PHINMA Araullo University

College of Education and Liberal Arts

A detailed lesson plan (DLP) contains a detailed description of the steps a teacher will take to
teach a particular topic.

Parts:
I. Objectives - One or two SMART statements describing what students will know
and be able to demonstrate at the end of the lesson.

II. Subject Matter

a. Topic - The title should be a gerund phrase describing the task or set of tasks to
be accomplished during the lesson.
b. References - Textbooks, reference books, or websites where students can go to
find additional information.
c. Materials - Objects, devices, tech gadgets, or real objects for content
presentation or student activity
d. Values Integration

III. Procedure
A. Daily Routine
● Greetings

● Prayer

● Checking Attendance

● Classroom Management

B. Review/Lesson Preview - This could be a review of the previous day’s work that
measures students’ mastery level, a review of a past lesson to activate
students’ prior knowledge, or a review of a particular skill for practice.
C. Motivation - This part should get students ready to learn. Some strategies to get
students’ attention are: giving brief, clear overviews (purpose of the lesson, how
it will proceed, and what will be expected of the students) and providing reasons
why the lesson is important; arousing student curiosity with humor and the
dramatic; making creative use of voice, movement, and gesture; and using
strategies that require students to use a variety of senses
D. Lesson Proper
● Content and Skill-Building - This part describes the lesson’s content or
the skill being taught. It also describes how the content/skill is
presented/demonstrated to the students. Make sure you break the
content/skill into small chunks, and present/demonstrate each chunk one
at a time, followed by a comprehension activity. Also, visual instruction is
much more effective than verbal instruction, so use visual devices
whenever feasible.
 This part shows the notes that students will copy (Copying notes can
happen before or after content presentation/modeling). The notes should
be concise but complete. Concept notes should be presented in
linguistic and nonlinguistic (e.g., graphic organizers) modalities. The
notes should include questions requiring students to think about the
content.
● Guided Practice - These are short individual and collaborative activities
to allow students to apply what they have learned and develop their
newly acquired skills. During guided practice, students receive coaching
and feedback from the teacher, other students, and/or from the learning
materials. It is important that errors committed by the student during
guided practice are addressed and immediately corrected. The activity
should be designed to o “force” students to think about what they are
doing, e.g., what errors they committed and why they committed such
errors. Guided practice should be done in collaborative/cooperative
groups, so students benefit from peer teaching and coaching.
● Independent Activity - These are individual or group activity without
direct teacher guidance and serves as a continuation of the guided
practice. Independent practice should be given only after a degree of
accuracy has been achieved during guided practice. This is because it is
important for students to experience success and not reinforce errors by
practicing a skill incorrectly. Also, the independent practice should NOT
be used to introduce additional information or more advanced skill use.
Instead, it should provide students with opportunities to practice
independently, the practice they have already been doing under the
teacher’s guidance.
E. Application and Generalization - Students should do the summarizing and, if
possible, this is done collaboratively.
IV. Evaluation – Quiz
V. Assignment – Optional. Given if the student needs to do advanced reading or study.
VI. Enrichment Activity/ Explore Activity - This is an optional activity designed for
students who finish Independent Practice ahead of time. Efforts should be made to
ensure that the activity is interesting and a reward for students who show diligence
in doing class activities.
VII. Thinking About Learning - This is an activity through which students review the
lesson experience. They identify points of confusion, the level of certainty they have
about content, preconceptions that were accurate, and preconceptions that were
inaccurate.
 Lesson Plan in Grade HUMSS11-M2

I. Objectives
At the end of the 90-minute session, students should be able to:
a. discuss the external factors influencing career choices that may help in career decision
making
b. identify the factors in influencing career path decisions

II. Subject Matter

a. Topic - Identifying Career Pathways
b. References
c. Materials
 Whiteboard and markers
 Handouts with case studies or scenarios related to career decision making
d. Values Integration

III. Procedure
A. Daily Routine
a. Greetings
b. Prayer
c. Checking Attendance
d. Classroom Management

B. Review/Lesson Preview
 Begin the lesson by asking students what they think influences their career
choices.

C. Motivation
 Picture this: Imagine you're playing a game where you're a brave explorer
navigating through a dense forest. Now, what if I told you that knowing your
career pathways is like having a treasure map for your future adventures?

In the world of senior high school, "Identifying Career Pathways" is your

magical compass. It helps you figure out which paths in the forest of life might
lead you to the most exciting treasures – your dream careers! Just like in a
game, knowing your options helps you plan your journey, avoid pitfalls, and
aim straight for the golden opportunities.

So, why study it? Because it's like having cheat codes for real life – it guides
you to discover what you love, what you're good at, and what adventures
await you beyond the classroom. Who knows? Maybe your dream job is just
around the corner, waiting for you to uncover it!

D. Lesson Proper
a. Content and Skill-Building
 Begin by asking students what they envision for their future careers.
Encourage them to share their aspirations and goals.
  Introduce the topic of identifying career pathways and explain the objectives
of the lesson.
 Presentation on External Influences (20 minutes):
 Present a PowerPoint slide (if available) with the six external influences on
career path decisions (Location, Parents, Spouse, Children, Earning
Potential, Industry and Economic Changes).
 Discuss each influence in detail, providing examples and scenarios to
illustrate their impact on career decisions.
 Encourage student participation by asking questions and facilitating
discussion on how these influences may apply to their own lives.

b. Guided Practice
 Group Activity (15 minutes):
o Divide the class into small groups.
o Distribute handouts with examples of career pathways.
o Instruct each group to analyze the given career pathways and identify
the external influences that may have played a role in shaping those
careers.
o Allow time for group discussion and collaboration.
 Class Discussion (10 minutes):
o Reconvene as a class and invite each group to share their findings.
o Facilitate a discussion on the similarities and differences in the
influences identified by different groups.
o Encourage students to reflect on how external influences may impact
their own career choices.
E. Generalization
 Summarize the key points discussed during the lesson.
 Emphasize the importance of understanding external influences when making
career decisions.
 Encourage students to further explore their interests and research potential
career paths outside of class.

IV. Evaluation
 Assess students' understanding through their participation in class discussions and
group activities.
 Evaluate their ability to identify external influences on career choices based on their
contributions during the lesson.
V. Thinking About Learning
a. What part of the lesson seems difficult for you to understand?
b. Is there a question you would like to ask your teacher about the lesson?