Scribd
Upload
4 views

Guidelines-in-Lesson-Planning

The document outlines guidelines for preparing lesson plans, emphasizing the necessity for teachers to create their own plans that include specific components such as objectives, subject matter, procedures, and assignments. It also allows for the use of ready-made lesson plans, provided they meet certain criteria related to student ability and instructional relevance. Additionally, the document stresses the importance of integrating competencies and values in teaching, ensuring a holistic learning experience.

Uploaded by

justindelabajan99
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
4 views

Guidelines-in-Lesson-Planning

The document outlines guidelines for preparing lesson plans, emphasizing the necessity for teachers to create their own plans that include specific components such as objectives, subject matter, procedures, and assignments. It also allows for the use of ready-made lesson plans, provided they meet certain criteria related to student ability and instructional relevance. Additionally, the document stresses the importance of integrating competencies and values in teaching, ensuring a holistic learning experience.

Uploaded by

justindelabajan99
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Guidelines in the Preparation of Lesson Plans

1. Daily lesson plans shall serve as guides in the delivery of instruction. It is a general
policy that teachers shall be ready with lesson plans when they come to class.
2. Teachers have to prepare their own daily plans regardless of format, provided
that the lesson plans contain the following parts.
I. Objective/s / Learning Objectives
II. Subject Matter / Learning Content
III. Procedure / Learning Experiences
Engage
Explore
Explain
Elaborate
Evaluate
IV. Assignment
3. Teachers are also free to use ready-made lesson plans, provided:
a) They are suited to pupils’ ability level.
b) They are relevant and appropriate for current lesson or topic.
c) All objectives are MELC-based, behavioral, and SMART
d) Appropriate instructional materials are used.
e) They are properly annotated and with background information for
teachers.
f) There is an accompanying logbook indicating which parts have been
accomplished or not and the corresponding instructional decision that the
teacher will undertake.
g) An orientation on their effective use has been conducted.
4. Whichever manner or format the teacher desires to use, congruency in all parts
of the lesson plan shall always be observed.
5. Teachers shall consider utilization of increased time allotment by providing
adequate activities during remedial, reinforcement, enrichment, library work and
community work.
6. There shall be stronger integration of competencies and values within and across
the learning areas through the use of integrative teaching approaches for a more
holistic learning where appropriate and relevant (Content-based instruction,
Thematic)
7. Values shall permeate all learning areas. This should be seen in the development
of the lesson.
8. All teachers may use the plan regardless of the reference or source.
LESSON PLANNING

I. Objectives / Learning Objectives – Content Standard, Performance Standard,


Learning competencies or skills taken from the curriculum guides, MELC or
teacher’s manuals.
A. Content Standard
B. Performance Standard
C. Learning Competencies
1. Cognitive (Include the K to 12 CG code)
2. Psychomotor
3. Affective

II. Subject Matter / Learning Content


A. Topic – to be taught for the day
B. Reference/s – books and other sources used
C. Materials – instructional materials used in the teaching
D. Science Concept – knowledge to be acquired by the pupils
E. Science Process Skills – skills to be developed during the lesson
F. Integration – topics which are integrated in the lesson
Note: Integration can be done in any portion of the learning experiences

III. Procedure / Learning Experiences – This should include the brief description of
the learning activities to be done by the teacher depending on the method or
approach he / she is using which is beneficial in carrying out his / her objective.
A. Preparatory Activities
Prayer Other science teachers use this format
Greetings Prayer
Checking of Attendance Greetings
Review / Checking of Assignment Checking of Attendance
B. Developmental Activities Review / Checking of Assignment
1. Engage 1. Engage
2. Explore 2. Explore
3. Explain 3. Explain
4. Elaborate 4. Elaborate
5. Evaluate 5. Evaluate

IV. Assignment – This portion shall contain the instruction of the activity which will be
done by learners either at home or in school as supervised / guided activity as an
enrichment or remediation of the day’s lesson.

OBSERVATION CHECKLIST IN SCIENCE


I. Physical Factors
1. The learning environment is conducive to learning.
2. Individual desk or cluster of desks facilities better learning.
3. Instructional materials are ready
a. Board Work
b. Concrete / Semi – concrete materials
c. Charts
d. Activity Cards
e. E-learning materials
f. Others
4. The lesson plan is presentable and well – prepared
a. MELC – based
b. Objective is SMART
c. Activities included are relevant and practical
d. Activities congruent to the objective

II. The Teacher


1. Is poised
2. Is confident
3. Provide variety of energizers
4. Acts as facilitator of learning
5. Communicates effectively

III. The Lesson


Review
1. Is focused on a learning difficulty
2. Technique is suited to overcome the learning difficulty
3. Is within 3-5 minutes
4. Is congruent to the lesson
5. Achieves acceptable degree of mastery
Development
1. Provides preparation / motivation
2. Provides pre-assessment
3. Is child-centered
4. Is activity orientated
a. Objective of the lesson positively communicated
b. Teacher sets standards / rules for the activity
c. Teacher emphasizes key behavior integrated in the lesson
d. Provides “hands-on” experience
i. Identifies concepts
ii. Identifies skill
iii. Uses manipulative skills
iv. Discover new ideas / concepts
v. Discover science patterns
e. Provides “minds-on” experiences
i. Offers activities for discovery / investigation
ii. Observes, analyzes concepts discovered
iii. Recalls related concepts
iv. Uses appropriate science process in problem solving
v. Suggests alternate method to solve problems
vi. Organizes related ideas to form concepts to generalized statement /
principle
f. Art of questioning
i. Well stated and directed
ii. Poses questions suited to the ability levels of the learners
iii. Provides guides / clues
iv. Stimulates analytical, critical and other high ordered thinking skills
v. Teacher is sensitive to correcting wrong response

5. Mastery of the lesson


a. Teacher accommodates learning differences
i. Remediation group
ii. Reinforcement group
iii. Enrichment group
iv. Exercises suited to these group of learners
b. Lesson follows logical structure
c. Lesson moves at a good place
d. Teacher helps learner made smooth transition from one activity to the
other
e. Competitive class patterns stress individual excellence and
achievement
f. Lesson momentum is spontaneous
6. Fixing skills / Formal generalization
a. Provides synthesis of learning
b. States generalized rule / principle
7. Evaluation
a. Is congruent to the concept / skill developed
b. Achieves 75% MPS

IV. Assignment / Homework


1. Provide varied multi-level homework / assignment
2. Is workable / doable

V. Agreement
1. Provides indexed, MELC-based, validated instructional materials
2. Requires learners Skill Notebooks to record learned concepts / skills with
stated generalizations / rules
3. Others

You might also like