Types of Lesson Plan

Appreciation Lesson - is one that is designed to lead the class to understand and
enjoy something. If one cannot fully appreciated what one does not understand or enjoy. Types of Appreciation 1. Aesthetic appreciation is derived from situation that are artistic and inspiring, as may be found in such subject as music, nature, art, literature, and drama. 2. Ethical-social appreciation comes from satisfaction in recognizing social or moral qualities of goodness and truth situation. This type of appreciation is necessary to developed ethical character and good citizenship. 3. Technical or intellectual appreciation stems from admiration of the technique, skill in performance, or the mind that procedure a creation. Sources of Appreciation Lesson 1. Literature is the influence it may wield over peoples lives. 2. Music a sense of a rhythm is innate in people and usually, they appreciate what they become accustomed to. 3. Nature abounds in beauty but sometimes people go through life with unseeing eyes. 4. Arts - may learn about rhythm, proportion, and symmetry when we visit some buildings and churches. 5. Religion contains many beautiful incidents that are inspiring and worthwhile. 6. Culture folkways of a society have much to do with ways of doing things, mode thinking, system of values, and conduct. 7. Environment many things in the environment that are taken for granted really deserve to be appreciated. Procedure for an Appreciation Lesson 1. Preliminary stages (a) apperceptive basis consists of the negative and positive preparation. 2. The lesson proper (a) Immediate preparation (b) The hour of appreciation (c) Intellectual discussion (d) Aesthetic discussion (e) Reproduction Suggestion for Developing Appreciation 1. Choose materials and activities that children are interested in and which they can enjoy. 2. Since appreciation is an outgrowth of experience, the learner must participate in the activities and derive emotional satisfaction from them.

3. Appreciation activities should be informal. Regimentation may kill appreciation. So will over analysis. 4. Make use of memorization. Beautiful passages may be committed to memory Rhyme and rhythms are important. Have pupils repeat verses, selection, and musical passages. Repetition brings familiarity brings enjoyment. 5. Provide follow-up activities that will deepen the pleasurable response of the first impression.

Supervised Study Lesson - Directs the student in the use and mastery of the best
techniques of efficient study. Forms of Supervised Study Lessons (a) Individual supervised study (b) Group study (c) Study with books, people, or things. Essence in the Supervised Study Lesson a. The pupil is taught the techniques of learning b. The teacher acts as guide in the various study procedures c. This guidance takes place in the classroom Modern Classification of Supervised a. The study period b. Programmed instruction c. Science laboratories Another classification of supervised a. b. c. d. e. f. The The The The The The double- period plan divided period plan daily-extra-period plan library-study plan flexible divided period flexible supervised-study plan

Need for Supervised Study 1. Many of the failures and dropouts in the school are due to poor study habits. Some students just memorize facts and information without understanding them. Other waste time unnecessarily because of lack of concentration. 2. Many homes do not have proper study conditions. Overcrowding, poor lighting, noise, and too much distraction interfere with study. 3. There are improved techniques of study that need to be taught to students. 4. Weak students especially need supervised study.

The Application Lesson - Lesson gives the child a chance to express or apply what he
was learned. - Conditions are created that will lead pupils to express through action, construction, or language what they think of feel. Characteristics of a Good Application Lesson 1. 2. 3. 4. The pupils work is original rather than imitative. The pupils fell responsible for their work and try to apply the principles studied. Individual pupil effort is present Not everything assigned is recited on.

Forms: 1. Dramatization is acting out a story or play. It uses languages, facial expression, gestures, and action. 2. Storytelling as a teaching device, is used in reading, language, history, geography, science, and other subject. 3. Oral reading gives the child practice in conveying thought to others. 4. Construction and drawing is the physical embodiment of thought by making it concrete, construction work develops manual skill. 5. Written composition not only is a written theme an expression of what is in a persons mind, but it also is training in grammar, correct usage, and written communication. 6. Singing gives practice in tonality, pitch, and expression it also gives emotional release. It is one way of learning language. 7. Test or examination is in reality a reproduction of what is supposed to have been learned by the child. The examination shows not only what the pupils know or do not know, but also how effective the teaching has been. 8. Creative work done by the child is a form of application. Variety of things turned out will be a surprise and a revelation of the creative abilities of children. 9. Application forms (a) Translation from one language to another (b) Solution of problems Technique of a Good Application Lesson 1. Motivation motive should be real and practical use for the object that is to be made. 2. Statement of a problem or task should know what is expected of them and what they are supposed to do. 3. Necessity of information same way that there can be no impression without expression, there can be no expression without impression.

Drill Lesson Plan - Lesson for automatization of certain facts, habits, or skills.
- Aim to fix association for permanency or to perfect a skill. - Necessary for mastery of the multiplication table and correct usage, correct spelling, and correct grammar and for remembering important historical dates.
3

Drill Procedure 1. Motivation to do a drill is necessary to arouse pupils to maximum and sustained effort. Creating interest is the best motive. 2. Focalization requires concentration and so childrens attention should be focused on the specific facts, habits, or skills to be drilled on. 3. Repetition with attention repetition will not result in learning unless accompanied by active attention, zeal, and understanding of the task. 4. Application should be conducted in the manner knowledge is to be used. By able to apply what has learned. Principles in Drill Works 1. Utilization of the principles of learning exercise or practice is necessary to learning, but it must be correct practice and first impressions and responses should be correct right from the start. 2. Way of conducting the drill should conduct drill in a systematic way-fast, precise, uninterrupted by discussion and be dynamic, alert, enthusiastic, perhaps with an air of impatience to hurry the sluggards along. 3. Standards attainable standards that can guide pupils in their performance by accuracy, speed, quality, quantity should be considered in setting up standard. 4. Individualization- good way be able to divide the class into groups according to their weakness or needs.

Review Lesson - Aims to renew study of the same subject matter or to recall what has
been taken up in the past and view this again from a different perspective or point of review. 3 Types of Review 1. The short pre-lesson daily review for three or five minutes can provide the apperceptive basis for the new lesson. It stimulates and directs study toward definite goals. 2. The post-lesson unit review takes up more time than the daily review- a whole period more. It may be used in organizing materials and experiences into large whole units or reorganizing previously organized information into a new pattern. 3. Extensive large unit review involving coordination of many units there's may be recall of facts, but the emphasis is on major issues and significant of big movements. Techniques of Lesson Plan 1. Time of review there is no definite for the review it can be given at any time whenever the need arises. 2. Length of the review there is no limit for the review. The daily review may be only for a few minutes. The review at the end of a unit may use up the whole period, while the review at the end of the year may last for two or three days. 3. Preparation for review a lesson should be as well prepared as any lesson. It should also have the necessary steps, such as objectives, motivation, approach, and activities.

Conditions for a Good Review 1. Previous lesson must have been studied 2. Too much must not be covered in one lesson 3. The teacher should have thorough mastery of the subject and organize it as a whole 4. The teacher should lead the students to organize the subject in to large units; seeing the main points and putting the minor points where they belong; 5. The teachers should help the pupils outline the summary so that the pupils may see the relative value of the parts. Principles of a Review Lesson 1. The review must be of value to the learner 2. The review should be interesting 3. The review should follow the psychological principles of learning. Purposes of the Review 1. Retention of material learned is actually a by-product rather than the objective, still any form of repetition serve to fix learning in mind. 2. Organization of material and experiences into large wholes facts learned in the daily lessons need to be tied together into a meaningful whole. 3. Development of ability to evaluate material daily lessons impress on the learner that facts and topic are of equal worth. 4. Supplementation of material of materials and experiences elements of new learning may not be given to round out the units, to clear confusion, and to make understanding complete. 5. Foundation for further learning recall facts or events as background of the new learning, or the apperceptive basis may function to arouse the proper mind set. 6. Diagnosis of pupils weakness Insufficient preparation or inability to analyze, interpret, or generalize from information acquired. 7. Diagnosis of teacher weakness - weakness of the pupils may be due to the teachers shortcomings. Review shows that the pupils cannot recall even 50% of what they learned; the teacher had better analyze his own teaching. 8. Development of interest in old materials - serves the purpose of awakening interest in old materials 9. Stimulation of original thinking and creativeness - old facts and ideas suggest new ways of using them and thus lead to creativity. 10. Tracing the core or main thought throughout a unit - Piecemeal information may be taken daily which should be tied together by review. 11. Reorganization of previously organized information into a new pattern - this is the chief objective of a review lesson. Same subject matter may be taken up but from a different angle, something new may be learned every time.

Development Lesson - is one in something in which something new is presented or

developed in be a fact, a principle, a skill, a generalization, or some knowledge.

Two Types of Development Lesson 1. Formal development lesson uses formal time-tested methods such as the inductive, deductive, or problem solving. 2. Informal development lesson does not make use of a definite method with definite steps. It may use the question-and-answer method. - Logical thinking required by the inductive or deductive process is usually not in keeping with childrens mental development, short attention span, and the short period allotted to subjects. Following steps informal development lesson 1. Preparation consists of cognitive and motivational aspect is taken care of in the preparatory step. 2. Presentation or development teacher directs childrens learning by means of questions and teaching aids, leading the class to examine analyze, compare, contrast, generalize, observe, judges, or discover something. 3. Application test of whether the pupils have really learned or not. Developmental Advantages Method 1. The rule or principle that what is taught is better understood and mastered because meanings are experienced. 2. Learning is facilitated because it is done step by step. Satisfaction results because the pupil feels that he is doing things independently. Valuable concomitant outcomes are developed such as: (a) Ability to think for oneself (b) Skill in tacking and solving problems (c) Self-confidence Developmental Disadvantages Method 1. Where a rule, definition, or principle may be easily understood by reading, use of the method would be a waste of time. 2. It is not suitable for some subjects, activities, or outcomes, as for instance, certain types of literature. 3. Since the method is under the direction of the teacher, the child instead of becoming self-dependent may become more dependent on the teacher. Lesson Plan: Development Strategies 1. Introduction 2. Instructional Goals 3. Learning Outcomes 4. Time Required 5. Procedure 6. Evaluations/ Assessment

References: Lardizabal, Amparo, Alicia Bustos, Bucu, Luz, Tangco, Maura; Principles and Methods of Teaching, Philippines; C. 1991