Instructional Plan (iPan) Tool_v.

05

Instructional Planning is the process of systematically planning, developing, evaluating, and managing the
instructional process by using principles of teaching and learning (DepED Order No. 42, s. 2016).
iPlan No.: Learning Grade Level: Quarter: Duration: __mins.
Area:
Learning Competency/ies: Code:
(Taken from the Curriculum
Guide)
Key Concepts /
Understandings to be
Developed

I. Terminal Learning Objectives (TLO)

A. Cognitive Domain
Knowledge - The fact or condition of knowing something with familiarity gained through experience or association .
Category Behavioral Verbs What should learners know?
Creating generate, hypothesize, plan, design, develop,
The learner can put elements together to form produce, construct, formulate, assemble, devise
a functional whole, create a new product or
point of view
B. Psychomotor Domain
Skills (manual or physical skills) - The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and
adaptively carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something.
Category Behavioral Verbs What should learners do with what
they know?
Origination arrange, build, combine, compose, construct,
Creating new movement patterns to fit a create, design, initiate, make, originate
particular situation or specific problem.
Learning outcomes emphasize creativity based
upon highly developed skills.
C. Affective Domain
Attitude – The growth in feelings or emotional areas and a settled way of thinking or feeling about someone or something, typically one that is reflected in a
person’s behavior.
Category Behavioral List of Attitudes What Attitude can be integrated in the
Verbs lesson?
Internalizing values act, self-esteem, self-confidence, wellness, respect,
(Characterization): Has a discriminate, honesty, personal discipline, perseverance,
value system that controls display, sincerity, patience, critical thinking, open-
their behavior. The behavior
is pervasive, consistent, and influence, mindedness, interest, courteous, obedience,
predictable. Instructional listen, hope, charity, fortitude, resiliency, positive vision,
objectives are concerned modify, acceptance, determined, independent , gratitude,
with the student's general perform, tolerant, cautious, decisive, self-control, calmness,
patterns of adjustment
(personal, social, practice, responsibility, accountability, industriousness,
emotional). propose, industry, cooperation, optimism, satisfaction,
qualify, persistent, cheerful, reliable, gentle, appreciation
question, of one’s culture, globalism, compassion, work
revise, ethics, creativity, entrepreneurial spirit, financial
serve, literacy, global, solidarity, making a stand for the
solve, good, voluntariness of human act, appreciation of
verify one’s rights, inclusiveness, thoughtful,
seriousness, generous, happiness, modest,
authority, hardworking, realistic, flexible,
considerate,
 sympathetic, frankness
D. Affective Domain
Values - A learner's principles or standards of behavior; one's judgment of what is important in life. It goes beyond the learner’s life on earth. It includes
more than wealth and fame, and would affect the eternal destiny of millions. It is advocated to intentionally in order to add value to people every day.

Category Behavioral List of Values What Values can be integrated in the

Verbs lesson?
Internalizing values act, 1. Maka-Diyos
(Characterization): Has a discriminate, love of god, faith, trusting, spirituality, inner
value system that controls display, peace, love of truth, kindness, humble
their behavior. The behavior
is pervasive, consistent, and influence, 2. Maka-tao
predictable. Instructional listen, concern for others, respect for human rights,
objectives are concerned modify, gender equality, family solidarity, generosity,
with the student's general perform, helping, oneness
patterns of adjustment
(personal, social, practice, 3. Makakalikasan
emotional). propose, care of the environment, disaster risk
qualify, management, protection of the environment,
question, responsible consumerism, cleanliness,
revise, orderliness, saving the ecosystem, environmental
serve, sustainability
solve, 4. Makabansa
verify peace and order, heroism and appreciation of
heroes, national unity, civic consciousness, social
responsibility, harmony, patriotism,
productivity
II. Content:
III. Learning Resources:
IV. Procedures
1. Introductory Activity (__minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve as a warm-up activity
to give the learners zest for the incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Instructions
Contextualization
C Remembering identify, retrieve, 1. What Local Heritage Theme/s
recognize, duplicate, list, that can be used to
contextualize the lesson?
O memorize, repeat, A. Annual Rites (Festivals, and
describe, reproduce Rituals (Historical/Religious
G Understanding interpret, exemplify, Festivals, Local Cultural
Festivals, Local
classify, summarize, infer, Delicacies/Products Festivals,
N compare, explain, Rituals, Wedding Ritual, Palihi
paraphrase, discuss Ritual, Burial Ritual)
I Applying execute, implement, B. Literary Anthologies Written
In Local Language (BALITAW,
demonstrate, dramatize, BALAK, Folktales/ Short Stories,
T interpret, solve, use, Local Heroes)
illustrate, convert, C. Historical Events (Indigenous
I discover Materials, Indigenous Cultural
Communities/ Indigenous
Analyzing differentiate, distinguish, People, Indigenous Games)
V compare, contrast, D. Topography, Flora/ Fauna
organize, outline, (Falls, Mountains, River, Cave,
E attribute, deconstruct Trees, Flower, Fauna)
 Evaluating coordinate, measure, E. Food & Local products
G. Role Model Family
detect, defend, judge,
argue, debate, describe, 2. What core/enduring values
critique, appraise, that can be used to
evaluate contextualize the curriculum?
a) Maka-Diyos
P Perception choose, describe, detect, Love of God, Faith, Trusting,
differentiate, distinguish, Spirituality, Inner Peace, Love of
S identify, isolate, relate, truth, Kindness, Humble
select b) Maka-tao
Concern for Others, Respect for
Y Set begin, display, explain, human rights, Gender equality,
move, proceed, react, Family Solidarity, Generosity,
C show, state, volunteer Helping, Oneness
c) Makakalikasan
Guided Response copy, trace, follow, react, Care of the environment,
H reproduce, respond Disaster Risk Management,
Mechanism assemble, construct, Protection of the Environment,
O Responsible Consumerism,
dismantle, display, fasten, Cleanliness, Orderliness, Saving
fix, heat, manipulate, the ecosystem, Environmental
M measure, mend, mix, sustainability
organize, sketch d) Makabansa
O Peace and order, Heroism and
Complex overt Skills demonstrated are Appreciation of Heroes,
response the same with National Unity, Civic
T mechanism. However, Consciousness, Social
responsibility, Harmony,
adjective must be added Patriotism, Productivity
O to indicate better,
quicker, and more 3. What community situations
R accurate performance can be used to contextualize the
curriculum?
Adaptation alter, change, rearrange, a) weather condition/climate
reorganize, revise, vary, b) traditions
modify c) beliefs
d) livelihood
A Receiving ask, choose, describe,
e) advancement of technology
Phenomena erect, follow, give, hold,
F identify, locate, name,
point to, reply, select, sit,
F study, use
Responding to aid, answer, assist,
E Phenomena comply, conform, discuss,
greet, help, label,
C perform, practice,
present, read, recite,
T report, select, tell, write

I Valuing work, complete,

demonstrate,
V differentiate, explain,
follow, form, initiate,
E invite, join, justify,
propose, read, report,
select, share, study
Organization adhere, alter, arrange,
combine, compare,
complete, defend,
explain, formulate,
generalize, identify,
integrate, modify, order,
organize, prepare, relate,
synthesize
2. Activity/Strategy (__ minutes). This is a direct purposeful experience and an interactive strategy to elicit learner’s prior learning experience. It serves as a
springboard for new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as: individual or group reflective
exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk , debates, journal
writing, conferences, essays, stories, poems, storytelling, listening activities, reading, calculations, experiments, comparisons, number games, using evidence,
formulating and testing hypothesis, deductive and inductive reasoning, concept maps, graphs, charts, art products, metaphorical thinking, visualization videos, slides,
visual presentations, athletic activities, manipulatives, hands-on demonstrations, miming/mimicking/representing, playing music, singing, rapping, whistling, clapping,
analyzing sounds and music, community-involvement projects, cooperative learning, team games, per tutoring, social activities, sharing, student choice, journal writing,
self-evaluation, personal instruction, independent study, ecological field trips, environmental study, caring for plants and animals, outdoor work, pattern recognition,
and the like may be created. Clear instructions should be considered in this part of the lesson.
The Framework in Selecting Activities for Differentiated Instruction is presented below:
Climate Knowing the Assessment Learning Tasks
Learners
• Nurturing • Complex • Learning Styles • Traditional Assessments- refer to conventional methods of testing, usually TAPS
• Inclusive • Challenging • Thinking Styles standardized and use pen and paper with multiple-choice, true or false or • Total Group
• Multi-sensory • Questioning Mastery Level of matching type test items. • Alone
• Stimulating Competency • Authentic assessments - refer to assessments wherein students are asked to • Paired
Gender perform real-world tasks that demonstrate meaningful application of what they • Small Group
have learned.
The Instructional Strategy to be used could be as follows:
Constructivist Inquiry-Based Reflective Collaborative Integrative
• include activities that • utilized activities that are • include activities that • include • include • provide historical
promote active learning mentally engaging and promote deeper questions for activities and backgrounds for each
• use graphic Interesting exploration of the meaningful exercise for idea/skill
organizers to help • provide activities for practice content discussion group • include activities and
learners understand and feedback • promote divergent • integrate • encourage questions that require
the concepts • use questions that are thinking thought-provoking cooperation leaners to examine
• consider the thought-provoking • promote critical ideas and among students connections to other
background knowledge • use activities for thinking and creativity challenging • provide disciplines
and prior experiences differentiated learning • seek deeper activities opportunities for • use varied activities based
of the learners • provide examples, understanding and • allow the group planning on the learning styles
• include pre- explanations, and illustrations appreciation learners to do and of the learners
assessment activities that are relevant to the of concepts independent evaluation • focus on concept learning
contexts of the learners study

E n a b l e r s
Domain/ Behavioral Curriculum Learning Styles Gender and Learner Instructions for
Categories Verbs Contextualizat Characteristics Diverse
ion Visual Auditory Kinestheti Boys Girls Learners
Modality Modality c/Tactile
Modality
C Rememb identify, 1. Local Heritage - Learner - Learner’s - Learner - Show more - Generally
Theme/s can be remembers papers and starts a areas in the demonstrat
ering retrieve, used to information notebooks project brain e a focus
O recognize, contextualize the better if always seem before dedicated to on verbal-
duplicate, lesson: he/she messy. reading the spatial- emotive
G list, writes it - When directions. mechanical processing
strengths
A. Annual Rites down. Iearner - Learner - Girls are
memorize, - Often
(Festivals, and - Learner reads, hates to sit generally
N repeat, Rituals looking at he/she at a desk for misdiagnose hardwired
d with
describe, (Historical/Religio the person needs to use long periods learning to be less
I reproduce us Festivals, Local helps keep his/her index of time. disabilities impulsive,
Understa interpret, Cultural Festivals, him/her finger to - Learner and enabling
Local focused. track the prefers first attention- them to sit
T nding exemplify, Delicacies/Produc - Learner place on the to see deficit issues still, focus,
classify, ts Festivals, needs a line. something - Boys’ read, and
I summarize, Rituals, Wedding quiet place - Learner done and brains need write at an
Ritual, Palihi to get my doesn’t then to do it more rest earlier age
infer, Ritual, Burial work done. follow him/herself. times during - Girls’
V compare, Ritual) - When a written - Learner a day of hardwiring
explain, B. Literary learner directions uses the trial learning. demonstrat
E paraphrase, Anthologies takes a well. and error - Boys are es strength
Written In Local test, - If learner approach to hardwired to in
discuss
 Applying execute, Language he/she can hears problem- be single- multitaskin
(BALITAW, BALAK, see the something, solving. task focused g
implement, Folktales/ Short textbook he/she will - Learner - Many boys - Girls, on
demonstrat Stories, Local page in remembers likes to read have a the other
e, Heroes) his/her it. his/her difficult time hands, are
C. Historical head. - Writing has textbook sitting still to
dramatize, hear the
more
Events - Learner always been while riding predispose d
interpret, (Indigenous needs to difficult for an exercise
teacher’s
story, as they to
solve, use, Materials, write down the learner. bike. cooperativ e
are
illustrate, Indigenous directions, - Learner - Learner movement- negotiation ,
convert, Cultural not just often takes driven have a much
Communities/ take them misreads frequent (kinesthetic)
discover Indigenous verbally. words from study
easier time
in their with impulse
Analyzing differentiate People, - Music or the text- breaks. learning
control, and
, distinguish, Indigenous background (i.e.,“them” - Learner has process
can sit “criss-
compare, Games) noise for “then”). a difficult - “Boys do
their best cross-apple-
D. Topography, distracts - Learner time giving
contrast, Flora/ Fauna learner would rather step-by-step work when sauce” in
organize, (Falls, Mountains, attention listens and instructions. teachers the reading
outline, River, Cave, Trees, from the learns than - Learner establish circle with
Flower, Fauna) task at reads and enjoys sports authentic ease
attribute, purpose and
E. Food & Local hand. learns. and does
deconstruct products - Learner - Learner is well at
meaningful,
real-life
Evaluatin coordinate, G. Role Model doesn’t not very several connections.
g measure, Family always get good at different ” (Gurian, - Girls tend
the interpreting types of 2006). to verbalize
detect, during
2. Core/enduring meaning of an sports. - Topics of
defend, values that can be a joke. individual’s - Learner learning problem
judge, used to - Learner body uses his/her particularly solving via
argue, contextualize the doodles language. hands when interesting to cooperatio
curriculum: and draws - Pages with describing boys include n and
debate, ideas they interactive
A. Maka-Diyos pictures on small print things.
describe, Love of God, the margins or poor - Learner has can directly learning
critique, Faith, Trusting, of his/her quality to rewrite or apply to their
Spirituality, Inner notebook copies are type his/her lives
appraise, (science
Peace, Love of pages. difficult for class notes
evaluate projects
truth, Kindness, - Learner learner to to reinforce
P Perceptio choose, Humble has trouble read. the material. involving the
germination
n describe, B. Maka-tao following - Learner’s
of a seed,
Sdetect, Concern for lectures. eyes tire
etc.).
Others, Respect - Learner quickly, even
differentiate for human rights, reacts very though - Allow boys
Y , distinguish, Gender equality, strongly to his/her to choose
identify, Family Solidarity, colors. vision check- topics in
C isolate, Generosity, up is always reading that
Helping, Oneness fine. appeal to
relate, C. them
H select Makakalikasan (superheroe
Set begin, Care of the s, nonfiction
environment, works, etc.).
O display,
Disaster Risk
explain, Management,
M move, Protection of the
proceed, Environment,
Responsible
O react, show,
Consumerism,
state, Cleanliness,
T volunteer Orderliness,
Guided copy, trace, Saving the
ecosystem,
O Response follow,
Environmental
react, sustainability
R reproduce, D. Makabansa
respond
 Peace and order,
Mechanis assemble,
Heroism and
m construct, Appreciation of
dismantle, Heroes, National
display, Unity, Civic
Consciousness,
fasten, fix,
Social
heat, responsibility,
manipulate, Harmony,
measure, Patriotism,
Productivity
mend, mix,
organize, 3. Community
sketch situations can be
Complex Skills used to
contextualize the
overt demonstrat curriculum:
response ed are the a) weather
same with condition/climate
mechanism. b) traditions
c) beliefs
However, d) livelihood
adjective e) advancement
must be of technology
added to
indicate
better,
quicker, and
more
accurate
performanc
e
Adaptati alter,
on change,
rearrange,
reorganize,
revise, vary,
modify
A Receiving ask, choose,
Phenome describe,
F na erect,
follow, give,
F hold,
identify,
E locate,
name, point
C to, reply,
select, sit,
T study, use
Receiving ask, choose,
I Phenome describe,
na erect,
V follow, give,
hold,
E identify,
locate,
name, point
to, reply,
select, sit,
study, use
 Respondi aid, answer,
ng to assist,
Phenome comply,
na conform,
discuss,
greet, help,
label,
perform,
practice,
present,
read, recite,
report,
select, tell,
write

Valuing work,
complete,
demonstrat
e,
differentiate
, explain,
follow,
form,
initiate,
invite, join,
justify,
propose,
read, report,
select,
share, study
Organizat adhere,
ion alter,
arrange,
combine,
compare,
complete,
defend,
explain,
formulate,
generalize,
identify,
integrate,
modify,
order,
organize,
prepare,
relate,
synthesize

Multiple Descriptions Instructions

Intelligences
Visual-Spatial Think in terms of physical space, as do architects and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be
taught through drawings, verbal and physical imagery. Tools include models, graphics,
charts, photographs, drawings, 3-D modeling, video, videoconferencing, television,
multimedia, texts with pictures/charts/graphs.
Bodily- Use the body effectively, like a dancer or a surgeon. Keen sense of body awareness.
kinesthetic They like movement, making things, touching. They communicate well through body
language and be taught through physical activity, hands-on learning, acting out, role
playing. Tools include equipment and real objects.
Musical Show sensitivity to rhythm and sound. They love music, but they are also sensitive to
sounds in their environments. They may study better with music in the background.
They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out
time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal Understanding, interacting with others. These students learn through interaction. They
have many friends, empathy for others, street smarts. They can be taught through
group activities, seminars, dialogues. Tools include the telephone, audio conferencing,
time and attention from the instructor, video conferencing, writing, computer
conferencing, E-mail.
Intrapersonal Understanding one's own interests, goals. These learners tend to shy away from
others. They're in tune with their inner feelings; they have wisdom, intuition and
motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.
Linguistic Using words effectively. These learners have highly developed auditory skills and often
think in words. They like reading, playing word games, making up poetry or stories.
They can be taught by encouraging them to say and see words, read books together.
Tools include computers, games, multimedia, books, tape recorders, and lecture.
Logical - Reasoning, calculating. Think conceptually, abstractly and are able to see and explore
Mathematical patterns and relationships. They like to experiment, solve puzzles, ask cosmic
questions. They can be taught through logic games, investigations, mysteries. They
need to learn and form concepts before they can deal with details.

3. Analysis (__minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand. Critical
points are organized to structure the discussions allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the learners about the activity or the topic. The last questions or points taken should lead the learners to understand the
new concepts or skills that are to be presented in the next part of the lesson.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Essential/Main Questions
Contextualization (Aligned with content and
performance standards)
C Remembering identify, retrieve, recognize, duplicate, list, 1. What Local Heritage
memorize, repeat, describe, reproduce Theme/s that can be used
to contextualize the lesson?

O Understanding interpret, exemplify, classify, summarize, infer, A. Annual Rites (Festivals,

compare, explain, paraphrase, discuss and Rituals
G (Historical/Religious
Applying execute, implement, demonstrate, dramatize, Festivals, Local Cultural
interpret, solve, use, illustrate, convert, Festivals, Local
N
discover Delicacies/Products
Festivals, Rituals, Wedding
I Analyzing differentiate, distinguish, compare, contrast, Ritual, Palihi Ritual, Burial
organize, outline, attribute, deconstruct Ritual)
B. Literary Anthologies
T Evaluating coordinate, measure, detect, defend, judge, Written In Local Language
argue, debate, describe, critique, appraise, (BALITAW, BALAK, Folktales/
I evaluate Short Stories, Local Heroes)
C. Historical Events
(Indigenous Materials,
V Indigenous Cultural
Communities/ Indigenous
E People, Indigenous Games)
D. Topography, Flora/ Fauna
(Falls, Mountains, River,
P Perception choose, describe, detect, differentiate, Cave, Trees, Flower, Fauna)
distinguish, identify, isolate, relate, select E. Food & Local products
S Set begin, display, explain, move, proceed, react, G. Role Model Family
show, state, volunteer 2. What core/enduring
Y Guided copy, trace, follow, react, reproduce, respond values that can be used to
Response contextualize the
C curriculum?
Mechanism assemble, construct, dismantle, display, fasten, a) Maka-Diyos
fix, heat, manipulate, measure, mend, mix, Love of God, Faith, Trusting,
H
organize, sketch Spirituality, Inner Peace,
Love of truth, Kindness,
O Complex overt Skills demonstrated are the same with Humble
response mechanism. However, adjective must be added b) Maka-tao
to indicate better, quicker, and more accurate Concern for Others, Respect
M
performance for human rights, Gender
equality, Family Solidarity,
O Adaptation alter, change, rearrange, reorganize, revise, Generosity, Helping,
vary, modify Oneness
c) Makakalikasan
T Care of the environment,
Disaster Risk Management,
O Protection of the
Environment, Responsible
R Consumerism, Cleanliness,
Orderliness, Saving the
A Receiving ask, choose, describe, erect, follow, give, hold, ecosystem, Environmental
Phenomena identify, locate, name, point to, reply, select, sustainability
F sit, study, use d) Makabansa
Peace and order, Heroism
Responding to aid, answer, assist, comply, conform, discuss,
and Appreciation of Heroes,
F Phenomena greet, help, label, perform, practice, present, National Unity, Civic
read, recite, report, select, tell, write Consciousness, Social
E responsibility, Harmony,
Patriotism, Productivity
Valuing work, complete, demonstrate, differentiate,
C explain, follow, form, initiate, invite, join, 3. What community
justify, propose, read, report, select, share, situations can be used to
T study contextualize the
curriculum?
Organization adhere, alter, arrange, combine, compare, a) weather
I complete, defend, explain, formulate, condition/climate
generalize, identify, integrate, modify, order, b) traditions
V organize, prepare, relate, synthesize c) beliefs
d) livelihood
e) advancement of
E technology
Transition Question
Statement
Others
4. Abstraction (__minutes). This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasized. This is organized
as a lecturette (individual, paired, small group) that summarizes the learning highlighted from the activity, analysis, and new inputs in this part of the lesson.
1. Present here the key concepts/understanding you want the learners to develop. Do this in an interactive manner (direct and
purposeful experience for the learners).

2. Let the learners (Add here the objective for Knowledge) using the (state here what you will use: activity sheet, template,
table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

4. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

5. Application (__minutes). This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own
environment.
 1. Let the learners (Add here the objective for Skill) using the (state here what you will use: activity sheet, template, table, etc.)
with clear instructions provided.

2. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

6. Assessment (__minutes). Assessment is for the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate

and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the lesson). The Teacher may choose any from the Assessment
Methods below:
Assessment Methods Sample Assessment Specific Instructions
Are the ways you gather evidence of a Activities
learner’s progress over time. The four
assessment methods commonly used
to find out what learners know and
understand (knowledge) and what they
can do (skills) are:
a) Observation Investigative activities,
(Teachers make formal and informal Role Play, Oral
observations of learners’ performance Presentations, Dances,
or behaviors based on assessment Musical Performances,
criteria) Skill Demonstrations,
Group Activities (e.g.
Choral Reading),
Debates, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiments
b) Talking to Learners / Hands-on Math Activities,
Conferencing Written Work and Essays,
Picture Analyses, Comic
(Teachers talk to and question learners
Strips, Panel Discussions,
to gain insights on their understanding
Interviews, Think-Pair-
and progress and to clarify their
thinking; often referred to as Share Activities, Reading
conferencing)
c) Analysis of Learners’ Worksheets for all
Products learning areas, Essays,
Concept Maps/Graphic
(Teachers judge the quality of products
Organizers, Projects,
created by learners according to
Models, Artworks, Multi-
agreed criteria) media Presentations,
Products made in
technical-vocational
learning areas
d) Tests Skills Performance Tests,
(Teachers set quizzes to determine Practicum, Pen and
learners’ ability to demonstrate Paper Tests, Pre and Post
mastery of a skill or knowledge and Test, Diagnostic Tests,
understanding of content) Oral Tests
7. Assignment (__minutes). Fill-in below any of the four purposes of the assignment:

Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Preparing for the new lesson

8. Wrap-up/Concluding Activity (__minutes).

Describe how you will complete the lesson and bring the work to a
conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new learning.
V. Remarks - Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

VI. Reflections -
(Note: This part is accomplished after lesson presentation.)

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
(Note: This part is accomplished after lesson presentation.)
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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Bibliography

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others