1. Research Work
In
Special Topics 2
(Lesson Planning)
Submitted By:
Alyssa Marie R. Mendoza
BSED 32A1
Submitted To:
Prof. Erna Doctor
Special Topics 2 Professor
Submitted On:
February 12, 2013

2. What is a Lesson Plan
dear? Is it the
worksheets? Handouts?
Journals? Or Portfolios?
There is some confusion about what a lesson plan
is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan.
A classroom game or activity is not a lesson plan. In fact, there is no need for a
lesson plan to ever be seen, touched, considered or dreamed of by students,
and nor does it even need to exist on paper or disk, though it usually does.
A lesson plan is a teacher's plan for teaching a lesson. It can exist in the
teacher's mind, on the back of an envelope, or on one or more beautifully
formatted sheets of A4 paper. Its purpose is to outline the "programmed" for a
single lesson. That's why it's called a lesson plan. It helps the teacher in both
planning and executing the lesson. And it helps the students, unbeknownst to
them, by ensuring that they receive an actual lesson with a beginning, a middle
and an end, that aims to help them learn some specific thing that they didn't
know at the beginning of the lesson (or practice and make progress in that
specific thing).
To summarize, and in very basic terms: a lesson plan is the teacher's guide for
running a particular lesson, and it includes the goal (what the students are
supposed to learn), how the goal will be reached (the method, procedure) and a
way of measuring how well the goal was reached (test, worksheet, homework
etc).
A lesson plan is a teacher's detailed description of the course of instruction for
one class. A daily lesson plan is developed by a teacher to guide class
instruction. Details will vary depending on the preference of the teacher,
subject being covered, and the need and/or curiosity of children. There may be
requirements mandated by the school system regarding the plan.

3. Planning Stage
Objectives are the first step in writing a strong 8-step lesson plan.
After the Objective, you will define the Anticipatory Set.
In the Objectives section of your lesson plan, write precise and delineated goals
for what you want your students to be able to accomplish after the lesson is
completed.
Be Specific. Use numbers when appropriate.
To define your lesson's objectives, consider the following questions:
What will students accomplish during this lesson?
To what specific level (i.e. 75% accuracy) will the students perform a given
task in order for the lesson to be considered satisfactorily accomplished?
Exactly how will the students show that they understood and learned the
goals of your lesson? Will this occur through a worksheet, group work,
presentation, illustration, etc?
Additionally, you will want to make sure that the lesson's objective fits in with
your district and/or state educational standards for your grade level.
By thinking clearly and thoroughly about the goals of your lesson, you will
ensure that you are making the most of your teaching time.
Also Known As: Goals
Examples:
After reading the book "Life in the Rainforest," sharing a class discussion, and
drawing plants and animals, students will be able to place six specific
characteristics into a Venn diagram of the similarities and differences of plants
and animals, with 100% accuracy.
Your objectives should be clear to you before you design the activities for your
lesson. After all, if you don't know your objectives, how do you know what you
are trying to teach? How do you know exactly what it is that you are going to
assess? Knowing what your specific objectives are determines what activities
you plan to use in order to meet those objectives. In backward design, for
instance, you plan your assessment before you create your lesson, but

4. planning an assessment begins with identifying what specific enduring skills,
understandings, and knowledge constitute your goals.
Stage 1 - What are the desired results? (objectives)
Stage 2 - How will you verify these results? (assessment)
Stage 3 - How will you design the learning experience? (instruction)
Is there a difference between goals and objectives? Well, yes and no....
Goals tend to be more general than objectives. You might talk about the overall
goals of a unit or a course. But pedagogical goals describe what the student
will be capable of doing after the lesson, not the activities that the student will
perform during the lesson. Sometimes people talk about vague or highly
general goals; those are not the kinds of goals we are talking about here.
Students will be able to use past tenses to talk about the things they
used to do when they were children.
Students will be able to produce basic household vocabulary to describe
their own home.
Students will be able to read and understand a class schedule in the
Target Language.
Students will be able to list the contexts in which formal and informal
forms are used.
Objectives tend to be more specific. Many objectives might contribute to the
overall goals of a unit. But goals and objectives often overlap in common
parlance, and the goals listed above can also be considered objectives in some
contexts.
Student will be able to accurately use common irregular verbs in the past
tense.
Student will be able to identify a future verb form.
Student will be able to describe the characteristics of 10 major
impressionist painters.
Student will be able to explain the role of bread in a French meal.

5. Preparation Stage
Your daily lesson should include an understanding of the overall and specific
teaching goals, the content you are going to teach, and the capability of your
students. The lesson is a segment in a bigger unit of study that is tied to
specific learning objectives. The type of lesson (lecture, student activity,
demonstration of skill) is determined by what needs to be taught. The
sequence of the lesson is determined by the unit and course objectives. The
following steps should help you prepare and teach the lesson.
1. Review course objectives and sequence of information to be taught (use
text and other materials)
2. Develop the lesson from the unit which is being taught
3. Select the content of the lesson
4. Identify information, materials, instructional aids, or tools needed for the
lesson
5. Identify references which are used in creating the lesson
6. Outline the lesson (students find the outline helpful and it guides the
instructor)
7. Identify if there will be an in class or out of class assignment with the
lesson
8. Build in an evaluation the lesson
9. Begin the lesson by telling the students what they will learn (it helps to
write this and a brief outline on the board or in a handout)
10. Teach the lesson or direct the activity which will take place
11. Use appropriate time to cover the material for the single lesson (MWF have
shorter units than TTH classes)
12. Always conclude the lesson with a brief summary, or review of what has
been covered and remind students about any assignments or reading.