Activity 1

Lesson Planning

Teaching
Internship
e-Portfolio
Activity

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 Activity 4
Lesson Planning

My Aims/Purposes

At the end of the activity, I should be able to:

a. identify the correct format of lesson plan for specific subject;

b. identify the different parts of a lesson plan for specific subject;
c. compare and analyze the formats of lesson plan introduced in the campus
and/or in cooperating school, and
d. develop a clear and legible lesson plan as required by the cooperating
teacher and supervising instructor integrating the suggestions.

My Responsibilities

Lesson planning is the teacher’s road map of what learners need to learn
and how it will be done effectively during the teaching-learning process. It provides
teachers with a general outline of teaching goals, learning objectives, and means
to accomplish them, and is by no means exhaustive. It is on this note that teaching
interns write lesson plans that function as blueprints in order to achieve a quality,
effective, and efficient teaching-learning process.

As a teaching intern, I should:

a. attend orientation regarding lesson planning;

b. identify the proper format of lesson plan per subject area;
c. draft a lesson plan and submit to cooperating teacher/ supervising instructor
for assessment and evaluation; and
d. write the final write-up of lesson plan.

My Observations (Reflections and Insights)

1. What are the different parts of a lesson plan introduced in the school?
(Note: The sample LP must be based on your major/specialization)

The components of a lesson plan, introduced to us as practice teachers at

Pangasinan National High School (PNHS), encompass various key elements:

Parts of a Lesson Plan

1. Learning Objectives – This segment elucidates the specific educational objectives

the teacher aims to achieve during the lesson. These objectives should be precise,

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 measurable, and aligned with the curriculum standards set by DepEd. They
delineate what students are expected to comprehend or accomplish by the
conclusion of the lesson.

2. Educational Competencies – These delineate the knowledge, skills, and attitudes

students should acquire from the lesson. Typically linked to subjects and grade
levels, they aid teachers in ensuring that the lesson aligns with the curriculum and
educational goals.

3. Instructional Materials and Resources – In this section, teachers list the materials
and tools required for the lesson, including textbooks, handouts, multimedia
resources, laboratory equipment, and any other resources essential for effective
teaching and learning.

4. Teaching Approaches – These outline the techniques and methods the teacher will
utilize to deliver the lesson. This may encompass strategies such as lectures, group
discussions, demonstrations, practical exercises, or online resources. The choice
of teaching approach should be tailored to align with the specific objectives and
content of the lesson.

5. Assessment Techniques – This part of the lesson plan specifies the tools and
methods for assessing student learning and evaluating their understanding of the
lesson. It includes information about quizzes, tests, assignments, or other
evaluation methods to be used during or after the lesson.

6. Homework or Assignments – Some lesson plans include a section dedicated to

tasks or assignments that students must complete outside the classroom. This
serves to reinforce the concepts introduced in the lesson or prepare students for
upcoming class sessions.

7. Reflection and Evaluation – This component consists of feedback and reflection,

where teachers can share their observations and insights regarding the lesson's
execution. They can highlight the lesson's strengths and identify areas for
improvement. This section promotes continuous professional development by
encouraging teachers to reflect on their teaching practices and refine their
methodologies.

Parts of a Lesson Plan in 7Es format:

1. Elicit – This initial phase sets the stage for the lesson by sparking students' prior
knowledge and curiosity. Through thought-provoking questions, engaging
anecdotes, or captivating visuals, the teacher aims to pique students' interest and
highlight the relevance of the upcoming topic.

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2. Engage – During this phase, instructors further involve students by providing
context for the lesson. This may involve sharing real-life examples, personal
narratives, or connecting the lesson to students' daily experiences and interests,
fostering their enthusiasm for further exploration.

3. Explore – In this phase, students actively participate in the learning process through
hands-on activities or investigations. They have the opportunity to explore the topic
independently, gather information, and develop inquiry skills. Teachers facilitate the
exploration by providing materials and guiding students' inquiries.

4. Explain – Following the exploration phase, the Explain stage involves a systematic
presentation of key concepts or theories related to the topic. Teachers clarify
misunderstandings, introduce new information, and contextualize students'
findings, ensuring a solid understanding of the material.

5. Elaborate – This phase encourages students to apply their understanding in

complex, real-world scenarios. Through projects, experiments, or discussions
requiring critical thinking skills, students deepen their comprehension and develop
higher-level cognitive abilities.

6. Evaluate – The evaluation phase assesses students' mastery of the lesson

objectives and their overall proficiency. Various assessment methods, such as
quizzes, tests, presentations, or project assessments, allow teachers to gauge
learning outcomes and provide feedback to students.

7. Extend – In this final phase, students are encouraged to extend their learning
beyond the classroom and apply their knowledge in practical contexts. By
connecting the lesson to real-life situations and encouraging further exploration,
students recognize the relevance and applicability of their learning in the broader
world.

2. Does the learning plan reflect principles of learning, and alignment across
goals, and assessments?

Reflecting on the learning plans I've encountered throughout my teaching

experience, it's evident that they consistently adhere to principles of learning and
demonstrate alignment across goals and assessments. One of the fundamental
principles often observed in well-developed learning plans is alignment, emphasizing
the importance of coherence between learning goals, instructional strategies, and
assessment methods. Upon reviewing various learning plans, I've consistently noted
a deliberate effort to ensure that learning objectives are aligned with instructional
activities and assessment measures. This intentional alignment ensures that all
components of the learning plan work synergistically to foster student comprehension
and mastery of the content.

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 Effective learning plans frequently incorporate principles of backward design, where
learning goals are established as the foundation, guiding the selection of appropriate
instructional strategies and assessment methods. Beginning with clear and specific
learning objectives allows teachers to thoughtfully choose instructional approaches
that best support students in achieving those objectives, while also selecting
assessment methods that accurately evaluate student learning outcomes. Moreover,
learning plans often integrate principles of active learning and student engagement,
recognizing that students thrive when actively involved in the learning process. By
incorporating interactive activities, collaborative learning experiences, and hands-on
tasks, learning plans encourage students to apply their knowledge, think critically,
and construct their understanding of the content. This engagement facilitates deeper
comprehension and enhances long-term retention of knowledge. Crucially, effective
learning plans maintain alignment across goals and assessments, ensuring that
learning objectives are consistently supported by instructional activities and
accurately assessed through various assessment methods. The alignment across
goals and assessments remains a cornerstone of effective learning plans.
Articulating clear learning goals and aligning them with instructional activities and
assessment methods ensures that students receive cohesive and meaningful
learning experiences. Assessments are carefully designed to measure student
progress toward achieving learning goals, providing teachers with valuable insights
into student learning and informing instructional decisions.

In summary, the learning plans encountered in my teaching experience reflect

principles of learning and demonstrate alignment across goals and assessments. By
integrating these principles into their planning processes, educators can create
impactful learning experiences that promote student growth, understanding, and
success.

3. If you were going to teach the lesson to the same group of learners, what
would you do differently? Why? What would you do the same? Why?

Approaching the planning and implementation process with a critical lens, my aim
would be to build upon prior experience and implement necessary adjustments to
enrich the learning journey for my students. Initially, I would revisit and refine the
lesson plan, drawing insights from reflections on the initial teaching encounter and
feedback garnered from both students and colleagues. This iterative process would
involve pinpointing areas of effectiveness and areas for growth in the original plan,
and then strategically enhancing it to address any identified shortcomings or
opportunities for improvement. For instance, if I observed that certain instructional
methods lacked efficacy in engaging students or facilitating comprehension, I would
explore alternative approaches or integrate supplementary resources to better
accommodate the diverse needs of my learners.

Similarly, I would place increased emphasis on differentiation and personalized

instruction, tailoring my approach to suit the unique learning styles, preferences, and
capabilities of each student. Recognizing the individual strengths and growth areas
of every learner, I would endeavor to offer multiple entry points and learning

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pathways, allowing students to progress at their own pace and readiness level. This
might involve incorporating more opportunities for student choice and autonomy,
providing differentiated tasks or activities, or offering additional support or extension
options as warranted. Furthermore, I would aim to deepen student engagement and
foster a sense of ownership in the learning process by integrating more inquiry-based
and project-based learning opportunities. Encouraging students to pose questions,
explore areas of interest, and apply their learning in real-world contexts would
promote deeper understanding, critical thinking, and intrinsic motivation. Additionally,
I would enhance opportunities for collaborative learning and peer interaction,
recognizing the significant role of social discourse in promoting student learning and
development. However, certain elements of the lesson would remain consistent with
the original implementation. For instance, I would uphold the overarching learning
objectives and fundamental content of the lesson to ensure coherence and
consistency in the learning journey. Similarly, I would maintain a focus on cultivating
a positive and inclusive learning environment characterized by mutual respect,
inclusivity, and a growth mindset.

Given the chance to teach the same lesson to the same group of learners again, I
would strive to capitalize on previous experiences, refine my practice based on
feedback and reflection, and prioritize differentiation, engagement, and student-
centered learning. By continually refining my instructional approach and adapting to
the evolving needs of my students, I aspire to create meaningful and transformative
learning experiences that ignite curiosity, foster growth, and empower students to
realize their full potential.

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My Exhibits (Evidence/ Documentations)

A. Attach your first draft of your first lesson plan.

First Draft

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B. Attach your final write ups of your first lesson plan.

Final Draft

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