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, modify, hope, charity, fortitude, resiliency, positive vision,
objectives are concerned perform, acceptance, determined, independent , gratitude,
with the student's general
practice, tolerant, cautious, decisive, self-control, calmness,
patterns of adjustment
(personal, social, propose, responsibility, accountability, industriousness,
emotional). qualify, industry, cooperation, optimism, satisfaction,
question, persistent, cheerful, reliable, gentle, appreciation
revise, of one’s culture, globalism, compassion, work
serve, ethics, creativity, entrepreneurial spirit, financial
solve, literacy, global, solidarity, making a stand for the
verify good, voluntariness of human act, appreciation of
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, modify, concern for others, respect for human rights,
objectives are concerned perform, gender equality, family solidarity, generosity,
with the student's general
practice, helping, oneness
patterns of adjustment
(personal, social, propose, 3. Makakalikasan
emotional). qualify, care of the environment, disaster risk
question, management, protection of the environment,
revise, responsible consumerism, cleanliness, orderliness,
serve, saving the ecosystem, environmental
solve, sustainability
verify 4. Makabansa
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
that can be used to
recognize, duplicate, list,
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 Delicacies/Products
classify, summarize, infer, Festivals, Rituals, Wedding
N compare, explain, Ritual, Palihi Ritual, Burial
paraphrase, discuss 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,
detect, defend, judge,
argue, debate, describe,
critique, appraise,
evaluate
P Perception choose, describe, detect,
differentiate, distinguish,
S identify, isolate, relate,
select
Y Set begin, display, explain,
move, proceed, react,
C show, state, volunteer
Guided Response copy, trace, follow, react,
H reproduce, respond
Mechanism assemble, construct,
O dismantle, display, fasten,
fix, heat, manipulate,
M measure, mend, mix,
organize, sketch
O Complex overt Skills demonstrated are
response the same with
T mechanism. However,
adjective must be added
O to indicate better, quicker,
and more accurate
R performance
Adaptation alter, change, rearrange,
reorganize, revise, vary,
modify
A Receiving ask, choose, describe,
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
E. Food & Local products
G. Role Model Family
2. What core/enduring values
that can be used to
contextualize the curriculum?
a) Maka-Diyos
Love of God, Faith, Trusting,
Spirituality, Inner Peace, Love of
truth, Kindness, Humble
b) Maka-tao
Concern for Others, Respect for
human rights, Gender equality,
Family Solidarity, Generosity,
Helping, Oneness
c) Makakalikasan
Care of the environment,
Disaster Risk Management,
Protection of the Environment,
Responsible Consumerism,
Cleanliness, Orderliness, Saving
the ecosystem, Environmental
sustainability
d) Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness,
Social responsibility, Harmony,
Patriotism, Productivity
3. What community situations
can be used to contextualize the
curriculum?
a) weather condition/climate
b) traditions
c) beliefs
d) livelihood
e) advancement of technology

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

VI. Reflections - 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