PARTS OF THE LESSON PLAN

(Format Required by the CED)

SUBJECT & GRADE OR YEAR LEVEL

Name of the Microteacher

I. OBJECTIVE
(OUTCOME-BASED)

II. SUBJECT MATTER

Topic:
Reference :
Materials :
Value/s Integration:
Skill/s developed:
Teaching Strategies used:

III. PROCEDURE
TEACHER’S ACTIVITIES PUPILS/STUDENTS ACTIVITIES
A. Preparatory
1. Routines
a. Prayer
b. Checking of attendance
2. Review
3. Motivation
B. Developmental Activities
1. Activity (Teaching & Learning
Strategy Assigned)
2. Analysis
3. Abstraction
4. Application

IV. EVALUATION

V. ASSIGNMENT

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I. OBJECTIVE
a. OUTCOME-BASED
i. STATED IN FOUR COMPONENTS:
1. AUDIENCE = Who will benefit the lesson?
2. OBSERVABLE BEHAVIOR = What task will the student do to learn the
lesson?
3. CRITERION LEVEL = How much level of mastery will the student achieve?
4. SPECIAL CONDITION = How will the student do the task to learn the
lesson?
 EXAMPLE
At the end of the lesson, the (audience) should be able to (observable behavior)
(criterion level) (topic) through /by using (special condition which is the strategy)

At the end of the lesson, the students should be able to identify correctly the parts of the
plants through a mind map.

II. SUBJECT MATTER

Topic:
Reference = Textbook, Book, K to 12 Curriculum Competencies, Etc.
Materials = The materials are needed and to be used in the implementation of the topic.
Value/s Integration:
Skill/s developed:
Teaching Strategies used:

III. PROCEDURE
A. Preparatory
1. Routines
a. Prayer
b. Checking of Attendance = What are the systems in checking
students’ attendance?

2. Review = develop skills (done very fast)

3. Motivation
• Springboard to the presentation of the lesson
• Can be in the form of a story, game. Puzzle, question, motivational activities, etc…
• Usually before the motivation ends, the learning objective/s will be introduced to the class so
that there is a link.
• Not too long

B. Developmental Activities
1. Activity = the task where the strategy (or special condition) will be used/done is given in this
part of the lesson
= the instruction / implementation of the strategy starts here
2. Analysis
 The teacher should have a good questioning technique in facilitating the student’s
learning based from the task presented using the strategy.
 Types of questions do we ask to our students?
– For assessing cognition?
– For verification?
– For evaluating?
– For creative thinking?
– For productive thinking?
– For motivating?
– For instructing?
3. Abstraction = a summary of the lesson learned by students in the analysis part based from
the activity
 4. Application = The students are given the opportunity to practice skills and apply acquired
concepts, and to consolidate those that they already possess.
= Usually the integration of values are incorporated in this portion of the lesson
plan.
= Integration of values are important like eliciting the following from the
students:
– How they relate the lesson to their daily lives?
– What is the importance of the lesson in their life?
– In which aspect of their life is the lesson applicable?

VI. Evaluation = All activities in the evaluation are still congruent/parallel with the objective.
VII. Assignment