1. ESSENTIAL ELEMENTS OF AN EFFECTIVE LESSON PLAN BP 378

2. Lesson Plan Components
Board Policy 378
Teaching to the Objective
A. Educational Objectives/Curriculum Alignment
(PTEP Standard I)
B. Task Analysis (Standard I)
C. Active Participation ( Standard IX and X)
D. Checking for Understanding (Standard VIII)
E. Anticipatory Set (Standard III)
F. Teaching to the Objective (II, IV, VI)
F. Closure (Standard VIII)

3. Objectives All of us need to know where we are going
and how well we must perform to get
there. Students are no different.
Objectives that are clear in behavior
expectations will stimulate students to do
better knowing how well they must
perform.

4. Instructional Objective
Definition – A statement describing what
is to be learned, the thought process
involved, what the learner will do
to demonstrate that he/she had
acquired the learning, and an attainable
standard of performance.

5. Instructional Objective
Components:
Audience- who is the lesson aimed at?
Behavior – an activity the students do to show
an understanding of the learning
Condition – prescribes the circumstances under
which the learner must perform (materials, time)
Performance Level – the realistic expectation
standard of achievement for students (criterion)

6. Examples of Objectives
The learner will recall and list the three branches of government with 100% accuracy.
The learner will comprehend the types of poems by identifying and writing the definitions for each type of poem
with 95% accuracy.
The learner will recall the definition of a noun
by orally defining a noun with 95% accuracy.
The learner will understand percentages by writing
numbers in fractions and decimals correctly.

7. Anticipatory Set
Definition – An opportunity for the students to focus on the learning.
Components:
All Students are involved.
Past learning or experience is used to relate to the new objective

8. Anticipatory Set Characteristics: Link past experience or learning
Involve all students to think and respond
Relevant to the new objective
Teacher Actions To Involve Students Using Phrases
Visualize Imagine
Picture in your mind Reflect
Questions used to rate the Anticipatory Set?
Are all students involved?
What past experience or previous learning did you tap into?
Is the past experience/learning connected (congruent) and relevant to the new experience?
Did you provide enough wait time for the students to process the question/scenario posed

9. Anticipatory Set Typhoon Preparations
How many of you have experienced a
Typhoon/hurricane or storm?
How many of you remember Typhoon
Pong Songwa on Guam? (sample)
A lot of residents experience water and power outages for a long period of time.
Think about the things your family and yourself did to
prepare for the storm/typhoon? (Wait time)
Share it with a partner sitting next to you and be prepared
to share it with the class.
Today, we are going to discuss ways to prepare for a
storm/typhoon (objective)

10. Checking for Understanding
Definition: A way to acquire immediate feedback from
students.
Attributes:
It can be used throughout the lesson.
Informal
Effects on Learning
It provides immediate feedback by students.
All students are involved.
It provides accountability for the teacher that the information is processed and understood.

11. Checking for Understanding
Ways to Check for Understanding
Choral
1. Students respond verbally.
2. Pose a question, provide wait time,
all students will respond.
Sampling – Random selection of students.
Signal – Usage of appropriate symbols /
kinesthetic relevant to the content.

12. Checking for Understanding
Social Studies – Branches of Government
(E) Executive – enforces out the laws
(L) Legislative – makes the laws
(J) Judicial – interprets the laws
Pre- Algebra – Fractions using colored
Candies (M&M’s, Skittles, Jellybeans)
Red – Yellow – ¼ Green – 1/3
Orange – ½ Blue – 1/6

13. Closure
Definition:
An activity placed anywhere in the lesson in which the students have an opportunity to consolidate or organize
what has been learned.
Closure is done by the students, not the
Teacher. The students summarize the
learning for themselves what they have just
learned.

14. Closure Before we end our lesson today, take 30
seconds and think about 2 things you
learned about the plates of the earth.
Before we go on, think about how you
would describe or define the alarm stage
of stress. Now, write your own definition of this
stage of stress.
Reflect on the Elements of Instruction reviewed today,
Identify 2 elements of instruction
Identify the teacher actions when teaching to the
objective

15. Prioritizing SAT10 Skills
1. Using the SAT 10 School Report,
Rank five of the Standards with the highest number
of students who scored below average.
2. List the Content Clusters and Process Clusters.
3. Using the SAT 10 Task Analysis, rank the skills with
the highest number of students who scored below
average.
4. For each academic quarter, identify the SAT 10
skills, teaching strategies, and types of assessments
used to improve student achievement.
5. Specify the SAT10 skills and teaching objectives
in the daily lesson plan.