Lesson Plan

• Detailed Lesson plan - It provides mastery of what to teach, and gives the teacher the confidence when teaching. In this plan, both teacher's and students' activities are presented. 
• Semi-detailed Lesson Plan - is less intricate than the detailed lesson plan. It is having a general game plan of what you wanted to cover for that subject on that particular day. 
• Parts of Lesson Plan • There are five parts of detailed and semi- detailed lesson plans:

  • Objectives
  • Subject matter
  • Procedure
  • Evaluation
  • Assignment
• The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson.

  
  

  • The objective drives the whole lesson, it is the reason the lesson exists. Care is taken when creating the objective for each day's lesson, as it will determine the activities the students engage in. 
• Subject matter •  Subject matter or specific topic includes sources of information, e.g., textbooks and library references. 
• • The subject matter includes the following:

  • Topic-particular lesson
  • Reference - uually from the book and internet websites.
  • Materials-refer to objects or tools that serve as instructional aids for particular subject.
• Procedure - is the body of your lesson plan, the ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material. 
• Evaluation - It can take the form of formative test consisting of a 10-item multiple choice questions after the day's lesson to determine the mastery of learning, e.g.. 95% of the class got 100% correct answers.
• Assignment - It includes questions, exercises, and/or a set of practice specified by the teacher. In order to succeed in discussing the assignment for the following day, a teacher give focused/specific questions for students to answer. 
• Understanding by Design (UbD) - It is a framework for improving student achievement through standards-driven curriculum development, instructional design, assessment and professional development (Wiggins & McTighe, 2006) • The emphasis of UbD is on "backward desian", the practice of looking at the outcomes in order to design curriculum units, performance assessments, and  classroom instruction
• Standard - refer to what program is trying to teach, define at 4 levels
• Learning Area Standards - set the learning goals for the entire art education endeavor in basic education
• Key stage standards - define these goals for the k-3, grade 4-6, and Grades 7-10
• Grade level standards - break them down further per grade
• Content and Performance Standards - define these goals at the classroom level.
• Content and Performance Standards - define these goals at the classroom level.
• Learning Standards - Assessment in the classroom is aimed at helping students perform well in relation to the learning standards. 
• Content Standards - These identify and set the essential knowledge and understanding that should be learned.
• Performance Standards - These describe the abilities and skills that learners are expected to demonstrate in relation to the content standards are integration of 21st Century Skills.
• Learning Competencies - these refer to the knowledge, understanding, skills, and attitudes that learners need to demonstrate in every lesson and/or learning activity.