1. LESSON PLANNING

2. WHAT IS A LESSON PLAN?WHAT IS A LESSON PLAN?
A teacher’s detailed description of the course of
instruction for an individual lesson.
It is a framework for a lesson.

3. Lesson planning is a special skill that is learned in
much the same way as other skills.
When you are able to create your own lesson plans, it
means you have taken a giant step toward "owning" the
content you teach and the methods you use.
Knowing "how to" is far more important than knowing
"about" when it comes to lesson plans, and is one of the
important markers along the way to becoming a
professional teacher.

4. There is no one "best way" to plan lessons.
Regardless of the form or template, there are
fundamental components of all lesson plans that you
should learn to write, revise, and improve. The old
adage, "Practice doesn't make perfect; perfect
practice makes perfect" is at the core of learning this
skill.

5. Developing your own lesson plans also helps you
"own" the subject matter content you are teaching, and
that is central to everything good teachers do.
Effective lesson plans communicate, ineffective ones
don't. Teachers create lesson plans to communicate their
instructional activities regarding specific subject-matter.

6.  To ensure aims and objectives are met and that
learners’ needs are catered.
 To facilitate the selection, development and
sequencing of relevant activities.
 To help the teacher anticipate issues that might arise
during lessons. It further allows the teacher to be flexible
without losing sight of the main aim of the lesson.
Why is planning important?

7. BASIC PRINCIPLES OFBASIC PRINCIPLES OF
LESSON PLANNINGLESSON PLANNING
1.A good lesson has a sense of coherence and flow.
-students learn best when there are transitions from one
activity to the next.
2.A good lesson exhibits variety.
- an important way of getting and keeping the students
engaged and interested.
3. A good lesson is flexible.
-Lesson plans are not meant to be tools that bind teachers
to some preordained plan. Be flexible in your planning so
that when the opportunities arise you can go with the flow.

8. 1. The first thing to consider is what you want to
teach.
2. To make sure your lesson plan will teach exactly
what you want it to; you need to develop clear and
specific objectives.

9. Example, if you wanted to teach your
class how to add 2 and 3, your
objective may be that “the
students will know how to add 2
and 3″ or more specifically “the
students will demonstrate how to
add 2 and 3.”

10. 3. Find out exactly what materials you are going to
use later, but they should be shown early in your
lesson plan.
4. You may also want to write an Anticipatory Set,
which would be a way to lead into the lesson plan
and develop the students’ interest in learning what
is about to be taught.

11. 5. Write the step-by-step procedures that will be
performed to reach the objectives.
6. After the procedure have been completed, you
may want to provide time for independent practice.

12. 7. Just before moving on to the assessment phase
you should have some sort of closure for the
lesson plan.
A good idea for this is to return to your
anticipatory set, i.e. ask students how they would
divide up that cake now that they know how to
work with fractions (refer to the example in step
4).

13. 8. Most lesson plans should have some sort of
evaluation of whether or not the objectives were
reached. The key in developing your assessment is to
make sure that the assessment specifically measures
whether the objectives were reached or not. Thus,
there should be a direct correlation between the
objectives and the assessments

14. 9. Adaptations should also be made for students with
learning disabilities and extensions for others. This is
best done with specific adaptations for specific
students, to take into account their individual
differences.
10. It’s also a good idea to include a “Connections”
section, which shows how the lesson plan could be
integrated with other subjects.

15. LESSON PLAN INLESSON PLAN IN
TECHNOLOGY AND LIVELIHOOD EDUCATIONTECHNOLOGY AND LIVELIHOOD EDUCATION
DRAFTING-INDUSTRIAL ARTSDRAFTING-INDUSTRIAL ARTS
I-Objectives:
At the end of the lesson the student should be able
to:
1. Explain the elements of guidelines
2. Print lower case letters using appropriate
guidelines.
3. Observe neatness and accuracy while working.

16. II - Subject- Matter/Content:
Topic: Elements of Guidelines
References: Technology and Home Economics I
pp.180-181
Materials: Drawing paper, Ruler, Pencil

17. III-Procedure:
A. Preparation
1. Prayer
2. Checking of attendance
3. Unlocking of difficulties
lettering, guidelines, lower case letters
4. Motivation:
- with the use of cut out letters from the
magazines and newspaper, the students will
discuss on the styles, styles of letters,
spacing ,etc. Assign a reporter to present their
work

18. B. Lesson Proper
1. Randomly group into three. A task card will be
distributed. Follow the instruction written on it.
2. Let them analyze/react about the activity made.
- What can you say about your work?
- How does it differ with the letter coming from
the magazines?
- Are the heights of the letters uniform?

19. C. Comparison
3. Compare lettering with guidelines to the work
of the students.
- Post prepared lettering with guidelines, ask
their observation.
- Are there differences between the two? What
are they?
4. Discussion on the importance of guidelines on
the board. Teacher will add input.
5. Call several students to make the guidelines on
the board.

20. D. Generalization
- What are the elements of guidelines? Are they
all important in lettering? Why?
- What will you consider in making guidelines?
Why?
E. Application
- Ask them to print the lower case letters which
represent their initials using guidelines. The teacher
will roam around the classroom.

21. IV . Evaluation:
- Make lower case letters using guidelines.
- Use a score card or scoring rubric.
A. Workmanship Perfectly Moderately Poorly
Done Done Done
(1) (2) (3)
1. Uniformity of letter
2 .Proper spacing of letter
3. Well made letter
B. Proper handling of drawing instruments
4. Correct use of pencil
5. Neatness
Total Score = 15
V. Assignment

22. SAMPLE LESSON PLANSAMPLE LESSON PLAN
INTRODUCTION TO ELECTRICITYINTRODUCTION TO ELECTRICITY
I-Objectives:
At the end of the lesson the student should be able
to:
1. Demonstrate knowledge of basic electricity
concepts by discussing the concepts of electricity
2. Demonstrate application of basic electricity
concepts by conducting inquiry activities

23. II - Subject- Matter/Content:
Topic: Introduction to Electricity
References:
Materials:
o Colored Styrofoam balls (blue and red)

24. III-Procedure:
A. Preparation
1. Review
2. Motivation

25. How will the concepts be introduced?
What information will be presented to the students?
(Use a short inquiry discussion to see how familiar the
students are with the concepts of static electricity. )
Ask: How can you tell if static electricity is around you?
What is static electricity?

26. B. Lesson Proper
Now that the students have a frame of reference on the topic, transition into the
presentation concepts. How is static electricity created? Have the students
heard of atoms before?
Ask: What is an Atom?
The smallest component in all things
Made up of three smaller particles
o Nucleus
 Protons (+)
 Neutrons (no charge)
o Electrons (-)

27. C. Discussion:
Teacher Notes: discuss attraction and repulsion, emphasizing protons and
electrons. Demonstrate atoms using colored Styrofoam balls or some
other representation of an atom. Or use Velcro to demonstrate attraction
(positive and negative charges)
Ask: What does a - charged atom mean?‖
More electrons than protons
Electrons flow toward positively charged objects = current
Force of attraction = voltage
Static electricity = build up of electrons

28. If necessary continue a short inquiry discussion about the
concepts of charge and static electricity.
Q: How is static electricity different from an electric current?
D. Generalization
E. Application
IV.Evaluation
How will the students’ progress be measured?
Include any worksheet or assessment activities within the
lesson plan.

29. V. Assignment

30. 2010 SECONDARY EDUCATION2010 SECONDARY EDUCATION
CURRICULUMCURRICULUM
UNDERSTANDING BY DESIGNUNDERSTANDING BY DESIGN

31. DRAFTING TECHNOLOGY IDRAFTING TECHNOLOGY I

32. Quarter I: Lettering Topic: Manual Production of
Signage, Product
Labels/Tags
Time Frame; 30 days
STAGE 1
Content Standard:
The learner demonstrates understanding of
concepts and underlying principles of process
and delivery in manual lettering.
Performance Standard:
The learner produces quality and marketable
products/services based on existing procedures
and techniques in manual lettering.
Essential Understanding:
Assuring the quality of manually lettered
products/services guarantees marketability and
profitability.
Essential Question:
Why does one need to assure the quality,
marketability and profitability of
products/services in manual lettering?

33. Learners will know:
 evolution of lettering
Order of letter strokes
Size, proportion and spacing of letters
Letter styles, their uses and importance
Safety precautions on the proper handling of
instruments, tools and materials in lettering
Production processes
Learners will be able to:
 trace the evolution of lettering
 estimate the size, proportion and spacing of
letters based on the size of materials and
number of letters that can be accommodated
Lay out basic letter styles using appropriate
lettering pens
Use appropriate lettering tools and materials
in the production of signages
Practice safety precautions in handling
lettering instruments, tools and materials in
manual lettering
 assure quality in the production of signages
for:
- school (offices, classroom, library, canteen,
etc.)
- community

34. STAGE 2
Product/Performance Task:
The learners produce quality
and marketable
products/services in manual
lettering based on existing
procedures and techniques.
Evidence at the Level of
Understanding
The learner should articulate
and manifest the six (6) facets
of understanding.
Explaining the evolution of
lettering
Criteria:
•clarity of content
•Flow of thought
•Sequence
•Delivery/presentation
Evidence at the Level of
Performance:
Assessment of
products/services in manual
lettering using the following
criteria:
• appropriateness of letter
styles used
•Quality output
•Safety work habits
•Housekeeping and
maintenance
•Time management
•Work attitude/behavior

35. Analyzing the process
involved in manual lettering
using the process flow:
Criteria:
• insight
• flow of thought
•Delivery/presentation
Performing letter techniques
using appropriate instruments,
tools and materials.
Criteria;
• appropriateness of letter
styles used
•Quality output
•Safety work habits

36. •Housekeeping and
maintenance
•Time management
•Work attitude/behavior
Narrating thoughts on the
choice of concept in manual
lettering as an artist over
customer’s preference.
Criteria;
• insight
• clarity of content
• flow of thought
• delivery/presentation
•Expressing feelings when a
letter is not able to
produce/perform
product/services as expected.

37. •Expressing feelings when a
letter is not able to
produce/perform
product/services as expected.
Criteria:
• Clarity of Content
• Flow of thought
•Work attitude/behavior
• Delivery/presentation
•Flow of t

38. STAGE 3
TEACHING/LEARNING SEQUENCE:
Lettering is a fundamental part of drawing. Architectural, engineering,
and mechanical drawings have, in general, their own styles of lettering.
Characteristics of each style make them different from one another. In
conveying ideas and information, notations and specifications, lettering
should be done clearly. The essential requirement of good letterings,
regardless of the style used, is eased in reading. Hence, the learners
shall:

39. 1. EXPLORE
 Guide students in assessing the prior knowledge in manual and
computer aided lettering using:
• Paper and Pencil Test
• Performance Test
 Orient students on the following:
CP-TLE curriculum framework – Drafting Technology I
Assessment tools and criteria
- 6 Facets of Understanding
- Scoring Rubrics
 Guide the students in understanding the concepts and underlying
principles of process and delivery in lettering.
 Assist the students in tracing the evolution of letters and show
sample pictures

40.  Guide students in observing an art and sign shops in the community producing both
manual and computer aided learning.
 Lead students through the checklist to verbalize their understanding of the following
concepts:
Manual Letter
Computer-aided lettering
Process and delivery
Product and Performance
 Guide students in viewing pictures/video presentations of the different learning
tools, computer software used in the production of signage and print advertisements.
 Assist students in raising issues and concerns related to the production of quality
lettered products
Appropriateness of letter styles used
Choice of materials
Durability of materials used
Features of manual and computer aided lettered products

41. 2. FIRM UP
 Present the evolution of letters. Have students analyze the changes
in letter styles.
 Have students apply letter styles appropriate to the given job order.
 Have students view video presentations on how quality lettered
products are commercially produced.
(CONTENT OF THE VIDEO: The video should detail the step-by-step
procedure in manual and computer –aided lettering)
 Process the students’ understanding of the video presentation; guide
questions may be given to focus students’ understanding.
 Assist students in interviewing a letter artist on the importance of the
following factors in the production of quality lettered products:
 Order of letter strokes for manual lettering.

42.  Size, proportion and spacing of letters
 Proper handling and maintenance of letter tools, instruments and
computer software.
 Appropriateness and quality of materials used.
 Have students prepare an interview guide to focus the discussion on
the aforementioned factors.
 Have students check their initial understanding of the concepts in
manual and computer-aided lettering.
 Have students perform processes involved in the production of
manual and computer-aided lettered products based on job order
specifications.
Have students self-assess their products and performance using the
given assessment tools and criteria in Stage 2.

43. 3. DEEPEN
 invite successful commercial artists to talk about their best practices.
Have students ask questions about how these artists managed to
hone their skills.
 encourage students to observe/work with successful commercial
artists in the community.
 Have students create /innovate designs of various letter products.
 Assess students understanding of manual and computer aided
lettering through performance test.
4. TRANSFER
 Have students produce quality and marketable lettered products.
 Have students put up a display/exhibition of various lettered
products/services.

44. 4. TRANSFER
 Have students produce quality and marketable lettered products.
 Have students put up a display/exhibition of various lettered
products/services.
 have students market their products/services in the community.
 Assess students at the level of performance using the criteria in
Stage

45. Resources (Web sites, Software, etc.)
1.Internet
2.Interactive/Animated CD
Materials/Equipment Needed:
1.Pre/post test (written and performance test) in Drafting Technology I –
Quarter 1A
2.Handbook on Lettering
3.Manual of specifications and procedure

46. Mary Queen T. Bernardo
Teacher III
San Jose National Agricultural and Industrial High School