Course Module for EEd I1

(Edukayong Pantahanan
at Pangkabuhayan)
FIRST SEMESTER 20223-20242020-21
Second Semester

Prepared by:
ALAN L. LUCILO
 Module 9

What is this lesson about?

Ever attended a dull performance or a boring speaker? Did you like it? Obviously not,
otherwise it won't be boring. And something is boring because it lacked one crucial element -
planning. Planning is essential in any undertaking. A guy doesn't approach a girl without any plan.
Same with the girl, she doesn't go out on their first date empty-headed. When the girl says yes to
the boy and agrees to tie the knot, they don't just decide to wed the next day. I'm sure Derek and
Ellen did a lot of planning for their wedding.
One a serious note, one of the reasons why the country had the most extended lockdown
in the world is due to poor or lack of planning. However, unlike planning for COVID which is long-
term, planning for lessons is daily; that is planning one day at a time.

What will you learn?

In this lesson, you are expected to (1) write a lesson plan in EPP with values integration,
clearly defined objectives, correct sequence of executable steps, and an evaluation that is in line
with the objectives of the lesson; and (2) identify in the lesson the approach, method, and
technique you used.

Let’s read!

An effective lesson plan takes time to develop; it requires deep reflection on the part of
the teacher to determine what works with a specific group of pupils and what does not before
finally decide on the things to include and discard in the plan. In the planning process, the teacher
keeps in mind her primary goal – to motivate her pupils and have them retain the takeaways of
the lesson as much as possible.

Every lesson plan starts with an objective. In this module for instance, what I want to
achieve is for you to be able to write a lesson plan with SMART objectives, correct procedure and
evaluation, and to identify the approach, method, and technique that you employ.

Next to a well-defined objective of the subject matter, the evaluation part must be clear to
you. If it is the first lesson in ICT, your objective might be identifying the different computer
peripherals so your evaluation may be in the form of a quiz. But if you are already in the middle
part of the chapter, which is sending an email, your evaluation maybe by having the pupil send
you an email saying, “Hi or Hello world.”

When the objectives and evaluation of the lesson have been finally decided, you can now
plan the steps you are going to undertake to achieve your objectives. This is the part where you
decide on the approach, method, and technique to use. As with any skill being learned and
developed, this is difficult at first, but ask any professional teacher, their difficulty may be in their
first two years of teaching only. After that, everything is on autopilot. Except of course under the
new normal where everyone, including myself, must learn a new way of delivering the lesson.
 Things to consider in your Procedure

Timeline – It is not unusual for me to observe student teachers spending much time in
their motivation or unlocking of difficulties. If that happens, the time for the discussion or
demonstration is shortened, thus, the lesson is not finished at the allotted time or is not understood
by the pupils. On the other hand, there are some student teachers who are so anxious that they
can finish their 50-minute lesson in 15 minutes. Of course, the pupils didn’t understand anything
either.

Cue cards – Using cue cards during your demo lesson is not a sign of weakness, in fact,
it sends a signal that you, the young teacher, are well prepared and mean business. Use cue
cards so you are well guided but don’t read them word for word. It should contain cues only to
guide you on what part of the lesson you are supposed to be in your demo lesson.

Students – There are several factors to consider in deciding the approach, method, and
technique to use in your teaching. One of them is a student. Your knowledge of your students
should guide you on what strategies to include in the procedure. No two classes are identical;
every class is different. That is why you need to customize your strategy for your style.

Reference - Don’t forget to include references, usually textbooks or learners' materials, in

your procedure. These are placed under Subject Matter for a reason. Indicate what part of the
procedure the pupils will use the reference.

Practice – This is actually for the demo lesson, but if things are difficult or not executable
during your practice, might as well modify your steps. Not all student teachers who submitted to
me an impressive lesson plan finished their demo with flying colors. Some were not able to
execute their plan properly due to unforeseen circumstances, and others were simply sabotaged
by the students. So, how do you practice? You can do it in front of the mirror or the classroom in
front of the imaginary class when the students have already left. Try to anticipate questions, the
flow of the lesson, and the possible interaction among your class. The purpose of practice is not
to predict what will happen but to give you confidence to handle the situation should anything
unexpected happen.

_________________________________________________________________

The article below from wikihow.com gives you other tips on how to write an effective lesson
plan.

1) Know your objectives. Write your lesson plan goal at the top at the beginning of
every lesson. It should be straightforward. Something like, "Students will be able
to identify different animal body structures that enable eating, breathing, moving,
and thriving." Basically, it's what your students can do after you're done with them!
If you want to do a bit extra, add how they might do this (through video, games,
flashcards, etc.).
 If you're working with very young students, you may have more basic aims like "Improving
reading or writing skills." It can be skill-based or conceptual. See the related wikiHow on how to
write an educational objective for more specific information.

2) Write your overview. Use broad strokes to outline the big ideas for the class. For
example, if your class is about Shakespeare's Hamlet, your overview might include
covering where in the Shakespearean canon "Hamlet" resides; how factual the
history described might be; and how themes of desire and subterfuge might relate
to current events.

This depends on the length of your class. We'll cover about half a dozen basic steps to
any lesson, all of which should be included in your overview. You're welcome to have more,
however.

3) Plan your timeline. If there's a lot to cover in a fixed amount of time, break your
plan into sections that you can speed up or slow down to accommodate changes
as they happen. We'll use a 1-hour class as an example.

1:00-1:10: Warm up. Bring class into focus and recap yesterday's discussion on great
tragedies; relate it to Hamlet.

1:10-1:25: Present information. Discuss Shakespearean history briefly, focusing on his

creative period 2 years before and after Hamlet.

1:25-1:40: Guided practice. Class discussion regarding major themes in the play.

1:40-1:55: Freer practice. Class writes single paragraph describing current event in
Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach
slower students.

1:55-2:00: Conclusion. Collect papers, assign homework, dismiss class.

4) Get to know your students. Identify clearly who you are going to educate. What is
their learning style (visual, auditory, tactile or a combination)? What might they
already know, and where might they be deficient? Focus your plan to fit the overall
group of students you have in class, and then make modifications as necessary to
account for students with disabilities, those who are struggling or unmotivated, and
those who are gifted.

Odds are you'll be working with a pile of extroverts and introverts. Some students will
benefit more from working alone, while others will thrive in pair work or in groups. Knowing this
will help you format activities to different interaction preferences.

You'll also wind up having a few students who know just about as much as you do on the
topic (unfortunately!) and some that, while smart, look at you like you're speaking Neptunian. If
you know who these kids are, you'll know how to pair them up and divide them (to conquer!).
 The amount of material you include in your lesson plan and the length of the plan will really
depend on your students. Always factor in their unique needs.

5) Use multiple student interaction patterns. Some students do well on their own,
others in pairs, and yet others in big groups. So long as you're letting them interact
and build off each other, you're doing your job. But since each student is different,
try to allow opportunities for all types of interactions. Your students (and the
cohesion of the class) will be better for it!

Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you
have ideas already mapped out, see if you can revamp them at all to mix it up. It often just
encompasses finding more pairs of scissors!

6) Address a variety of learning styles. You're bound to have some students who can't
sit through a 25-minute video and others who can't be bothered to read a two-page
excerpt from a book. Neither is dumber than the other, so do them a service by
switching up your activities to utilize every student's abilities.

Every student learns differently. Some need to see the info, some need to hear it, and
others need to get their hands on it literally. If you've spent much time talking, stop and let them
talk about it. If they've been reading, come up with a hands-on activity to put their knowledge to
use. They'll get less bored, too!

https://www.wikihow.com/Make-a-Lesson-Plan

Let’s Discuss

There are several aspects to be considered in planning a lesson: the students, the teacher,
the subject matter, the resources,
and the strategies to use. The help
you are going to use will depend
on its availability and practicality to
use. A field trip does not
necessarily mean going to a field.
It is going out of the classroom and
visiting the actual place involved in
your discussion. When my topic
was about hydroponics, I brought
my students to FIDA, located just
across the BU oval, to show them
how abaca is propagated without
using soil. The strategies you will
use will also depend on your
ability. Don’t force yourself to
demonstrate how to use the electric drill or hammer if you are not confident in using them.
Remember, your objective is for them to use the tools correctly. In one of my class projects, my
pupils had to drill holes in a piece of wood where they would install the door knob. I am not well
familiar in using a hole saw so I invited our janitor who is an expert in using the tool to do the
demonstration.

So why is it important to have your activities match your objectives? Selecting the best student
from your class to compete in Math based on their grade could be accurate, but for a singing
contest, when the evaluation in Music are all tests, the school might be sending a monotone.

Let’s apply what you have learned

For this module, form a group of 4-5 members, select a topic from any component or grade
level in EPP, and make a lesson plan. Identify the approach, method, and technique that you will
use.

Rubrics

*SMART objectives
*Alignment of objectives, activities, and assessment
*Neat, presentable output
*Elements of LP found in the output
4 indicators present 10-12
3 indicators present 7-9
2 indicators present 4-6
1 indicator present 1-3