Activity 4 – Writing My First Lesson Plan

FIELD STUDY 2

Name of FS Student Emma D. Gabica

Course, Year and IV BSE Social Studies

Section
Name of FS Mentor Dr. Katherine Queroda

Date September 29, 2023

At the end of this learning activity, the FS students should be able to:
1. describe the different parts of a lesson plan using a specified model;
2. construct a lesson plan aligned to his/her specialization using the existing basic education curriculum;
3. revise a lesson based on the comments/suggestions given by the mentor/instructor;
4. cite challenges encountered in writing lesson plans; and
5. reflect on the feedback received for the improvement of teaching practice.

A lesson plan is the teacher’s compendium of what students need to learn and how it will be done effectively during
the class time. It also involves designing and incorporating appropriate learning activities and strategies to obtain
substantive feedback on student learning. A well-constructed lesson plan prepared by a teacher for a particular lesson
allows him/her to enter the classroom with more confidence and a greater possibility of having engaging activities that will
result in a meaningful learning experience with students.
In this segment of learning experience, you will be exposed to various activities that allows you to examine different
lesson plan exemplars and its parts, and an opportunity to construct your own lesson plan.

There are two activities that you are going to do in this segment of learning. First, you have to stay focus, observe and
examine materials as you work your way in writing your own lesson plan.
Activity 4-1. DRAW ME OUT! (Part 1)
The FS mentor will provide at least three sample lesson plans using different models. The FS students will identify the
model and parts the given lesson plan.

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Questions:
(1) What do you observe about the format of the lesson plans presented to you?
According to our observations, the lesson plans that were given to us were the DepEd Order No. 42 DLP lesson plan
format and 7E model; nevertheless, each of the lesson plans followed a different format. The DepEd Order No. 42 DLP lesson
plan, and it consists of six main sections: the Objectives, Content, Learning Resources, Procedures, Remarks, and Reflection.
The 7E model is the second form of lesson plan that was presented to us. This model consists of seven phases, which are the
Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend stages. A well-developed lesson plan serves as a roadmap
for teachers, providing them with a particular understanding of the goals to be accomplished and the general path to take for
lesson.
Describe the parts of each lesson plan model.
DepEd Order No. 42 DLP format
I. OBJECTIVES
Lesson plan objectives are statements that define the anticipated learning outcomes that learners are expected to achieve
upon the completion of a lesson. The objectives outline the specific knowledge and skills that students are expected to
acquire, therefore providing learners with guidance in executing the activities of the session. Additionally, they provide
guidance to educators in the process of selecting suitable instructional materials and methodologies for effective teaching.
The lesson plan objectives should serve as the foundation for evaluating student learning.
II. CONTENT
The content part in lesson plan encompasses the delineation of the particular subject matter or instructional unit that students
were anticipated to comprehend by the end of an educational discourse.
III. LEARNING RESOURCES
This part of the lesson plan comprises comprehensive listings of instructional resources required by the teacher to effectively
deliver the lesson. This section encompasses the teacher guide pages, learners' material pages, and further resources.

IV. PROCEDURES
The lesson procedure comprises a series of sequential instructions that will function as a guiding framework for the teacher
in instructing their students. The provision of sequential instructions will additionally aid the pupils in attaining a more
comprehensive comprehension of the subject.

V. REMARKS
The teacher's comments serve as an assessment of the extent to which the lesson outlined in the framework of work was
effectively addressed. In the event that a lesson is inadequately taught, the instructor has the option to provide further
instruction or assign remedial assignments.

VI. RELFECTION
Following the completion of a lesson, educators are advised to document their observations and suggestions for enhancing
the instructional process inside the lesson reflection part of the lesson plan.

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The 7E Model
The 7E model is frequently utilized in the field of conceptual change modeling. Within its levels, teachers have the ability to operate
in a variety of ways, from generating dissatisfaction at the beginning to making students broaden what they know in order to
guarantee that the misconceptions have been dispersed.
1. ELICIT
This presents an appropriate opportunity to address students' misconceptions or assess previously covered material that is
essential for understanding the subject matter.
2. ENGAGE
During this phase, the objective is to stimulate interest and curiosity among learners by presenting thought-provoking inquiries
and introducing new ideas through the teacher's explanatory practice.
3. EXPLORE
During the phase of the learning process, known as the "Explore" stage, it is recommended that students are provided with
collaborative chances to engage in problem-solving activities. This approach allows them to develop a deeper understanding
of topics by actively participating in hands-on experiences.
4. EXPLAIN
During this phase, students would use what they had discovered to expand their understanding of the concept or topic. This
would require verification and questioning. Using their experience-grounded knowledge to expand upon the concepts.
5. ELABORATE
During this part of the process, students may demonstrate their understanding by working independently. The formalization
and practical application of the lessons learned by students occurs here.
6. EVALUATE
This may involve peer or self-assessment. It may involve questioning or quiz to establish understanding of the concepts. This
should also include self-reflection and evaluation from the student. The evaluate section the teacher, evaluate the learning
that has occurred.
7. EXTEND
At this stage, teacher should be encouraging the students to apply or extend the knowledge and abilities they have gained to
new contexts. Students are able to make connections not only within the topic or concepts that are being studied but also
beyond it. They are capable of applying ideas, generalizing concepts, and transmitting concepts.

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Activity 4-2. DRAW ME OUT! (Part 2)

Request for a lesson plan exemplar in your respective specialization from your cooperating teacher. Examine and describe how
each part was written.
The Daily Lesson Log of Bb. Jennifer Garcia has 6 main parts, which are layunin, nilalaman, kagamitang panturo,
pamamaraan, mga tala, and pagninilay

I. Layunin/Learning Objectives
Prior to commencing a class, it is imperative for a teacher to undertake the crucial responsibility of developing a
comprehensive lesson plan. This plan serves as a fundamental tool to facilitate the smooth process of the teaching and learning
experience. A lesson plan is comprised of various components, each of which plays a crucial function in the process of
instruction. The inclusion of learning objectives within a lesson plan is of utmost importance, as they provide a foundation for the
development of instructional strategies, the organization of content, and the implementation of learning activities. It is
categorized into three different domains, namely cognitive, emotional, and psychomotor. The cognitive domain primarily centers
on the acquisition of knowledge and the cultivation of intellectual ability. The affective domain encompasses attitudes, emotions,
and feelings. The psychomotor domain primarily centers on the physical dimension, encompassing activities such as physical
movement, coordination, and the development of motor skills. In order to optimize the effectiveness of the teaching and learning
process, it is imperative to prioritize the establishment of realistic and attainable learning objectives.

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II. Nilalaman/Content
This part of the lesson plan encompasses the subject matter or content that an instructor intends to impart during a
particular instructional period. The main focus of discussion will be the topic, which serves as the primary subject matter from
which students are supposed to acquire knowledge under the supervision of the teacher.
III. Kagamitang Panturo/Learning Materials

This section of the lesson plan comprises comprehensive listings of instructional resources required by the teacher for
effective lesson delivery. This section encompasses the pages of the teaching guide, learners' material, and additional
resources.
IV. Pamamaraan/Procedure

The procedure part of a lesson plan plays a crucial role as it outlines the specific procedures and activities that both the
teacher and the learners will engage in during the lesson to allow them to get the desired learning outcomes. The technique
delineates the educational encounters that learners will undergo in comprehending and attaining proficiency in the subject
matter during the meeting. The establishment of precise procedures prior to the commencement of a class is crucial in order to
facilitate a productive and effective educational experience.
V. Mga Tala/Remarks

Remarks (Pagtatala) are the second-to-last and most important part of a lesson plan. Based on what the word
"remarks" suggests, this section has the outcomes of the tests and quizzes that students took to see how much they knew
about the lesson. Besides that, this shows how the kids did before and after the lesson.
VI. Pagninilay/Reflection

The final component of the lesson plan, known as "pagninilay" or the reflection section, is a section that the teacher is
expected to complete after to the implementation of the lesson. In this section, educators are prompted to engage in reflective
consideration of their instructional sessions, specifically identifying aspects that were successful and those that were less
effective, and then providing a concise written description of their findings. Furthermore, in this section, educators have the
opportunity to express their perspectives and thoughts regarding their instructional sessions, encompassing aspects that were
well executed, areas requiring enhancement, or ideas for improvement for the next iteration. Finally, in this section, educators
have the opportunity to discuss both the proficient learners and those who require assistance in the course.

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From a model, which part do you think is easy and difficult to construct?

When it comes to preparing a lesson plan, we can say that it is certainly a challenging activity because it
requires a significant amount of effort to do it. We may say that the 4A and 5E models are the easiest forms that we
can use to complete a lesson plan. This contrasts with the 7E model, which includes a step-by-step progression
throughout the class and is therefore something that we believe to be difficult to employ in a lesson plan. The 4A and
5E models are the easiest forms that we can use to accomplish a lesson plan. In contrast, Lessons 4A and 5E will just
provide you with an overview of the material.

The easiest part of the process is the creation of the instructional materials that will be used in the lesson
plan. This is because we may employ used products, manuals, and other materials that are easy to find, as well as
technical resources that are not impossible to obtain a hold of. Constructing an assessment, on the other hand, is the
part of constructing a lesson plan that presents the greatest amount of difficulty. This is because this assessment will
serve as a measurement to identify whether the students have fulfilled all of the learning objectives.

What teaching method is used in each plan? Why did you say so?

The learner-centered approach was implemented in each of the plans that I noticed, with the instructor taking
on the role of both a facilitator and a student. This is an effective method of instructing owing to the fact that it
broadens the scope of the classroom by permitting teachers to learn from their learners while they are instructing
them, rather than limiting the intellectual potential of the students. The efficiency of direct instruction, which is
frequently utilized by educators and stated in lesson plans, has also been shown.

Describe the congruence of the lesson plan from the intended learning outcomes to the supporting activities and
assessments.

It is essential for effective teaching and learning that a lesson plan be congruent. It creates a thorough and
consistent educational experience by ensuring that there is a uniform realignment between the intended learning
outcomes (ILOs), the activities that support those outcomes, and the assessments. Looking at the full lesson plan that
was provided, based on what I've seen, I conclude that the intended learning outcome (ILO) has been met and that it
appears to be highly compatible with the activities that were provided and the assessments that were given.This
congruence in planning lessons is essential for creating effective teaching and relevant learning experiences across
all subject areas, particularly Araling Panlipunan.

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1. Construct your own lesson plan using the DepEd format as indicated in D.O. 42 s. 2016 incorporating the 7E model.
Include digital resources and materials appropriate to the intended learners.
2. Construct a 10-15 item quiz with TOS considering the listed competencies in your learning plan.

First Draft

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Final Lesson Plan

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TABLE OF SPECIFICATION

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What challenges did you encounter in writing your lesson plan? How will you address these challenges?
A lesson plan is an efficient tool for teachers that acts as a step-by-step guide that provides an in-depth description of a
course or what the students are anticipated to learn and how effectively it may be done during lesson time. There have been
many different descriptions, written over the course of time, of what a lesson plan ought to look like or how a lesson might be
planned. It is highly important to organize a lesson since it is quite difficult for novice teachers to be flexible during a lesson
without a teaching guide. Planning a lesson allows for this difficulty to be mitigated. Nevertheless, proper planning of a class is
necessary to prevent a teacher from becoming less flexible and unable to adapt their teaching style to the requirements of
their students.
When developing lesson plans, the challenge for a teacher is to avoid consolidating too many activities into a single lesson,
which would cause students to feel overwhelmed. It is essential to maintain flexibility and leave leeway in class plans for the
purpose of focusing on particular challenges that students are experiencing.
I need to conquer difficulties with ensuring a lesson plan by organizing the lesson's structure, time, and objectives in order
to prepare for my future duty, which requires me to always be adaptable and ready in my field of expertise. We cannot proceed
directly to addressing the issue of why it is vital to plan a lesson without first demonstrating how a lesson is planned. This will
prevent us from answering the question directly. The documentation of a lesson plan, however, does not require adhering to
any particular format, as it may be in the form of write notes or formal plans. At the end of the day, it is always of the utmost
significance for a teacher to find a way to accord into a strategy and try as much as feasible to maintain it simple, allocate time
for each task, pay focus on lesson structure, and also try to make sure that each and every activity is directed toward
accomplishing an end goal in a much more flexible and adaptable way. Therefore, when developing a lesson plan, a teacher
has the responsibility to take into mind language points. These points illustrate the topic that the lesson is concentrated on and
how it connects to the lesson that is currently being taught. The next step is to sketch out the progression of the lesson. In
order to get the students excited about the session, the instructor needs to begin the interactive phase of the lecture by
greeting the class and leading a warm-up activity. Timing is something that should be given consideration at each stage of the
lesson. This is especially important for the interactive phase of the class because it is important to allow time for interaction not
just between the teacher and students but also amongst the students themselves. The evaluation of students should also be of
essential importance in the process of lesson planning. This evaluation can be done through the utilization of tests,
worksheets, and and other activities in order to determine the level of ability that the class has with the topic. In addition to the
names of the teachers and observers, a lesson plan should also include the date, the time, the number of students, and the
level of the class.

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This document presents a partially

comprehensive lesson plan that
will be afterwards transformed
into the 7E model format.

This is my revised lesson plan

subsequent to its conversion from
a non-7E model lesson plan
format.

This is the lesson plan that was

provided by Ms. Jennifer P.
Garcia.

Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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