The document outlines the basic parts of a lesson plan including objectives, motivation, development, methods, materials, summaries, and assignments. It describes the components in detail, such as defining objectives using Bloom's taxonomy, examples of intrinsic and extrinsic motivation, and considerations for choosing instructional materials. Characteristics of effective assignments are provided like being interesting, incorporating previous lessons, and catering to individual differences.

2. Lesson Plan
-sets forth the proposed
program or instructional
activities for each day

3. Parts of a Lesson Plan
A. Objectives
B. Motivation/ Review
C. Lesson Proper/
Development/ Outline

4. Parts of a Lesson Plan
D. Methods
E. Materials and Media
F. Summaries
G. Assignments

5. A. Objectives
Bloom’s Taxonomy
expressing qualitatively
different kinds of
thinking

6. Domains of Objectives
1. Cognitive
2. Affective
3. Psychomotor

7. 1. Cognitive Domain
• knowledge and
the development
of intellectual
skills.

10. 2. Affective Domain
• manner in
which we deal
with things
emotionally

12. 3. Psychomotor
• includes physical
movement, coordi
nation, and use of
the motor-skill
areas.

14. SMAR
T

15. SIMPLE
MEASURABLE
ATTAINABLE
REALISTIC/ RESULT BOUND
TIME BOUND

17. Behavior
Condition Criterion

18. Behavior
• Describes what the learners are expected to
do
Example:
to show understanding, to use, to identify

19. Condition
• Describes under what circumstances the
behavior occur
Examples:
Based on the statement,
Using the materials provided,

20. Criterion
• States the acceptable
standard, competency, or achievement level
Examples:
80% accuracy
briefly
in details

21. Let us examine these objective
Within the frame given for this lesson, the first year
students should be able to:
•Read aloud the poem
employing the tone
expressed by it

22. Let us examine these objective
Within the frame given for this lesson, the second year
students should be able to:
• Convert active to passive voice

23. Let us examine these objective
Within the frame given for this lesson, the third year
students should be able to:
• Complete a given paragraph
with the appropriate
transitional devices

24. B. Motivation
-arouses and maintains the
interest in the content to be
taught

25. Types of Motivation
1. Intrinsic Motivation
2. Extrinsic Motivation

26. 1. Intrinsic Motivation
-sustains or increases the interest of
students already have in a topic or task
a. whet students appetite at the beginning
of the lesson
b. maintain student’s curiosity and
involvement

27. 1. Intrinsic Motivation
c. provide active and manipulative
opportunities
d. permit student’s autonomy in organizing
their time and effort
e. provide choices or alternatives to meet
requirements of the lesson

28. Examples of Intrinsic Motivation
• Challenging statements
• Pictures and cartoons
• Personal Experience
• Problems

29. 2. Extrinsic Motivation
-requires incentives or reinforces
learning
-incentives for learning are more
important for average and low-
achieving students

30. Examples of Extrinsic Motivation
• Clear directions and expectations
• Cognitive Match
• Prompt Feedback
• Relate past learning with present
learning
• Frequent rewards/ Value of rewards
• Praise

31. C. Development/ Outline
-expressed in topics/ series
of pivotal questions/ a list
of activities

32. C. Development/ Outline
a. Content
b. Experiences

33. Guides Questions in planning the
Experiences
1. Can the experiences profit the
pupils?
2. Do the exercises help to meet the
needs of our pupils?
3. Are our pupils likely to be interested
in the experiences?

34. Guides Questions in planning the
Experiences
4. Do the Experiences encourage
pupils to inquire further?
5. Do the experiences seem real?
6. How do the experiences accord with
the life patterns of our pupils?

35. Guides Questions in planning the
Experiences
7. How contemporary are some of the major
experiences?
8. Do the experiences provide attainment of a
range of objectives?
9. Do the experiences provide opportunities
for both broad and deep study?

36. Parts of a Lesson Plan
A. Objectives
B. Motivation/ Review
C. Lesson Proper/
Development/ Outline

37. Parts of a Lesson Plan
D. Methods
E. Materials and Media
F. Summaries
G. Assignments

38. D. Methods
1. Practice and Drill
-transfer new information
into long term memory
2. Questioning
“Good Questioning leads to
higher modes of learning”
(Bruner, 1966)

39. D. Methods
3. Explanation and Lectures
-emphasizes an
important point
-fill in content gaps
4. Demonstration and
Experiments

40. E. Materials and
Media
• resources or instructional materials,
facilitate understanding and learning
• dependent on the objectives
and content of the lesson

41. Considerations in choosing
instructional materials
1. appropriateness of the material
2. interest of the students
3. availability of materials and equipments
4. teacher’s ability to use the materials

42. Characteristics of Good
Materials and Media
1. Accurate and up-to-date
2. Large enough to be seen by all the
students
3. Ready for use

43. Characteristics of Good
Materials and Media
4. Interesting and varied
5. Suited for developing the objectives of
the lesson
6. Properly displayed and used throughout
the lesson

44. F. Summaries
-ensure understanding of the
lesson
-determine whether the objectives
of the lesson have been achieved

45. Short review
1. Pose several though provoking
questions that summarizes the previous
lesson
2. Ask for a comparison of what has
already been learned with what is being
learned

46. Short review
3. Ask a student to summarize the
main ideas of the lesson
4. Assign review questions
5. Administer a short quiz

47. Some Activities for
Summaries
1. interpret a cartoon, map, or
model related to the lesson
2. draw a diagram or a chart
labelling the major parts or areas
being discussed

48. Some Activities for
Summaries
3. Have one or two students give an oral report
4. Have a few students debate the issues or
conclusions
5. Have students make predictions based on
the data or problems that have been
discussed

49. G. Assignments
• work that students are requested
to do at home
• serves as a reinforcement of the
lesson/ preparation for the next
lesson

50. Some Characteristics of
Effective Assignments
1. The homework should
be interesting
2. Incorporate previously
taught content to
reinforce learning

51. Some Characteristics of
Effective Assignments
3. Provide opportunities for students to
grow in written expression, reading or
important skills related to the subject
4. Cater for individual differences
5. Explain/ Give examples if necessary

52. 1. Enumerate the Basic Parts of the Lesson Plan.
2. What are the characteristics of a good
objective?
3. Give one consideration in choosing
instructional materials. Explain briefly the
reason behind this.

53. 4. Can a post-test serve as the summary of a
lesson? Why or why not?
5. How can teachers motivate students to
accomplish the given homework?
6. What is your view on the DepEd order that made
the weekend of elementary students free from
homework? Explain briefly your answer.

54. References:
• Ornstein, A.C. (1990). Strategies for Effective
Teaching. New York: HaperCollingsPublishers, Inc.
• http://assessment.uconn.edu/docs/LearningTaxo
nomy_Cognitive.pdf
• http://assessment.uconn.edu/docs/LearningTaxo
nomy_Affective.pdf
• http://assessment.uconn.edu/docs/LearningTaxo
nomy_Psychomotor.pdf

55. References:
• http://www.dynamicflight.com/avcfibook/lear
ning_process/
• http://www.nwlink.com/~donclark/hrd/bloom
.html
• Luczkowski, J. (2011, May 15). Robert Mager-
Perfromances for Learning. Retrieved from
http://instructionaldesignandtraining.blogspot
.com/2011/05/robert-mager-peformances-
for-learning.html