An Overview on the Teaching of the

EPP

I. INTRODUCTION

This module features lessons and resources that focus in creating a lesson plan
aligned with curriculum requirements. Teachers are not alone in creating their
curriculum. One of the great joys of teaching is planning a lesson, unit, or course and
having it succeed—knowing students have learned the right stuff, in best ways, for good
reasons.

WHAT THIS MODULE IS ABOUT

A lesson plan is the instructor’s road map of what students need to learn and
how it will be done effectively during the class time. Lesson plans help teachers be
more effective in the classroom by providing a detailed outline to follow each class
period. Teacher begin to plan each lesson by considering the students’ characteristics
as well as the learning context.

MODULE OBJECTIVES

 Identify the important parts of lesson plan

 Define what is lesson plan
 Identify the different types of lesson plan
 Make a semi detailed lesson plan
 Discuss the do’s and don’ts of lesson plan

TEST YOUR KNOWLEDGE (Pre-Test)

Before moving on this module, let us discover first on how greater you’re learning in this topic.
Answer the following questions briefly. Write your answer on the space provided.

1. Why lesson planning is important in teaching?

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 2. What do teachers need to consider in creating a lesson plan?
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Part 1: Pre-Activity

1. Fill out a KWL chart below about the Lesson Planning

WHAT I KNOW? WHAT I WANT TO KNOW WHAT I LEARNED

II. Lesson Proper

LESSON ONE

Lesson Plan Aligned with Curriculum Requirement

Objectives

At the end of this topic, as a pre-service teacher, you should be able to:

 Define what is lesson plan and it’s important

 Identify the different parts of lesson plan
 Explain the steps in building a lesson plan
 Identify the different types of lesson plan
 Present the do’s and don’ts of lesson plan

TEST YOUR KNOWLEDGE (Pre-Test)

Before moving on this module, let us discover first on how greater you’re learning in this topic.
Answer the following questions briefly. Write your answer on the space provided.

1. As a Student, why the lesson planning is important to aligned in curriculum requirement?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What does teachers need to consider in creating a lesson plan? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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WHAT IS LESSON PLAN?

 A lesson plan is the instructor’s road map of what students need to learn and
how it will be done effectively during the class time. In planning, a lesson plan,
you need to identify first the learning objectives for the class. Then, you can
design appropriate learning activities and develop strategies to obtain feedback
on student learning.
 A lesson planning is the activity which the teacher performs before the actual
lesson takes place. A lesson plan is a detailed description of the instructional
strategies and learning activities to be performed during the teaching/learning
process.

A successful lesson plan addresses and integrates three key components:

 Learning Objectives
 Learning activities
 Assessment to check for student understanding

IMPORTANCE OF LESSON PLAN

Lesson planning it helps teachers to make sure that the everyday activities that go on in
their classrooms are providing learners with a good level of lasting progress toward what they
want to achieve outlined in their sequence, as well as their individual education plans. Without
lesson planning, it is easy to get off track with one’s class and miss out on educational targets.
An effective lesson plan includes several elements: learning objectives, quality questions,
supplies and activities.

THE DIFFERENT PARTS OF LESSON PLAN

Here are the 5 parts of lesson plan that are seen in many lesson plan you may consider
using when creating your own:

1. Objectives

This is possibly the most important out of the 5 parts of a lesson plan, they are the reason the
lesson exists and should drive the activities. Objectives should answer what students will be
capable of doing by the end of the lesson, this is what teachers should start with. They may
include things such as explain, create, define or use as just a few examples.

Often objectives use SMART criteria, they should be specific, measurable, attainable, relevant
and time-based.

The aims you look at should be specific enough to be achieved in that particular lesson, even if
the lesson works towards a greater overarching aim.

Example:  
  to explain the difference between a bully and a friend by writing a short paragraph that
includes a thesis statement and call to action.
 To define what is lesson planning
 accurately describe their observations in a science journal after completing a week-long
terrarium unit.

Types of objectives

 Cognitive: understandings, awareness’s, insights (e.g., "List and explain..."). This

includes information recall, conceptual understanding, and problem-solving.
 Psychomotor: special skills (e.g., "dissect a frog so that the following organs are clearly
displayed..."; "take a replicable blood pressure reading by appropriately using a
sphygmomanometer").
 Affective: attitudes, appreciations, relationships.

2. Subject matter

The subject matter includes the specific topic and how that relates back to the National
Curriculum. It should include the sources of information or references - whether that is websites,
textbooks or some other material. It likely also lists any objects or tools teachers may use to
enhance their lessons.

3. Procedure

The procedure makes up the body of the plan, it is an explanation of how the lesson will
progress step-by-step.

For detailed plans, this includes the expected routines, the activities that will go on and the
questions and answers. For semi-detailed, this is more about the procedures or steps and the
methods that teachers will use to get there.

4. Evaluation

Evaluation is where teachers weigh up how well children understand what they've been in that
lesson, this may be as simple as some multiple-choice questions or a formative test. Teachers
will then want to look at the proportion of class who got the answers right.

8 Steps to Create the Best Lesson Evaluation

 Step 1: Prepare your Aim
 Step 2: Know who your Students are
 Step 3: Jot Down your Objectives
 Step 4: Engage your Students
 Step 5: Help an Individualistic
 Step 6: Resources
 Step 7: Assessment
 Step 8: Follow-up
5. Assignment

The assignment component of a plan is made up of questions, exercises and set of practice
specified by the teacher including focused specific questions.

STEPS IN BUILDING A LESSON PLAN

Once you’ve identified the components that need to go into teaching your class, you’re ready to
use these eight steps to build your lesson plan:

1. Identify the objectives

To build a lesson, you first need to identify the objectives of each class. What do you
hope to accomplish by the end of the period? Are there specific things that your students should
know or be able to do?

2. Determine the needs of your students

With this particular lesson, are you introducing new material or reviewing what you’ve
already taught in a previous class? At the start of the class, be sure to let students know what to
expect so they can stay focused on meeting your objectives. When reviewing material, some of
your students may need more encouragement than others. Identifying these needs in your
lesson plan will help you prepare.

3.Plan your resources and materials

Make a list of the resources and materials you’ll need to teach this lesson, such as
paper, pens, and rulers. Don’t forget to include technology resources in your plan when
appropriate — laptops, and gamified learning tools, like apps or educational websites.

4. Engage your students

What’s the point of a lesson if your students aren’t engaged? You want them to be
interested in what you’re teaching. Thus, to prepare, you need to get them interested in what
this lesson is all about. Give them an outline of what you’re going to be presenting. Then,
introduce the subject more informally.

5. Instruct and present information

Once you’ve set the stage for what you’ll be teaching, it’s time to present the information
to your students. This is the time to instruct and use whatever resources you’ve included in your
lesson plan. Involve your students in the process whenever possible so they’re engaged. For
example, you could ask students to come to the board and solve certain problems or answer
questions.

6. Allow time for student practice

 After teaching new material, leave time for students to practice. There are three practice
methods that, when worked in order, are a good way to reinforce what you’ve just taught:

 Guided practice — With a guided practice you’re taking students back through
what they’ve just learned, letting them add their own input as they gain
confidence with the new information.
 Collaborative process — With partners or in a group, the collaborative process
is all about students talking with their peers as they explore these new concepts.
Circulate among your class and offer additional instruction or help when needed
to clarify points.
 Independent practice — After the collaborative practice, it’s time for students to
practice what they’ve learned on their own. Adapt independent practice
according to the material you’ve just presented, such as using worksheets or
having students write a short essay.

7. Ending the lesson

Finish the lesson with a quick wrap-up. Do a brief overview of the lesson, including the
main concepts the class learned. Ask students to identify the key ideas as a refresher, and
leave them with a preview of the next lesson so they know what to expect.

8. Evaluate the lesson

Did you achieve your learning objectives? Provide students with the opportunity to show
they know the material by using a short quiz or test. Depending on the results, your next lesson
plan may include a review of information before moving on to new material.

TYPES OF LESSON PLAN

1.Detailed Lesson Plan

What is a Detailed lesson Plan?

 A detailed lesson plan is a thorough description of a teacher’s instructions for a

particular class. A teacher usually makes a daily lesson plan to teach a specific course
of instructions.
 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.

5 Parts of Detailed Lesson Plan

  Objectives
 Subject Matter
 Procedure
 Evaluation
 Assignment

1.Objectives

Usually located at the beginning of the plan, focuses on the end of the lesson and states what
skills you want your students to have learned or what knowledge you want them to have
acquired when the lesson is finished.

Example:

At the end of the lesson the students are expected to the following with 85% accuracy:
A. Identify the degrees of comparison used in the sentences;
B. Practice good sportsmanship towards other people; and
C. Write sentences using the degrees of comparison.

2. Subject Matter

The subject matter includes the specific topic and how that relates back to the National
Curriculum. It should include the sources of information or references - whether that is websites,
textbooks or some other material.

Example:

Topic: Degrees of Comparison

B. References: Cada, Elodie A., and Joyce H. Ternio. English for you and Me.
Parañaque City, Book Wise Publishing House, Inc., 2008. pp. 126-130.
C. Materials: strips of paper for the game, cartolina, chalk
D. Concepts: The three degrees of comparison of modifiers are positive degree,
comparative degree and superlative degree.
E. Values Integration: cooperation, self-esteem, optimism, appreciation, sportsmanship
F. Methodology: Inductive Method and 4A’s.

3.Procedure

For detailed plans, this includes the expected routines, the activities that will go on and the
questions and answers.

Example:
 Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the

Prayer)

(Checking of Attendance) (Students will tell who’s absent

for the day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new “Yes Ma’am!”
topic today?’

“Okay that’s good, so let’s begin this with a group

activity! Are you ready?

4.Evaluation

Evaluation is where teachers weigh up how well children understand what they've been in that
lesson, this may be as simple as some multiple-choice questions or a formative test.

Example:

Complete the sentences below with the correct degrees of comparison of adjectives.

(wise) 1. King Solomon is the ____king of all.

(delicious)2. Chocolate is______.
(strange) 3. Alicia can make _____voice than Emy.
(High) 4. Mt. Everest is the ______mountain in the world.
(tall) 5. Ken is the _____among the players.

5.Assignment

The assignment component of a plan is made up of questions, exercises and set of practice
specified by the teacher including focused specific questions.

Example:

Write down five sentences for each degrees of comparison.

(Example of Detailed Lesson Plan)
2.Semi Detailed Lesson Plan

 Semi-detailed plans are less intricate than detailed, but they still focus on what
you want to cover for that subject on that day. They act as a general game plan
for what will go on in the lesson.
 A semi-detailed lesson plan has only contained procedures or steps to be used in
the lesson proper.

There are Five Parts of Semi Detailed Lesson Plan

 Objectives
 Subject Matter
 Procedure
 Evaluation
 Assignment

1.Objectives

The most important out of the 5 parts of a lesson plan, they are the reason the lesson exists and
should drive the activities. Objectives should answer what students will be capable of doing by
the end of the lesson, this is what teachers should start with. They may include things such as
explain, create, define or use as just a few examples.

2.Subject Matter

Includes the following: Topic – particular lesson, Reference/s – usually from the book and
internet websites. Materials – refer to objects or tools that serve as instructional aids for
particular subject.

3.Procedure

The procedure is the body of your lesson plan, the ways in which you'll share information with
students and the methods you'll use to help them assume a measure of mastery of that
material. In semi-detailed lesson plan has only contains procedures or steps to be used in the
lesson proper.

4.Evaluation

Evaluation is where teachers weigh up how well children understand what they've been in that
lesson, this may be as simple as some multiple-choice questions or a formative test. It can take
the form of formative test consisting of a 10-item multiple choice questions after the day’s lesson
to determine the mastery of learning, e.g., 95% of the class got 100% correct answers.

5.Assignment
It includes questions, exercises, and/or a set of practice specified by the teacher. In order to
succeed in discussing the assignment for the following day, a teacher give focused/specific
questions for students to answer.

(Example of Semi Detailed Lesson Plan)

3.UNDERSTANDING BY DESIGN (UbD)

  Understanding by design is more of a framework. This "backward design" looks
at outcomes first to design curriculum units and is focused on improving student
achievement using it. Using Understanding by Design’s framework (UbD) can
help ensure that curriculum, content, and assessment are aligned with the
specific outcomes and transferable skills we seek to impart to our students.
 The concept of planning curriculum backward from desired results is not new. In
1948, Ralph Tyler advocated this approach as an effective planning process
based on three essential questions: 

1) What do you want students to learn? 

2) How will you know that they have learned it? 

3) What will you do to help them learn it?  

There are three important steps to backward design planning:

1.Identifying the desired outcome

2.Determining assessment evidence

3.Planning learning experiences and instruction

Stage 1: Identify Desired Results

The first stage in the design process calls for clarity about the learning priorities – both
long-term outcomes as well as short-term goals. We review established content standards and
related outcomes (e.g., 21st-century skills) to consider the big ideas we want students to come
to understand and the long-term transfer goals that those ideas enable. We frame companion
essential questions around the targeted understandings and transfer goals. Finally, we identify
more specific knowledge and skill objectives.

The following planning questions guide the work of Stage 1: 

1.What do we want students to be able to do with their learning in the long run?

2.What should students come to understand for them to transfer their learning?

3.What essential questions will students explore?

4.What knowledge and skills will students need to acquire?

Stage 2: Determine Acceptable Evidence

 In Stage 2 of backward design, we are encouraged to “think like assessors” before
jumping to planning lessons and learning activities (in Stage 3). In other words, we need to think
about the assessment that will show the extent to which our students have attained the various
learning outcomes outlined in Stage 1. 

It is one thing to say that students should understand X and be able to do Y; it is another
to ask: What evidence will show that they understand X and can effectively apply Y? We have
found that considering the needed assessment evidence helps focus and sharpen the teaching-
learning plan in Stage 3.

The following planning questions guide the work of Stage 2:  

1.What evidence will show that learners have achieved the learning goals targeted in Stage 1? 

2.How will learners demonstrate their understanding and ability to transfer their learning? 

3.How will we assess the specific knowledge and skill proficiency?

In UbD, evidence of understanding and transfer is obtained through performance tasks

that ask students to explain what they understand and to apply (i.e., transfer) their learning to
new situations. We recommend that the performance assessments be set in a meaningful and
authentic context whenever possible. Supplementary assessments, such as a test on facts or a
skills check, provide additional evidence of students’ knowledge acquisition and skill proficiency.

Stage 3: Plan Learning Experiences and Instruction

In the third stage of backward design, we plan for our teaching and the associated
learning experiences that students will need to reach and demonstrate attainment of goals. With
clearly identified learning results (Stage 1) and appropriate assessment evidence in mind (Stage
2), we now plan the most appropriate instructional activities for helping learners acquire targeted
knowledge and skills, come to understand important ideas, and apply their learning in
meaningful ways. 

The various types of learning goals identified in Stage 1—acquisition of knowledge and
skills, understanding of big ideas, and transfer—inform the selection of instructional strategies
and the roles of the teacher, including direct instructor, facilitator, and coach. In other words, our
instructional practices need to be aligned to the desired results (Stage 1) and their assessments
(Stage 2). 

The following planning questions guide planning in Stage 3:  

1.What activities, experiences, and lessons will lead to the achievement of the desired results
and success at the assessments? 

2.How will the learning plan help students acquire, make meaning, and transfer? 

3.How will the unit be sequenced and differentiated to optimize achievement for all learners? 
4.How will we check for understanding along the way?

Planning curriculum using this 3-stage backward process can help to avoid three
problems often seen in schools: 

1) Coverage: featuring an emphasis on covering long lists of grade-level standards or marching

through the pages of a textbook from beginning to end; 

2) Activities: planning learning around activities that may be engaging in the moment but do not
build understanding and transferability; and 

3) Test Prep: only teaching the content and skills found on standardized tests and using
primarily multiple-choice (practice) tests for assessment. 

The UbD Unit Design Template

Do's and Don'ts of Lesson Planning

Do-
 Keep yourself organized
Organization is going to help keep you focused on the lesson instead of
wondering what’s next.
 Did everyone get that?
Make sure you allow for individual assessment along with any group
assessments. This will allow you to further understand the needs of the students
on an individual level.
 Keep an eye on the clock
Make sure you pace yourself so that you are not rushing your students
and, at the same time, you leave enough time for the students to practice what
they have learned and ask any questions they may have.

 Nothing is set in stone.

Don't be afraid to change your plan. All students don't learn the same, and
your plan will need to accommodate the few that may be straggling behind. Also,
may have a class of students that grasps a harder concept faster and you'll need
to keep them engaged. Your plan is not an exact map to success but it gives you
a general direction.
 Plan ahead
Know you are going to be gone from school? Or know you are going to
have a substitute? If you make a fool proof lesson plan, you will be able to hand
off the lesson to your substitute. It will be a good idea to review and answer any
questions that the students may have on the subject, but you won't have a
wasted day in the classroom.
 Small steps not leap and bounds
Break down your large goals into smaller objectives so that your students
can add to their knowledge and, after a few classes, put it all together to
accomplish the large goal.
 Teach to the end goal
Set your end goal for a certain date on the calendar. Now set your lesson
plans to teach all of your smaller objectives by that date. This will keep you on
track by making you keep a steady pace.

Don’t
  30min lecture= 30min nap
Make sure to keep the students engaged by asking questions and getting
their feedback. Use the group activities to keep them awake and engaged.
 What was I talking about?
Make sure that you have 3-5 key points to discuss during your lesson.
These work as simple reminders to you and make sure that you cover the entire
lesson.
 Starting from scratch is the way to go, right?
Creating your own lesson plan is not a bad thing. It allows you to get
passionate about the lessons you care about. However, what if you don’t know
too much about a subject? Don’t be afraid to search for lesson plans online. You
don’t have to use only one lesson plan either. You can “Frankenstein” bits and
pieces of multiple lesson plans along with your own ideas to make sure you can
get the information to your students effectively.

How well do you Remember? (Post-Test)

1.Based on our discussion create your own lesson plan using Semi Detailed Lesson Plan.

References:

https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning

https://www.open.edu/openlearncreate/mod/page/view.php?id=165697

https://www.twinkl.es/teaching-wiki/lesson-planning

https://depedtambayan.net/sample-detailed-lesson-plan-in-english/

https://www.reference.com/world-view/detailed-lesson-plan-421e39eb37b3ce50

https://www.classcraft.com/blog/how-to-build-a-great-lesson-plan-with-a-template/

https://www.slideshare.net/lorren0207/types-of-lesson-plan

https://www.storyboardthat.com/articles/e/what-is-ubd-understanding-by-design

https://blog.eduplanet21.com/3-stages-of-the-understanding-by-design-template-eduplanet21

https://sites.google.com/site/lessonplansyourstepbystepguide/tips