGNITIVE DOMAIN
b. Comprehension. The student can
demonstrate understanding of
information by translating it into a
different form or by recognizing it in
translated form. This can be through
giving a definition in his or her own
words, summarizing, giving an
original example, recognizing an
example, etc.

46. 1. COGNITIVE DOMAIN
c. Application. The student
can apply the information in
performing concrete actions.
These actions may involve
figuring, writing, reading,
handling equipment, etc.

48. 1. COGNITIVE DOMAIN
d. Analysis. The student can
recognize the organization and
structure of a body of information,
break this information down into
its constituents parts, and specify
the relationship between these
parts.

50. 1. COGNITIVE DOMAIN
e. Create. The student can
bring to bear information from
various sources to create a
product uniquely his or her
own. The product can take a
variety of forms – written, oral,
practical, etc.

52. 1. COGNITIVE DOMAIN
f. Evaluation. The student can
apply a standard in making a
judgment on the worth of
something – an essay, an
action, or a design, etc.

54. 2. AFFECTIVE DOMAIN
•The affective domain deals
with how students affected
by their learning blooms
taxonomy divides affective
objectives into five
categories. They are
described as follows:

55. Affective
Domain

56. 2. AFFECTIVE DOMAIN
a.Receiving. The student shows
willingness to attend to
particular classroom stimuli or
phenomenon in the environment.
b.Responding. The student is
required active participation
based on the stimuli.

58. 2. AFFECTIVE DOMAIN
c. Valuing. The student displays
definite involvement or commitment
toward some experience.
d. Organization. The student has
integrated a new value into his
general set of values and can give it
its proper place in a priority system.

60. 2. AFFECTIVE DOMAIN
e. Characterization by value.
The student acts consistently
according to the value and is
firmly committed to the
experience.

62. 3. PSYCHOMOTOR DOMAIN
•Example of skills in the
psychomotor domain are eye
coordination for viewing visual
arts, intricate use of complex
equipment in laboratory tasks
and communicating intentions
with facial and hand gestures.

63. 3. PSYCHOMOTOR DOMAIN
•The six categories of
objectives in the psychomotor
domain are:
a.Reflex movements. Students
actions can occur
involuntarily in response to
some stimuli.

64. Psychomotor
Domain

65. 3. PSYCHOMOTOR DOMAIN
b. Basic fundamental movements.
Student has innate movement
pattern formed from a combination
of reflex movements.
c. Perceptual abilities. Student
can translate stimulus through the
senses into appropriate desired
movements.

66. Psychomotor
Domain

67. 3. PSYCHOMOTOR DOMAIN
d. Physical abilities. Student has
developed basic movements that
are essential to the development
of more highly skilled movements.
e. Skilled movements. Students
has developed more complex
movements requiring a certain
degree of efficiency.

68. Psychomotor
Domain

69. 3. PSYCHOMOTOR DOMAIN
f. Non-discursive
communications. Student has
the ability to communicate
through body movement.

70. Psychomotor
Domain

72. SMART PRINCIPLE
•S - Specific
•M - Measurable
•A - Attainable
•R - Realistic
•T – Time-bound

73. SPECIFIC
•Your goal must be specific, clear and
unambiguous.
•What exactly are you going to achieve?
•The students know what task to perform.
•Example:
To recite the poem.
To dance.

74. MEASURABLE
•Your goal must be measurable.
•How will you measure your progress?
•Referring to right words in the construction of the
objectives.
•Example:
To understand learning.
To know nouns.
To appreciate nature.

75. ATTAINABLE
•Your goal must be attainable.
•A matter of asking yourself as a teacher.
- Is the objective not too complex for the
level of students cognitive development?
- Is the objective suited to their
developmental task?
Example: Teaching Geography, History

76. REALISTIC/RELEVANT
•Do you have the skills and abilities to achieve your
goal?
•Objectives should be economical friendly, practical.
•Example:
Identify living and non-living things in Manila
Ocean Park.
•Hit the requirements with less expenses (practical
and economical)

77. TIME-BOUND
•Your goal must be timely.
•How much time do you have to achieve
your goal?
•Hit the allotted time. (Timeframe)
•Integrate the objectives in 21st Century
Skills.

81. mm