GEE-PMT Module 6 – INSTRUCTIONAL PLANNING

Weeks 11 - 12
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I. LEARNING OBJECTIVES

Upon completion of this module, the students are expected to:

1. Describe the key components of a good lesson plan

2. Explain how to use a lesson plan to achieve learning objectives
3. Write sample lesson plan

II. Preliminary Activity

Quick Write – How do you understand this statement?

“ Failing to plan is planning to fail”

III. Discussion
Definition of Instructional Planning
The ability to visualize the future classroom events.
An instructional plan may be likened to a roadmap or a guide that
assists in the smooth flow of movements from the start until the
end.
A means to manage learning time and activities.
Involves decision-making based on the student’s prior learning
experiences, context presented in the curriculum and support materials,
and the actual conditions of the instructional setting.
Levels of Instructional Planning
1. Yearly Plan - for establishing general content, basic curriculum
2. Term Plan - for scheduling the content in details for the next few
months
3. Unit Plan - for scheduling in more detailed manner the content and
activities on a month to week basis
4. Weekly Plan -for reorganizing content and activities in order to
adapt to the specific context or setting, disruptions, and special
needs
5. Daily Plan - for organizing the activities to accommodate immediate
concerns and/or last minute adjustments
 What is a Lesson Plan?

“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 a teacher.”
- Nelson Bossing

Lesson planning not only ensures that you have more successful lessons, but it also helps
you to stay organized, and to be more confident and creative in the classroom. Lesson plans
outline what you are trying to achieve and how you are going to do it. Planning lessons in
advance allows you to focus on the needs of your students and helps you meet many
demands that may come your way in the classroom.”

Purpose of Lesson Planning

Provide an overview of instruction
Facilitate effective management of instruction
Provide for logical and purposeful learning
Efficient utilization of available time and material resources
Enable teachers to organize and rehearse thoughts and movements prior
actual teaching
Ensure strong link between the curriculum and the actual teaching-learning
processes
Guide substitute teachers in conducting teaching-learning processes
appropriately
Guidelines to the preparation of Lesson Plan
1. Adequate knowledge of the subject matter
2. Knowing the nature of the students
3. Familiarity with a variety of teaching strategies and different methods
4. Materials and teaching aids and devices that will facilitate the teaching-learning
process
5. Thorough understanding of the objectives that relate to thrusts of Philippine
education

Characteristics of a Good Lesson

A good lesson will include all three types of learning in the lesson.”
1. ‘I do, We do, You do’ - is a key characteristic of a good lesson.
‘I do’ are those times when teachers show or tell students what they need to know.
The teacher presents, or models, the new material/skill for the students. While we
 demonstrate or explain the new material, the students give us their full attention;
they are listening, watching, asking questions, and possibly taking notes.
‘We do’ are the moments in the lesson when students are given time to practice the
new material/ skill with their teachers and peers. This may be an opportunity for the
class to work as a whole with you, as the teacher, providing additional guidance and
prompts or cues to guide their learning. When the students are working together in
groups, it is our responsibility as their teachers to move between the groups to offer
additional support and ensure understanding.
‘You do’ is when students practice on their own, it allows the student to work
independently and demonstrate their understanding of the content or skill.
There is no ideal format to follow for a lesson plan. Teachers should modify the
suggestions of methods experts and learning theorists to coincide with their teaching
style and the suggestions of their school.

Components of a Daily Lesson Plan

I. Objectives - WHAT the learner will do in order to demonstrate whether or not
he learned.

II. Subject Matter

Concepts/Skills:
References:
Materials:
III. Procedure
Learning Activities
1. Preparatory Activities
1. Daily Routine
2. Drill -an activity that automates learners’ prerequisite skills
3. Review - an activity that refreshes learners on a previously
learned concept/skill that is very much related to the new
concept/skill
4. Introduction - an activity where the teacher together with the
learners agree and set the purpose of the day’s lesson
5. Motivation -an activity that is related to the new lesson but which
is purposefully done to arouse the interest and set the mood of
the learners to proceed
o Intrinsic (self-interest)
o Extrinsic (an external force that motivates one to achieve)

2. Developmental Activities
1. Presentation - activities that incorporate real-life situations or
examples that help translate the concept/skill/value into an
opportunity for learning
 2. Discussion - an active exchange of questions and answers
between and among the teacher and the students that promote
understanding of the new lesson
3. Generalization - an abstraction of the lesson which is done by the
students through the guidance of the teacher
3. Closure Activities
1. Application
These are activities where the students are given the
opportunity to try-out their new learning by applying and/or
translating it in new, more realistic situations.

IV. Evaluation
These are tasks done by the students to determine the extent of their
mastery of the subject matter, and the attainment of the learning objectives
previously set by the teacher.

V. Assignment
A set of activities intended to reinforce or enrich the learning of the
day’s plan, and/or to prepare for the next day’s activities.

There is no ideal format to follow for a lesson plan. Teachers should modify the
suggestions of methods experts and learning theorists to coincide with their teaching
style and the suggestions of their school.

Types of Lesson Plans

1. Brief – an outline of instructional tasks usually prepared by seasoned teachers
2. Semi-detailed – a plan that presents all the activities and the teacher’s
questions, required to be prepared by new teachers
3. Detailed – a plan that presents all the teacher’s questions to be
corresponded by the learners’ responses, in full detail,
required to be prepared by pre-service teachers. A
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a
lesson. It contains a detailed description of the steps a
teacher will take to teach a particular topic. A typical DLP
contains the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and
Reflection.
What are learning objectives?
Learning objectives list what students will be able to do after completing the lesson. These
objectives let the teacher easily tell if the lesson has effectively taught the students new
concepts and skills.

Cognitive - knowledge, understanding

Affective - change of attitude/behavior
Psychomotor - skills

One of the most popular goal-setting strategies is the SMART criteria, which ensures goals are
focused. In the context of lesson planning, the teacher can use the SMART criteria to determine
your lesson objectives:
Is the objective specific?
Is the objective measurable?
Is the objective attainable by all students?
Is the objective relevant to your class and students?
Is the objective time-based to align with your syllabus?
Example: For an introductory lesson about Microsoft Word, objectives could be:

1. Identify parts of the ribbon menu

2. Define fonts and font styles
3. Determine methods of selecting text in a document
4. Create a sample word document

In a more advanced class, objectives might include:

1. Insert a document header

2. Use document themes
3. Add a page border

LESSON MATERIALS
This section prepares the teacher to deliver lessons every day.
Common types of lesson materials include:

• Student handouts
• Textbooks
• Visual aids
• Grading rubrics
• Activity packets
• Computers / Tablets

LESSON PROCEDURE
This is an in-depth explanation of how the lesson will progress in the classroom.

• The lesson procedure is essentially step-by-step instructions that walk the teacher
through everything from the time students enter the classroom until the bell rings at the
end of the period.

• When writing lesson procedure, the teacher needs to choose the type of activities that
will help students meet the lesson objectives.

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 Sample Detailed Lesson Plan in English

I. Learning Objectives

At the end of the lesson the students should be able to:

A. General
Demonstrate understanding on the basic sentence structure
B. Specific

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.
3. Read sentences correctly and clearly with expressions.
4. Show teamwork and cooperation through participating in a group activity.

II. Subject Matter:

A. Concept: Sentences According to Structure
B. References:
1. Grammar and Composition
Prentice Hall
Pages 36-39
2. Proficiency in English by Simeon Tabunda
Pages 29-34
3. https://www.vedantu.com/english/types-of-sentences
C. Materials: Visual aids, chart, flash cards, name tags

III. Procedure

Preparatory Activities:

A. Daily Routine

Teacher’s Activity Students’ Activity

Good morning class! Good Morning Ma’am!

Let us pray first.

Is anyone absent? None ma’am. We are all here.

How’s your day? Is it good so far? It was great Ma’am!

That’s good to know.

B. Review

Let us have a review of our last topic.

Can you tell us what was our lesson last meeting? Ma’am, last meeting we discussed
about sentences.
Can you define sentences? Yes, Ms. Arellano? Yes, Ma’am. A sentence is a
statement which tells a complete
thought.
Very good! What are the parts of a sentence?
A sentence has two parts, the
subject and the predicate.
Can you please give an example of a sentence?
Yes, Ma’am.
Covid 19 is a kind of virus.
Very good!

C. Motivation

Group Activity. Listen to instruction class.

The class will be divided into four; each group will be given pieces of paper with words written
on them. You will be asked to arrange the words in order to make a sentence. (The students will
come up with the following sentences:)

1. Philippines is rich in natural resources.

2. When did you go visit the white island?
3. Please give the certificate.
4. I can’t believe it! We won!
Presentation

“Very nice! I am very pleased you were able to finish the

task given to you. Now let’s discuss your answers.
Anybody who can tell to the class what he/she notices
with the following sentences?”

D. Lesson Proper/Method (Discussion with Q&A)

“Very good observation! Now, let me introduce to you the

four types of sentences. Would someone read this
sentence for me?” A declarative sentence states a
fact or opinion and ends with a
period.
“Thank you. Very good! Now, let’s take a look at the
sentence that group 1 came up with. This one is a
declarative sentence. Could you tell the reason why it’s
classified as declarative?” Ma’am, because it gives an idea
and it states a fact. It also ends
with a period)

Very good. Well said. Now, can somebody give an

example of a declarative sentence? Bulacan is under alert level 2
starting November 15.

Nice answers! Now let’s talk about the second type of

sentence. Would someone read the definition written on
the board? An interrogative sentence asks a
question and ends with a question
mark.

“Nice one and could you give an example as well?” Are you going to school?

“Very good! Remember that an interrogative sentence

ends with a question mark.

Please be reminded that you have to read an interrogative

sentence well. You have to sound like you’re really asking
a question. Don’t just read it as if it’s a declarative
sentence so you won’t be misunderstood when someone
listens to you.

So let’s proceed to the next type of sentence which is the

imperative sentence. Please read the definition on the
board. An imperative sentence expresses
a request or gives a command or
direction. It also and ends with a
period or exclamation mark.

Thank you. Now, let’s check the sentence that group 3

came up with. It ends with a period but that doesn’t mean
it’s a declarative sentence. Can somebody explain the
class why?” Ma’am, it’s because the sentence
do not state a fact an opinion. It
states a request.

Very good! give an example of an imperative sentence

that gives an order or direction.” Go to your room.
Well done! So, what about an imperative sentence that
expresses a request?” Can you please bring this to your
teacher?

Now let’s discuss the last type of sentence. Exclamatory

sentence. Kindly read the definition on the board.
An exclamatory sentence conveys
emotion and ends with an
exclamation mark.

Can somebody give an example?” Oh! I was shocked with that news!

Now let’s have a short activity before you take the quiz.

Using the pictures shown on the board, please form

different types of sentences according to function.

Picture 1 1. Declarative: Daniel Padilla is an

actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please
give me his phone number?
4. Exclamatory: OMG! I saw Daniel
Padilla!

Picture 2 1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please
tell us how to get there?
4. Exclamatory: Help! We are lost!

Picture 3 1. Declarative: The team won the

contest.
2. Interrogative: Did they win the
contest?
3. Imperative: Let’s clap our hands
for the winning team!
4. Exclamatory: Hurray! We won!

Picture 4 1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike
alone?
 3. Imperative: Please take me to
the mountain top.
4. Exclamatory: At last! I reached
the top!

D. Generalization

Now, class, let’s remember that sentences have four

functions. They can be declarative, interrogative,
imperative or exclamatory. Can you again tell the
differences of the four? A declarative sentence states a
fact or opinion and ends with a
period.
An interrogative sentence asks a
question and ends with a question
mark.
An imperative sentence expresses
a request or gives a command or
direction. It also and ends with a
period or exclamation mark.
An exclamatory sentence conveys
emotion and ends with an
exclamation mark.

Very good!
F. Application

Group Activity: Make a short presentation depicting different situations. Make sure to use all
types of sentences.
Group 1: You and your friends are in a concert.
Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

IV. Evaluation

Directions: Read each sentence carefully and identify their function. Write DC if it is declarative,
INC if it is interrogative, IMC if it is imperative and EC if it is Exclamatory.
1. Samar Island is known for its beautiful caves and water falls.
2. Did the organization approve her proposal?
3. Isn’t her voice magnificent!
4. It’s a baby boy!
 5. Call the insurance agent, please.
6. Watch out for that car!
7. What harm did the delay cause?
8. Most people do enjoy taking risks.
9. Is there anything else that I can get you?
10. Keep off the grass.
V. Assignment

1. Write a short narrative about your most unforgettable experience using at least 4
declarative, 4 imperative, 4 exclamatory and 4 interrogative sentences.
Reference: Grammar and Composition 4 by Prentice Hall pages 52 - 58
Proficiency in English 8 by Simeon Tabunda pages 60-65

End of sample lesson plan

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References:

1. https://www.tc.columbia.edu/media/centers/refugee-education-research-and-projects/Curriculum-and-
Planning-Module.pdf
2. https://www.aeseducation.com/blog/what-is-a-lesson-plan
3. Lesson Plan Template-Online Module by Georgian College: Centre for Teaching and Learning.