This document outlines the key components of effective lesson planning for elementary teachers. It defines a lesson plan and identifies its main parts: objectives, subject matter, instructional procedure, evaluation, and assignment. It differentiates between detailed, semi-detailed, and brief lesson plans. It also describes several teaching models that can be used in the instructional procedure, including discovery learning, inquiry learning, problem-based learning, cooperative learning, and the 4A's teaching approach. Finally, it provides guidance on preparing a lesson plan by selecting topics and objectives, including motivation, designing instruction, and planning evaluation activities.

1. 1
EFFECTIVE
LESSON
PLANNING
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Geramy B. Espina
Resource Speaker

2. According to Deped Order
No. 70, s. 2012:
Teachers who have been in the service for more than two (2)
years, private school experience included, shall not be required
to prepare DETAILED LESSON PLANS (DLP’s).
2

3. Meaning:
Teachers with less than two (2) years teaching experience shall be
required to prepare DLP’s which shall include the following:
-Objectives -Subject Matter -Procedure
-Assessment -Assignment
3

4. OBJECTIVES OF CONDUCTING
THIS WORKSHOP ON LESSON
PLANNING:
1. DEFINE what a Lesson Plan is.
2. IDENTIFY the different components of a
Lesson Plan.
3. DIFFERENTIATE the different kinds of
Lesson Plan.
4. PREPARE a Lesson Plan.
4

5. This is a teacher’s
“roadmap” for a lesson.
It contains a
description of the
steps a teacher will
take to teach a
particular topic.
A plan is a method for
achieving an end. Therefore,
it is a must of effective
teaching.
It helps the teachers set
learning targets for
learners. It also helps
teachers guarantee that
learners reach those
targets.
LESSON
PLAN

6. COMPONENTS
OF
LESSON PLAN
1

7. “These are the components/
parts of a Lesson Plan ”
7
Objectives
Subject
Matter
Instructional
Procedure
Evaluation Assignment

8. 8
OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/
Objectives
This part of DLP describes the
“kinds of content knowledge and
processes the teachers hope their
students will leran from
instruction.”

9. SUBJECT MATTER:
1. Topic
2. References
3. Materials:
4. Value Aims
This part of DLP contains the
specific content that the lesson
aims to teach. Materials,
references and other implied
values should be included.

10. 10
INSTRUCTIONAL PROCEDURE
(4A’S TEACHING APPROACH)
Motivation
1. Activity
2. Analysis
3. Abstraction
4. Application
This part of DLP details the
steps and activities the
teachers and the students will
do during the lesson towards
achievement of the lesson’s
objective.

11. 11
INSTRUCTIONAL PROCEDURE
(4A’S TEACHING APPROACH)
Motivation
1. Activity
2. Analysis
3. Abstraction
4. Application
The procedure describes the
learning experiences that
learners will go through in
understanding and mastering
the lesson’s content.

12. 12
INSTRUCTIONAL PROCEDURE
(4A’S TEACHING APPROACH)
Motivation
1. Activity
2. Analysis
3. Abstraction
4. Application
Flexibility is encouraged in
the implementation of the
DLP procedure. Changes in
the procedure is allowed
based on time constraints or
when adjustments in teaching
are needed to ensure learners’
understanding.

13. 13
EVALUATION:
(Should meet the
objectives set at the
beginning of the
lesson.)
Formative assessment of student learning may be
done before, during , and after a lesson and should
be carried out to measure attainment of the lesson
objectives.

14. 14
ASSIGNMENT/
HOMEWORK:
(Should allow the students to
master what was learned
during the lesson.)

15. KINDS
OF
LESSON PLAN
2

16. “
16
DETAILED
SEMI-
DETAILED
BRIEF

17. 17
Detailed Lesson Plan
1
In this plan, both teacher’s and
students activities are presented.

18. 18
Semi-Detailed Lesson Plan
2
This plan is less intricate than the
detailed LP. Some LP does not have
student activities, and in some cases,
they include it but with little notes.

19. 19
Brief Lesson Plan
3
This plan focuses more on the flow of
instruction. It is not necessary to
write the students activities.

20. 3 TEACHING
MODELS USED IN
LESSON PLAN

21. 21
Teaching models are larger than
a particular strategy, method, or
tactic. These are overall approaches
to instruction that do not only help
teachers in planning instruction, but
also guide them in acquiring
information, developing skills,
internalizing values, and engaging
in other forms of learning activities.

22. 22
(This can be found in
the Instructional
Procedure of the LP,
regardless of its type.)

23. 23
TEACHING MODEL:
Discovery Learning
This teaching model is based on the idea
that content is not given to learners in
finished form. Rather, it is discovered by
learners before they can internalize it.
In Discovery Learning, the major task of
the learner is to discover something and
not merely to learn the content.

24. 24
TEACHING MODEL:
Discovery Learning
Purposes:
1. To provide students with opportunities
to think independently;
2. To help students discover how
knowledge becomes known; and
3. To promote higher-order or critical
thinking skills such as analysis,
synthesis, and evaluation.

25. 25
TEACHING MODEL:
Discovery Learning
Phases of Instruction:
1. Selecting the problem.
2. Proposing possible solutions.
3. Collecting data.
4. Analyzing and interpreting data.
5. Testing conclusions.

26. 26
TEACHING MODEL:
Inquiry Learning
This teaching model is commonly known as
the inquiry process which is the application of
scientific method to teaching. This is the chief
method used by scientists.
Purpose:
1. To help students develop skills in observing
and being alert for discrepancies.

27. 27
TEACHING MODEL:
Inquiry Learning
Phases of Instruction:
1. Establishing a form for inquiry.
2. Formulating hypotheses.
3. Gathering data.
4. Testing hypotheses.
5. Formulating conclusions.

28. 28
TEACHING MODEL:
Problem-Based Learning
This teaching model is consist of presenting
students authentic and meaningful problem
situations to serve as springboards for
investigation.
Purpose:
1. To help students develop their thinking,
problem-solving, and intellectual skills.

29. 29
TEACHING MODEL:
Problem-Based Learning
Phases of Instruction:
1. Orienting students to the problem.
2. Organizing students for study.
3. Assisting independent and group
investigation.
4. Presenting Exhibits.
5. Analyzing and evaluating the problem-
solving process.

30. 30
TEACHING MODEL:
Cooperative Learning
This teaching model is based on the idea that
learners work together in small group and
are rewarded for their collective
accomplishments.
Purpose:
1. To promote diversity of learners.
2. To teach students skills of cooperation
and collaboration.

31. 31
TEACHING MODEL:
Cooperative Learning
Phases of Instruction:
1. Identification of topics.
2. Formation of learning teams.
3. Investigation of topics.
4. Preparation of presentation.
5. Presentation to the whole class.

32. 32
TEACHING MODEL:
4 A’s TEACHING APPROACH
This teaching model follows a logical
sequencing of learning activities from the
mood-setting activity to the closing activity.
Learning experiences in the cognitive, affective,
and psychomotor domains are embedded
simultaneously in the development of the
lessons, therefore, creating wholeness in the
teaching-learning process.

33. 33
TEACHING MODEL:
4 A’s TEACHING APPROACH
Purpose:
1. To provide experiential learning in
small groups and class activities.
Phases of Instruction:
1. Activity 2. Analysis
3. Abstraction 4. Application

34. 4
PREPARATION
OF LESSON PLAN

35. “
35
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

36. Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities
Selection of Topic/s:
1. Refer to the Curriculum
Guide used in the specific
subject and grade level.
2. In the New Normal,
teachers from Deped and in
some private schools refer to
MELC as their guide in
selecting topics.

39. Objectives:
1.Consider the Content
Standards, Performance
Standards, and the Most
Essential Learning
Competencies.
2. You can conceptualize
your objectives based on the
MELC. You can also directly
copy it.
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

41. Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
1956 2001
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

42. Remembering:
Recall or
recognition of
specific
information
Products include:
• Quiz
• Definition
• Fact
• Worksheet
• Test
• Label
• List
• Workbook
• Reproduction
•Vocabulary

43. Understanding:
Understanding of
given information
Products include:
• Recitation
• Summary
• Collection
• Explanation
• Show and tell
• Example
• Quiz
• List
• Label
• Outline

44. Applying:
Using strategies,
concepts,
principles and
theories in new
situations
Products include:
• Photograph
• Illustration
• Simulation
• Sculpture
• Demonstration
• Presentation
• Interview
• Performance
• Diary
• Journal

45. Analyzing:
Breaking
information
down into its
component
elements
Products include:
• Graph
• Spreadsheet
• Checklist
• Chart
• Outline
• Survey
• Database
• Mobile
• Abstract
• Report

46. Evaluating:
Products include:
• Debate
• Panel
• Report
• Evaluation
• Investigation
• Verdict
• Conclusion
•Persuasive speech
Judging the value
of ideas, materials
and methods by
developing and
applying standards
and criteria.

47. Creating:
Putting together
ideas or
elements to
develop a original
idea or engage in
creative thinking.
Products include:
• Film
• Story
• Project
• Plan
• New game
• Song
• Newspaper
• Media product
• Advertisement
• Painting

48. Motivation:
1.Consider the nature,
interests, and multiple
intelligences of your
students.
2.Make this part of your lesson
the “mood-setter” for your
students. (Short but
memorable)
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

50. Designing of Instruction
Flow:
1.Follow the Teaching model
that you choose.
2.Select activities that is not
time consuming, and at the
same time, more on student
involvement.
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

60. Evaluation and Wrap-up
activities:
1.For evaluation, consider your
objectives and make sure that you
attain the goals that you set.
2.Must be related to the lesson that
you discussed.
3.For subjective tests, use rubrics.
4.For Objective test, use your
creativity to convert one question
into another order of thinking.
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

61. • Remember
(Conceptual
Knowledge)
• Understand
(Factual)
• Describe how Diana
became a recipient of
Bahay Tuluyan’s street
education campaign..
• How would you explain
Diana’s success in
being a street
educator?

62. • Apply
(Metacog-nitive)
• Construct a theory as to
why Diana continued to
be a street educator in
spite of the many
challenges she would
face?
• Analyze
(Procedural
Knowledge)
• Compare how Diana and
you would react to the
challenges she met as she
grew up.

63. • Evaluate
(Conceptual)
• Create
• Predict what will be Diana’s
life 10 years from now.
• Compose a song, skit,
poem or rap to convey
Diana’s story to the children
of the 21st century.

65. Evaluation and Wrap-up
activities:
1.For evaluation, consider
your objectives and make
sure that you attain the
goals that you set.
2.Must be related to the
lesson that you discussed.
3.For subjective tests, use
rubrics.
Selection of
Topic/s
Objectives
Motivation
Designing of
Instruction
Flow
Evaluation
and Wrap-up
activities

67. Workshop: Quick Lesson Planning
Grad
o
Daloy ng
Paksa
Deskripsyon Tema
K Ako at
ang
Aking
kapwa
Pagkilala sa sarili at
pakikipag-ugnayan sa
kapwa bilang pundasyon
sa paglinang ng
kamalayan sa
kapaligirang sosyal
1-2

68. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
1 Ako, ang
Aking
Pamilya
at
Paaralan
Ang sarili bilang kabahagi ng pamilya at
paaralan tungo sa pagkakakilanlan bilang
indibidwal at kasapi ng komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago,
interaksyon distansya at direksyon at ang
pagpapahalaga sa kapaligirang pisikal at
paaralan
1-3

69. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
2 Ang
Aking
Komunda
d,
Ngayon
at Noon
Pag-unawa sa kasalukuyan at nakaraan ng
kinabibilangang komunidad, gamit ang
konsepto ng pagpapatuloy at pagbabago,
interaksyon, pagkakasunod-sunod ng
pangyayari, mga simpleng konseptong
heograpikal tulad ng lokasyon at
pinagkukunang yaman, at konsepto ng mga
saksi ng kasaysayan tulad ng tradisyon oral at
mga labi ng kasaysayan
2

70. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
3 Ang Mga
Lalawiga
n sa
Aking
Rehiyon
Pag-unawa sa pinagmulan at pag-unlad ng
sariling lalawigan at rehiyon kasama ang
aspektong pangkultura, pampulitika,
panlipunan at pangkabuhayan gamit ang
malalim na konsepto ng pagapapatuloy at
pagbabago, interaksyon ng tao at kapaligirang
pisikal at sosyal
3

71. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
4 Ang
Bansang
Pilipinas
Pagpapahalaga sa pambansang
pagkakakilanlan at ang mga kontribosyon ng
bawat rehiyon sa paghubog ng kulturang
Pilipino at pambansang pag-unlad gamit ng
mga kasanayan sa heograpiya, pag-unawa sa
kultura at kabuhayan, pakikilahok sa
pamamahala at pagpapahalaga sa mga
mithiin ng bansang Pilipinas.
1-6

72. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
5 Pagbuo
ng
Pilipinas
bilang
Nasyon
Pagkakabuo ng kapuluan ng Pilipinas at mga
sinaunang lipunan hanggang sa simula ng ika-
20 siglo gamit ang batayang konseptong
katulad ng kahalagahang pangkasaysayan
(historical significance), pagbabago, pag-unlad
at pagpapatuloy.
1-6

73. Workshop: Quick Lesson Planning
Grado Daloy ng
Paksa
Deskripsyon Tema
6 Mga
Hamo
n at
Tugon
sa
Pagka
bansa
Ang Pilipinas sa harap ng mga
hamon at tugon ng ika-20 siglo
hanggang sa kasalukuyan tungo
sa pagbuo ng tiyak na
pagkakakilanlang Pilipino at
matatag na pagkabansa (strong
nationhood)
1-6

74. References:
• Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach Through the
Learning Centre. Melbourne: Oxford University Press.
• Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8. Carlton
South, Vic.: Education Shop, Ministry of Education and Training, Victoria.
• Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3. Cheltenham, Vic.: Hawker
Brownlow.
• Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary Classrooms.
Victoria: Department of School Education, Victoria.
• McGrath, Helen & Toni Noble (2001). Seven Ways at Once.
• O’Tuel, Frances S. And Ruth K (1993). Bullard. Developing Higher Order Thinking in the Content
Areas K – 12.

75. 75
THANK
YOU!