Developing and Designing a Lesson

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Developing and

Designing a Lesson

Joggled words


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Developing and

Designing a Lesson

your personalize

goals for learningthem to encouragethe identifiedstudents


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Developing and

Designing a Lesson

in the endbegin with mind


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Developing and

Designing a Lesson

the process ofteaching-learning

is a sine qua nona classroom

conduciveatmosphere


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Developing and

Designing a Lesson

language teaching

is effective andmore, when itintegrative

learning is moremeaningful


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Developing anddesigning a

lesson


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Types of lesson plan

Yearly planPESLCs/ PSSLCs

Term plan semester or summer

- course plan or course of study

Syllabus


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Unit plan

-is a segment of the yearly planor course plan

- Lesson plan is asegment/section of a unit plan

- This can be done weekly or daily


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Types and format of a lessonplan

Skeletal outline

Skeletal lesson plan

Semi- detailed Detailed and elaborate lesson plan


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Elements of lessonplanI . Objectives

Instructionalobjectives these are specificstatements describing anintended result of instruction.

These are precise, tangible,

concrete and can be validated.


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Ask:

-What knowledge, skills andvalues do you like yourstudents to acquire?

- PESLC/PSSLC


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Categories of InstructionalObjectives 3 Categories of domains in planning

instruction

Blooms Taxonomy1. Cognitive

2. Affective domain

3. Psychomotor


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e s o wr ngBehavioral

ObjectivesA audienceB behavior the learning outcome

expected from each studentC condition under which the learneris to

exhibit the learned knowledge, skillor

attitude

D state the degree of proficiency


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II. Topic or SubjectMatter

III. Materials

- are those instructional

materials, equipment ormulti sensory media thatwe need in teaching toattain our objectives

-


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III. Procedure

Consists of outline of thedevelopment

of the lessonMajor Elements of

Instructional Procedure1. Motivation focusing event

2. Teaching procedures


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4. student participation(activities)

5. Closure (summary)

IV. Evaluation

Formative check (evaluationassessment in the process of teaching


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IV. Evaluation

Formative check (evaluationassessment in the process ofteaching

V. Assignments

-reinforce the retention ofconcepts


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Steps in Unit Planning

Burden and Byrd (2003)

1. Select the overall goals andspecific objectives for the unit

2. State the materials for the unit

3. Outline or organize the content


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4. Plan and sequence the dailylessons with appropriate instructional

activities

* integrative

*integrated*multidisciplinary

*contextualized

*experiential

*collaborative

5. Plan and prepare the ways that


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Developing Daily Plans

Significance of daily plans inattaining the goals and objectives

1. Help to classify the instructionalobjectives of a particular lesson

2. Precisely / accurately identify thecontent and determine theinstructional activities and specificmeans about how the activities willbe conducted ;


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3. Arrange the appropriate evaluation

of student learning 4. Give a sense of direction and a

feeling of confidence and security

about what the teachers are doing;and

5. help teachers organize, sequence ,

and become familiar with thelessons content


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Parts of Effective Daily Plans

1. Introductory Activities

*Design to introduce the contentto the

students and capture studentsattention

and interest*serve as an overview which helpsstudents understand what they will

study, how the lesson relates to


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2. Developmental activities

Address the content and are thevehicle for students learning

Teachers need to use appropriate

teaching strategies or techniques

*discussion *KWL

*questioning

*lectures

*simulating


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3. Closing Activities

Designed to provide a summary ofthe lesson contents and allow thestudents


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Developing and

Designing a Lessonguessing

game


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Developing and

Designing a LessonGuessing

game


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Developing and

Designing a Lesson

Notre Dame

of MidsayapCollegeNDMC school institution ND hereNotre Midsayap collegeDame academic tertiary


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Developing and

Designing a Lesson

integrative

teachingTeachingMore meaningful whenIncorporateConnect integrateIntegration


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Developing and

Designing a Lesson

MultipleIntelligences

Multiple smart naturalistIntelligences mathematical natureVerbal BodyLogical KinestheticLinguistic musicalSpatial interpersonal

Brain


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Developing and

Designing a Lesson

Learning Style

Mastery Self ExpressionStyle InterpersonalLearningUnderstanding


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Developing MultipleIntelligences Learning

Style- IntegratedLesson/Unit


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1. Identify the type of lesson you

wish to teach and specificstandards, outcomes, andobjectives you want to address

a) Am I developing a lesson:

using learning styles andmultiple intelligences to achievecontent objectives?

Focus on the development of


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B) Am I developing a lesson :

- thats part of a year- long term?

- to teach a specific objective?

- to address a student specific need?

2. For each intelligence, Develop a listof possible learning opportunities for

students to achieve your objective(s).In this step, ask yourself the followingquestions:


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(V) How can I incorporate

words, writing, listening,discussion, language?

(L) How can I incorporatecalculation problems-solving,

reasoning, math?

(S) How can I incorporate art,


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(B) How can I incorporatemanipulative, hands- onlearning use of body?

(M) How can I incorporatemusic, musicality, beat, lyrics

sound?


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(P) How can I incorporatecooperative learning, partnership,

role playing?

(I) How can I incorporate emotion,reflection, self-assessment?

(N) How can I incorporate

interactions with natural world?

3 Examine alternatives and


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3. Examine alternatives andselect the most appropriate

activities to your learninggoals Harvey Silver

V Explain uses ofpunctuation mark. Practiceeach type in writing


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L Why do we needpunctuation marks?Classifying sentences

S Visual organizers icons,

and symbols collage aboutpunctuation marks


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M Rap song. Create jingles

to represent marks

B Role play

P Group and peer practice,writers clubs, edit partnerstext


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I Which is your favorite?Why?

N Natural similes ( e.g anexclamation point is like a

lightning bolt because.scared )


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4. Assess what style activities or

teaching strategies you can use toachieve your learning

- need to consider how can you

incorporate style-based & strategiesinto your overall plan.

Refer to the thinking verbs by styleand objective

Thinking verbs by style and Objectives

Ex. M U S


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5. Set up a sequential plan.

purpose content ProcessActivitiesStrategies

Product InterestL.S M.I

Learn theroles ofpunctuationmarks

Naturalmetaphors

MetaphoricExpression

WrittenExplanation

Self-expressiveUnderstandingVerbal ,spatial,natural

Learn when touse fourpunctuationmark

Questionmark,period,comma,exclamation point

Conceptattainment

Generaterules forusing thetypes ofpunctuation

UnderstandingVerbal,logical

purpose content Process Product Interest


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purpose content ProcessActivitiesStrategies

Product InterestL.S M.I

Explain

punctuationrules

Visual

organizer

Completed

organizer

Mastery

VerbalLogical,spatial

ReinforceRules

Practiceusingpunctuationrules

Peerpractice

Apply skills Questionmark,period,comma,exclamationpoint


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Lesson Plan


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Lesson PlanIn English- Secondary

Sample Lesson PlanSecond Year

Learning to know

Quarter I

I. ObjectivesAt the end of the week, the students should be able to:

1. State the importance of education in meeting the needs of anindividual and the role it plays in improving their life.

2. Assess the relevance of what they learn in school to their

development as individual3. Give the meaning of vocabulary words through the use ofcontextual clues


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II. Subject MatterA. Selections

1. A Country Boy Quits School2. An Excerpt from the Curriculum

3. Unwise DECS curriculum merge planB. Functions Expressing opinions/Taking stand form : Noun clauses

in complexsentences

III. Procedure

Literature


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Why is lesson planning


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Why is lesson planningimportant?

1. Being clear on what youwant to teach

2. Being ready to cope with

whatever

happens

3. Give your teaching a framework,and overall

shape

4. A reminder for the teacher when

e s o wr ng


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e s o wr ngBehavioral

ObjectivesA audienceB behavior the learning outcomeexpected from each student

C condition under which the learneris to


attitude


Steps in Unit/Lesson


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Steps in Unit/LessonPlanning

Burden and Byrd (2003)

1. Select the overall goals andspecific objectives for the unit

2. State the materials for the unit

3. Outline or organize the content


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4. Plan and sequence the dailylessons with appropriate instructional

activities

* integrative

*integrated

*multidisciplinary

*contextualized

*experiential

*collaborative

5. Plan and prepare the ways that


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Cognitive Domain

Knowledge

Comprehension

application Analysis

Synthesis

evaluation


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2. Affective domain

a. Receiving level

b. Responding level

c. Valuing level

d. Organizing Level

e. Characterizing Level


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Psychomotor

a. Moving

b. Manipulating

c. Communicating d. Creating

e s o wr ng


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gBehavioral

ObjectivesA audienceB behavior the learning outcomeexpected from each student

C condition under which the learneris to


attitude


II Topic or Subject


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II. Topic or SubjectMatter

III. Materials

- are those instructional

materials, equipment ormulti sensory media thatwe need in teaching to

attain our objectives

-


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III. Procedure

Consists of outline of thedevelopment

of the lessonMajor Elements ofInstructional Procedure

1. Motivation focusing event

2. Teaching procedures use


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4. student participation(activities)

5. Closure (summary)

IV. Evaluation

Formative check (evaluationassessment in the process of teaching

IV E l ti


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IV. Evaluation

Formative check (evaluationassessment in the process ofteaching

V. Assignments

-reinforce the retention ofconcepts

Documents

Developing and Designing a Lesson