This document provides information on unit and lesson planning for teaching English as a foreign language or English as a second language. It discusses writing good learning objectives, sequencing activities, developing thematic units, and includes the following key points: unit plans provide an overview of the content and outcomes for a topic, while lesson plans are step-by-step guides for individual lessons. Effective objectives should be specific, measurable, achievable, relevant and time-bound. Developing dynamic units involves identifying standards, choosing meaningful topics, and allowing learner choice. Daily lesson logs are used by experienced teachers and include objectives, content, resources, procedures, remarks and reflections.

1. UNIT 7: THEMATIC
UNIT AND LESSON
PLANNING

2. TABLE OF CONTENTS:
WRITING GOOD OBJECTIVES
SEQUENCING ACTIVITIES
DEVELOPING DYNAMIC UNITS FOR EFL/ESL
UNIT PLANS
LESSON PLAN
DAILY LESSON LOGS

3. WRITING GOOD
OBJECTIVES

4. HOW TO MAKE A GOOD
AND ACCURATE
LEARNING OBJECTIVE?

5. WHAT IS LEARNING OBJECTIVES?
Learning objectives also called as
Learning outcomes.
• Statements that clearly describe what
students are expected to achieve as a
result of instruction.

6. CHARACTERISTICS OF
LEARNING OBJECTIVES

7. 1. ORDERED-BLOOM’S TAXONOMY
a. Cognitive domain- intellectual skills. (To
identify, to explain).
b. b. Affective emotional/feelings. (To
appreciate, to motivate).
c. Psychomotor-physical skills, performance
based and product based. (To create, to
perform, to demonstrate).

8. 2. NOT TOO MANY AND NOT TOO
FEW-3 TO 4 OBJECTIVES ONLY

9. 3. CONCISE
Specific. Clear and specific.
Measurable. Track your progress and
stay motivated.
Achievable. Realistic and attainable to
be successful.
Relevant. Aligns with other relevant
goals.
Time-bound. Target date

11. SEQUENCING
ACTIVITIES

12. SEQUENCING ACTIVITIES
Is the process of identifying and
documenting relationships among the
project activities. A benefit of this process
is that it identifies a logical sequence of
work, which in turn will help the project
team work more efficiently.

13. SEQUENCING ACTIVITIES
Lesson sequencing is a holistic
approach to lesson planning. It clusters
lessons together to make transitions
between them as smooth and simple
as possible.

15. DEVELOPING
DYNAMIC UNITS
FOR EFL/ESL

16. DEVELOPING DYNAMIC UNITS FOR EFL/ESL
"Developing Dynamic Units for EFL"
describes how to develop a thematic unit
that integrates skills in context, provides
opportunities for learner autonomy, and
is project-based and experiential.
Planning includes identifying curriculum
standards, thinking of a meaningful
topic, brainstorming tasks, organizing
the activities, and making use of learner
choice.

17. DEVELOPING DYNAMIC UNITS FOR EFL/ESL
EFL meaning:
English as a Foreign Language is learning English in
a non-English-speaking country. For example,
students in China who are learning English are
considered EFL students because English is not the
country’s official language. But if those same
students were in the U.S. learning English, they
would be regarded as ESL students.

18. DEVELOPING DYNAMIC UNITS FOR EFL/ESL
ESL meaning:
English as a Second Language is learning English
in a country where English is dominantly spoken
or the official language. For example, students
from non-native English-speaking countries who
come to the U.S. and Canada for an extended
time learn English as a Second Language. They
acquire English to communicate in the dominant
language spoken in the community where they
reside.

19. DEVELOPING DYNAMIC UNITS FOR EFL/ESL
ESL: A program of techniques,
methodology and special curriculum
designed to teach English Language
Learner (ELL) students English
language skills, which may include
listening, speaking, reading, writing,
study skills, content vocabulary, and
cultural orientation.

20. EFL VERSUS ESL
EFL ESL
EFL refers to teaching and learning
English as a foreign language.
ESL refers to learning and teaching
English as a second language.
Involves studying English in a country
where English isn’t the dominant
language(for example, countries like
China, Russia, and Japan).
Involves learning English in a country
where English is widely used, such as
Australia UK and US.
EFL learners learn English language
mainly as a mode of survival in English
speaking country.
ESL students are frequently exposed to
real-life experiences, which allow them to
to apply the linguistic knowledge they
have acquired inside the classroom into
real-life situations.

21. UNIT PLANS

22. UNIT PLAN
A unit plan is an overview of one topic in your
curriculum. It encompasses key components of
content to be covered and student learning
outcomes. A lesson plan is a step-by-step road map
for teaching one lesson. Generally you will have a
different lesson plan for each day of teaching, though
sometimes it makes sense to create one for a multi-
day, continuous lesson. Unit plans are the macro and
lesson plans are the micro.

23. STEP OF UNIT PLAN

24. STEP OF UNIT PLAN
Select Objective - Determine
general purpose or goal of the unit.
Content analysis - pedagogical
analysis of which topic will best
bring about planed objective

25. STEP OF UNIT PLAN
Learning activities - Teachers, pupils
'Activity and method of teaching.
Evaluation or evidence of
Achievement - Determine if the
objective were attain and to were
extent mastery was achieve.

26. MERITS OF UNIT
PLAN

27. MERITS OF UNIT PLAN
- To enable the teacher to work continuously and
effectively throughout the academic year for all the
unit.
- Teaching learning become more effective.
-Give proper learning experience in an integrated
manner to the students

28. ESSENTIAL FEATURE
OF UNIT PLAN

29. 1. REFERENCES
At the end of the plan,
proper reference should be
given because the student
cannot be directed to
further study related to the
proper unit.

30. 2. EVALUATION
The evaluation should be
objective base.
The activity and the teaching has a
relationship of the development
idea.
3. THE TEACHING SEQUENCE

31. 4. METHOD AND THE PROCEDURE
The vehicle of the students
experience.
The essential feature of unit plan, all
the material needed.
5. THE MATERIALS NEEDED

32. 6. THE CONTENT OF THE UNIT
It should be indicated clearly.
It should outline the desired outcomes and lead
toward that end. The purpose of unit planning is to
connect the competencies, language standards,
and skills together so that it creates a unified
picture for the students.
7. OBJECTIVES OF THE UNIT

33. LESSON PLAN

34. LESSON PLAN
One of the most important
aspects of instructional
planning considered as a
blueprint of what the teacher
and students intend to
accomplish after a teaching-
learning episode.

35. PREREQUISITE TO
LESSON PLANNING

36. PREREQUISITE TO LESSON PLANNING
• Knowledge of the subject matter.
• Knowing the children or the
students.
• Familiarity with different strategies.
• Materials.
• Understanding of the objectives.

37. PARTS OF LESSON
PLAN

38. PARTS OF LESSON PLAN
• Objectives
• Subject matter
• Procedure
• Evaluation
• Assignment

39. OBJECTIVES
Provides goals to be attained,
gives direction to the class
discussion, and call for what
outcomes to expect.

40. SUBJECT MATTER
A topic itself, or what the
teacher wants to discuss.

41. PROCEDURE
Description of what you will do in teaching
the lesson, and, as appropriate includes a
description of how you will introduce the
lesson to the students, what actual
instructional techniques you will use, and
how you will bring closure to the lesson.
Include what specific things students will
actually do during the lesson.

42. EVALUATION
Describe how you will determine the
extent to which students have
attained the instructional objective.
Be sure this part is directly connected
to the behavior called for in the
instructional objective.

43. ASSIGNMENT
Indicate how other
activities/materials will be used to
reinforce and extend this lesson. It
may be in form of homework about
the recent lesson or an advance study
of the next lesson.

44. TYPES OF LESSON
PLANS

45. COURSE PLAN
It is a long ranged plan.
Provides the general
framework within in which the
work of the quarter and year
will be carried out.

46. UNIT PLAN
Clarifies what content will be
taught and by what learning
experiences during a specific
period of time.

47. USES
It enables teacher to plan
experiences in advance to
meet different objectives.
It helps teacher anticipate
problems that may arise

48. THE DAILY LESSON PLAN
Refers to each day plan which has to
do with the specific part of the unit to
be dealt with during a given class
period.
Covers a small part of a larger
experiences extending over days.

49. TYPES OF DAILY
LESSON PLANS

50. TYPES OF DAILY LESSON PLAN
• Detailed
• Semi-detailed
• Brief

51. DETAILED
Is an anticipatory teaching. It puts down in
writing all classroom activities that may
occur. The teachers write down all the
questions she is going to ask under the
column teacher activity, and the expected
answers from the pupils under the column
Pupil Activity.

52. DETAILED
Is an anticipatory teaching. It puts down in
writing all classroom activities that may
occur. The teachers write down all the
questions she is going to ask under the
column teacher activity, and the expected
answers from the pupils under the column
Pupil Activity.

53. SEMI-DETAILED
Omits pupil activity. It contains
only the lesson procedure or the
steps of the lesson. A few of the
pivotal questions may be
included.

54. BRIEF
It is even shorter than the semi-
detailed. Teachers who have
taught the same subject for years
usually make brief plans.

55. DAILY LESSON
LOG (DLL)

56. DAILY LESSON LOG(DLL)
• covers a day’s or a week’s worth of lessons
in one tabular format.
•used by teachers with at least one year
teaching experience.
(, including teachers with prior experience in
private schools or higher education
institutions.)

57. PARTS OF K TO 12
DAILY LESSON
LOG(DLL)

58. 1. OBJECTIVES
This part of the DLL includes
objectives related to content
knowledge and
competencies.

59. 2. CONTENT
The topic or subject
matter pertains to the
particular content that the
lesson focuses on.

60. This part of the DLL asks
teachers to log the references
and other learning resources
that the teacher will use for the
lesson.
3. Learning Resources

61. This part of the DLL contains ten (10) parts
including:
a) reviewing previous lesson/s or presenting the
new lesson.
b) establishing a purpose for the lesson will
motivate the learner to learn the new lesson.
c) presenting examples/instances of the new shows
instances of the content and competencies.
4. Procedures

62. d) discussing new concepts leads to the first formative
assessment.
e) continuation of the discussion of new concepts leading
to the second formative assessment that deepens the
lesson and shows learners new ways of applying learning.
f) developing mastery, which leads to the third formative
assessment, can be done through more individual work
activities such as writing, creative ways of representing
learning, dramatizing, etc.
4. Procedures

63. g) finding practical applications of concepts and
skills in daily living which can develop appreciation
and valuing for students’ learning by bridging the
lesson to daily living.
h) making generalizations and abstractions about
the lesson will conclude the lesson by asking
learners good questions that will help them
crystallize their learning so they can declare
knowledge and demonstrate their skills;
4. Procedures

64. i) evaluating learning is a way of assessing the
learners and whether the learning objectives
have been met.
j) additional activities for application or
remediation will be based on the formative
assessments and will provide children with
enrichment or remedial activities.
4. Procedures

65. This is a part of the DLL in which
teachers shall indicate special cases
including but not limited to
continuation of lesson plan to the
following day in case of re-teaching or
lack of time, transfer of lesson to the
following day in cases of class
suspension, etc.
5. Remarks

66. This part of the DLL requires
teachers to reflect on and
assess their effectiveness.
6.Reflection

69. THANK YOU