Calcutta Seventh-day Adventist Primary School
Teacher:
Subject:
Class:
Unit Topic: refer to the specific unit plan
Number of Students:
Sub-Topic: refer to the specific unit plan
Date:
Lesson Topic: formulate as skilled-based and
specific
Time: check timetable (0:00 a.m. – 0:00 a.m.)
Duration: in minutes
Background: Introductory or Continuation
Learning Outcome: The specific grade level learning outcome for the subject contained within the
National Curriculum (include the number to identify the LO)
Previous Knowledge
A description of the knowledge, skills,
and/or
attitudes that students already have about
the topic of the lesson to be used as a basis
for designing the introductory hook. Do
not use “KNOW”. Instead make use of the
skill. Example: Students are able to
describe…
Students can identify…
Students can differentiate between…
Where a P.K. is based on experiences
alone especially in an introductory lesson,
then the following is also acceptable:
Students have visited…
Students are aware of…
Students have seen…
Students are familiar with…
Objectives(s)
Must be SMART (specific, measurable,
achievable, relevant, and time-bound). Start the
wording with a:
Condition (Provided with…Given a…After
having…)
Followed by:
Behaviour/Performance
(students will be able to correctly
identify/describe/explain/arrange/differentiate
…the choice of skill depends on the skill in the
sub-topic selected from the learning outcome.
Provide details to accompany the skill in the
behaviour. What is expected to be done.
Then: Be sure to add a phrase or specific words
to depict Extent or Degree. This will indicate
the extent to which the behaviour/performance is
expected to be carried out. This can be written in
numeric form and/or words as in the case of
accurately, correctly, appropriately.
Example: ...accurately explain, in no less than
3 sentences
Sample Objective: After having visited
information stations, students will be able to
accurately explain, in no less than 3 sentences,
Materials
Specific lists of instructional materials and
aids to help in delivery of lessons.
Not just “worksheets” but “worksheets
on/with. Not just “flash cards” but
“flashcards with sight words”. Not just
“handouts” but “handouts with Mundo
Maya information”
what is meant by the term Mundo Maya
territories.
References
Hard Copy:
Specific name of book with page numbers, of
books you used to inform your planning as a
teacher. This list must include at least 2 hard
copy references with page numbers.
Example:
The Mundo Maya Territories Book 5 pages 25 &
26
Online Source:
APA style referencing for websites and not just
cutting and pasting of URLs from the search
engine.
Jackson, P. (2019). Mundo maya territories.
Retrieved from: https://mundo-maya-territoriesdoi/11470.
Content
Provide details and descriptions of
concepts to be taught. These must be
relevant and in alignment with the lesson
topic and objective(s).
Include statements defining WHAT will
be taught. Ensure that statements are
clearly expressed with the use of proper
grammar and mechanics.
Break down details and descriptions into
manageable statements that can translate
into information and concepts that students
can understand. Ensure that vocabulary
and words are appropriate for the class
level.
Include:
 Numbered steps to follow, if
applicable.
Suggested Activities/Procedures
Hook: Must be in alignment with the P.K.
Whatever skill, knowledge or concept is
described in the P.K. must be reviewed here.
Select a strategy and provide brief but clear
details of an activity to be carried out. It will
introduce the lesson based on P.K.
Do not begin to teach a new concept here. The
Hook serves as a bridge from the known to the
unknown. Make it captivating and interesting but
meaningful.

Pictures/images that can be helpful
in bringing the concepts across to
students.
Examples to illustrate the concept.
Development:
Step by Step procedures of HOW the lesson will
be taught. Include teaching/learning strategies

and activities. First state the strategy (at least 2)
then provide step by step details of the activity in
each case. All activities must be geared towards
Competency Area #__: Gotten from the
specific unit plan that you will extract from helping students to develop the key skills and to
grasp the intended concepts. Strategies and
the 501 Academy. Ensure that it is
activities must be implemented to help achieve
applicable to your lesson and activities.
the lesson’s objective(s).
Skills: At least 2 skills each written as a
short phrase. Examples:
1. Organizing information
2. Explaining information gathered
3. Differentiating between ascending and
descending orders
4. Identifying Mundo Maya territories
Skills must be based on the lesson topic
and what is to be covered in the lesson
itself. Think of essential skills that stand
out in the lesson. Think of what students
will be doing as you reflect on your
activities.
Dispositions/Affective Attributes:
At least 1 phase is to be included here that
expresses a value you would want students
to develop as a result of the lesson’s
concept.
Examples:
1. Value the benefits of a balanced diet
2. Appreciate the contribution of national
heroes
3.
Linkage(s): Refers to topics in other
subject areas than can be integrated into
the specific lesson being taught. State the
area of study and the related sub-topic. If
you are planning to teach about a balanced
diet, then a linkage would look something
like…
All strategies and activities must be appropriate
for the developmental level of students. Include
suitable/appropriate activities to support teaching
and learning.
Where possible, engage students using online
teaching/learning tools and multimedia.
Example: Kahoot, Power Point Presentations,
Padlet, MentiMeter, Jeopardy, YouTube, Wheel
of Names, laptop, tablet, projector, etc.
Cater for different learning styles and multiple
intelligences. Incorporate music, poetry, stories,
puppet theater, cinema box, games, etc.
Make use of real objects as much as possible.
Have students discover and experience rather
than being told.
Make use of well formulated questions to evoke
critical thinking. Guide them to arrive at the
intended outcome.
Culmination/Closure:
Brings the lesson to a close and wraps up in
preparation for the assessment. Briefly state how
closure will be brought to the lesson. Make use
of a creative way to have students share concepts
they have learnt from the lesson.
Assessment:
Evaluates learning and provides evidence that
the lesson’s objective has been met.
Linkage: Mathematics (Measurements)
If you are planning to teach about
Explaining what the term Mundo Maya
territories, then…
Linkage: Language Arts (Writing
Sentences)
Whatever the linkage stated, it must be
evident within the lesson development. It’s
integration must be clearly seen in the
development of the lesson.
Must be in alignment with the objective. Reword
the objective to describe the assessment
strategy/activity. You cannot assess what was
not covered during the development of the
lesson.
Make use of authentic assessment techniques or
innovative strategies to assess students. These
can be alternative forms of assessment such as:
anecdotal records, checklists, journals, projects,
self-assessment, exit ticket, and portfolio.
Spirituality:
Make connection to a relevant and
applicable Bible verse, story or thought.
What spiritual lesson can be obtained from
the lesson being taught.
Real-Life Application:
Clear and brief explanation as to how this
lesson can be applied to real life. It’s
usefulness to students.
Extended/Enrichment Activity:
Briefly describe an activity that students
can carry out for the lesson’s concept to be
reinforced. Students should be able to
complete this task with little to no
assistance.
Accommodation Strategy
Briefly state what specific modifications or
adjustments will be made and for whom (a single
student or groups of students) based on how
advanced they are in work, attention needed, etc.
Lesson Evaluation
Strength:
Which strategies did you use to help facilitate learning? Consider teacher’s strengths.
Weakness:
What didn’t’ work? What didn’t go so well? Why?
Improvement:
What do you plan to do as a result of what happened during the lesson? How do you plan to help
those students who did not learn the content? How do you plan to address those students who are
ahead of the others in the class?