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Instructional Plan (iPlan) Template

Name of Teacher
Learning Area:
Competency:
Lesson No. 7
Key
Understandin
gs to be
developed
Learning
Objectives

Grade/Year Level
Quarter:

Module No.:
Duration
(minutes/hours)

Knowledg
e
Skills
Attitudes

Resources
Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
(Motivation /Focusing
/Establishing Mind-set
/Setting the Mood
/Quieting /Creating Interest Building Background
Experience
Activating Prior
Knowledge/Apperception Review Drill)
- How will I connect my
new lesson with the past
lesson?

Presentation
- (How will I present
the new lesson?
- What materials
will I use?
- What
generalization
/concept /conclusion
/abstraction should
the learners arrive
at?
(Showing/ Demonstrating/
Engaging/ Doing
/Experiencing /Exploring
/Observing
- Role-playing, dyads,
dramatizing, brainstorming,
reacting, interacting
- Articulating observations,
finding, conclusions,
generalizations, abstraction
- Giving suggestions,
reactions solutions
recommendations)

Methodology

Motivation/Introduc
tory Activity
This part introduces the
lesson content..it is serves 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.

Activity
This is an interactive
strategy to elicit learners
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 and the like may be
created. Clear instructions
should be considered in this
part of the lesson.

Analysis
Essential questions are
included to serve as a guide
for the teacher in clarifying
key understandings about the
topic at hand. Critical points

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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.

Abstraction
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
that summarizes the learning
emphasized from the activity,
analysis and new inputs in
this part of the lesson.

Practice
- What practice
exercises/applicatio
n activities will I
give to the
learners?

Application
This part is structured to
ensure the commitment of
the learners to do something
to apply their new learning in
their own environment.

(Answering practice exercise

- Applying learning in other
situations/actual
situations/real-life situations
- Expressing ones thoughts,
feelings, opinions, beliefs
through artwork, songs,
dances, sports
- Performing musical
numbers/dances,
manipulative activities, etc.)

Assess
-ment
(Refer to
DepED
Order
No. 73,
s. 2012
for the
example
s)

Assessment Matrix
Levels of Assessment

Knowledge
(refers to the substantive content of the
curriculum, facts and information that
the student acquires)
What do we want students to know?
(relevance and adequacy)
How do we want students to express or
provide evidence of what they know

Process or Skills
(refers to skills or cognitive operations
that the student performs on facts and
information for the purpose of
constructing meanings or
understandings.)
Skills as evidenced by students ability
to process and make sense of
information, and may be assessed in the
following criteria: understanding of
content and critical thinking

Understanding(s)
(refers to enduring big ideas, principles
and generalizations inherent to the

What will I
assess?

How will I
assess?

How will I score?

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discipline, which may be assessed using
the facets of understanding or other
indicators of understanding which may
be specific to the discipline

Products/performances
(Transfer of
Understanding)

(refer to the real-life application of

understanding as evidenced by
students performance of authentic

tasks)

Assignment

Reinforcing the days

lesson
Enriching the days
lesson
Enhancing the days
lesson
Preparing for the new
lesson