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Suggested Lesson Plan Format: Is It Interesting

This document outlines a suggested lesson plan format and includes indicators to evaluate each part of the lesson plan. The key parts of the lesson plan format are the objectives, subject matter, procedures including preparatory, developmental, and evaluation activities, and assignment. The procedures section provides detailed indicators to evaluate the relevance, appropriateness, sequencing, and development of higher-order thinking in activities like presentation, discussion, generalization and applications. The evaluation section indicators assess alignment of evaluations to objectives and activities and their ability to measure learning and guide instructional supervision.

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Roselle G. Malana
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52 views2 pages

Suggested Lesson Plan Format: Is It Interesting

This document outlines a suggested lesson plan format and includes indicators to evaluate each part of the lesson plan. The key parts of the lesson plan format are the objectives, subject matter, procedures including preparatory, developmental, and evaluation activities, and assignment. The procedures section provides detailed indicators to evaluate the relevance, appropriateness, sequencing, and development of higher-order thinking in activities like presentation, discussion, generalization and applications. The evaluation section indicators assess alignment of evaluations to objectives and activities and their ability to measure learning and guide instructional supervision.

Uploaded by

Roselle G. Malana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SUGGESTED LESSON PLAN FORMAT

Parts of the Lesson Plan Indicators


I. OBJECTIVES 1. Is the objective Specific, Measurable,
attainable, Result Oriented and Time bound
2. Is the objective stated in behavioral term?
3. Is it appropriate in the concept to be taught?
II. SUBJECT MATTER 1. Is it relevant/appropriate to the concept to
Reference: be taught?
Materials: 1. Are the instructional materials adequate and
Values: appropriate instructional materials as support
to the learning objectives?
2. Are the local materials used relevant to the
objectives?

III. PROCEDURE
A. Preparatory Activities:
1. Review/Drill 1. Are the reviews a pre-requisite skill to or an
essential background for the new
skill/concept to be learned?

2. Motivation 1. Is the activity relevant and appropriate to the


learners?
2. Is it interesting enough for the learners to
be engaged in the new lesson?
3. Is the activity appropriate and relevant as
springboard for the developmental activities
that follow?

B. Developmental Activities 1. Are there at least two activities for the


1. Presentation learners to do?
2. Are the activities relevant to the topic
and the competency?
3. Do the activities presented develop
higher order thinking skills?
4. Are the activities appropriate/congruent
to the objectives?
5. Does the presentation of outputs or
reporting come after the activities?
6. Does the question elicit higher order
thinking skills?
7. Are the questions logically sequenced?

1. Is there a clear connection between


2. Discussion/analysis the activity and the discussion?
2. Are the questions adequate and
relevant to the competency?
3. Do the questions encourage the
learners to express what they feel
and observe during the activity?
4. Are the questions asked logically
sequenced?
5. Do the discussion questions evoke
the key concepts effectively?
6. Does the discussion clearly include
values identified?

1. Do the questions elicit the identification and


understanding of the key concepts?
2. Is an appropriate synthesis/input presented
to deepen the concept?
3. Generalization/Synthesis 3. Are the key concepts/ideas related to the
focus competency?
4. Is the synthesis/input appropriate in
deepening the understanding of the concept?

1. Are the activities/reflection/integrative


4. Applications questions related to the learner’s everyday
lives?
2. Are the learners given the opportunity to
express their decisions on how they apply
what they have learned?

IV. EVALUATION 1. Are the evaluations measure congruent to the


activities and competencies?
2. Does the evaluation assess the achievement of the
learning objective?
3. Does the evaluation assess the effectiveness of the
evaluation?
4.Is individual and/or collaborative assessment
evident?
5. Will the result of the assessment enable the
teacher to make good instructional supervision?

V. ASSIGNMENT

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