Lesson: Jobs

Unit Overview
Main Idea (Claim) Summative Assessment

To appreciate and understand different jobs/occupations.

Guiding
Objectives (know/understand/do/value)
Questions
The student will be able to:
What is a job? Or
community  Differentiate different types of job.
 Appreciate and respect the people who are working around them.
helpers?
 Identify different types of jobs and tools that are related to it.
What are the
different types of
jobs?

Time Instructional Procedures and Strategies

Beginning the Lesson

8 minutes  Prayer.
 Teacher will ask the students of people who are working around
them.
 Teacher will write down all the jobs that were mentioned.
 Teacher will focus 5 jobs (doctor, pilot, teacher, farmer, and police)

Developing the Lesson

18 minutes
 The teacher will ask the students what is the meaning of Job?
 Then the teacher will focus 5 jobs/occupation.
 The teacher will differentiate each job and the place where they are
working.
 The teacher also will discuss the tools or materials that they are
using in their profession.
 Before the closing, the teacher will recall the lesson by asking some
like how to appreciate their work.
14 minutes
Closing the Lesson
  The teacher will give a paper doll to each student. The student will
color the paper doll.
 The teacher will end the class by letting the students recite the
passage from Colossians 3:23 “Whatever you do, work it with all
your heart, as working for the Lord, not for humans”.

Formative
Differentiation
Assessment

Questions, paper
dolls,

Resources

Evaluation and Reflection

Glossary
Term Definition Resources
Unit Overview Main Idea and Summative Assessment copied from the unit plan in 
order to keep the goal in mind during the writing and
implementation of the lesson plan.
Guiding these questions guide the inquiry for the lesson, leading 
Questions students toward a rich understanding of the objectives for the
lesson and ultimately, the unit.
 Factual- knowledge or fact-based questions
 Conceptual- questions that enable exploration of big ideas
that connect facts and topics
 Debatable- questions that expose areas of ambiguity,
disagreement, or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, 
this is what the students are expected to know, understand, and
 be able to do. These should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for each stage of the 
lesson. Enables effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, 
Lesson producing creative tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies employed towards that 
Lesson end
Closing the A conclusion or review of what was learned, providing closure 
Lesson to the lesson.
Formative Assessment throughout the lesson that provides feedback that can be 
Assessment used to plan or alter instruction. Should prepare students for the
summative assessment.
Differentiation ways of modifying instruction to meet the needs of diverse 
learners
Resources any texts, materials, technology, people, places or other 
resources that have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and 
Reflection ask the following questions:
 Did my students come to understand the main idea, essential
understandings?
 Do my students know what they are supposed to? Can they
perform the unit skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?
Lesson: Weather (Sunny, Windy, Cloudy, Rainy, Stormy, Snowy)
Unit Overview
Main Idea (Claim) Summative Assessment
Pace Test
Students will learn about the 6 types of weather.

Guiding Questions Objectives (know/understand/do/value)

 What is a The student will be able to
weather?
 What are the  Identify the different types of weather (sunny, windy, cloudy,
6 types of rainy, stormy, and snowy).
weather?  Describe the different types of weather.

Time Instructional Procedures and Strategies

5 minutes Beginning the Lesson
 Teacher will ask the students review the previous lesson which
is about the jobs.
 Then teachers will connect the previous lesson for the next
lesson which is about the Weather. The teacher can connect by
telling about the importance of knowing the weather before
going to their respective job.
 Then the teacher can talk about his objective(s) for this lesson.
Developing the Lesson
10 minutes
 The teacher will ask the students if they know about the
Weather. The teacher can give more definition about it.
 Then the teacher will ask if they know any kinds of weather or
their favorite weather.
 There is a possibility that the students will answered different
types of weather. However, the teacher will only focus these
types of weather (cloudy, sunny, rainy, windy, snowy, and
stormy).
 The teacher can define each weather, or he can also ask the
15 minutes students if they know about these types of weather (cloudy,
rainy, windy, sunny, stormy, snowy).
 Closing the Lesson
 The teacher will give an activity to the students which is called
the Weather Clock. The students will be given their own clock.
However, the students will draw or can color the 6 different
types of Weather into their Weather Clock.
 The teacher will explain the students how it uses.
 Before closing, the teacher can connect to the Bible of how God
uses weather for us like rains. Rain helps the farmers to grow
their plants.

Formative
Differentiation
Assessment
Some of the students have problem with the listening skill so I use visual
Weather Clock materials to teach the students who have problem with listening skills.
Teacher can also use activity all the students so that they will understand
the lesson.

Resources

Printouts, Weather Clock

Evaluation and Reflection

Glossary
Term Definition Resources
Unit Overview Main Idea a/nd Summative Assessment copied from the unit plan in 
order to keep the goal in mind during the writing and
implementation of the lesson plan.
Guiding these questions guide the inquiry for the lesson, leading 
Questions students toward a rich understanding of the objectives for the
lesson and ultimately, the unit.
 Factual- knowledge or fact-based questions
 Conceptual- questions that enable exploration of big ideas
that connect facts and topics
 Debatable- questions that expose areas of ambiguity,
disagreement, or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, 
this is what the students are expected to know, understand, and
be able to do. These should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for each stage of the 
lesson. Enables effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, 
Lesson producing creative tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies employed towards that 
Lesson end
Closing the A conclusion or review of what was learned, providing closure 
Lesson to the lesson.
Formative Assessment throughout the lesson that provides feedback that can be 
Assessment used to plan or alter instruction. Should prepare students for the
summative assessment.
Differentiation ways of modifying instruction to meet the needs of diverse 
learners
Resources any texts, materials, technology, people, places or other 
resources that have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and 
Reflection ask the following questions:
 Did my students come to understand the main idea, essential
understandings?
 Do my students know what they are supposed to? Can they
perform the unit skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?