Department of Education

Bureau of Learning Delivery Teaching

and Learning Division

Grade Levels: Grades 11 and 12

Core Subject: Contemporary Philippine Arts in the Regions
Semester:

LEARNING COMPETENCY:

(Indicate Learning Competency here. Include Code)

 ( Write Title or Topic)

(Write a 2-paragraph Introduction of the topic the introduction of the topic in the
module covering the ‘what’ and ‘why’: what is the material about, and why is it
relevant to the learners. This part of the material establishes the importance of the
material to the learners.)

At the end of the module, you should be able to:

(Write here the objectives for the material for students’ learning. It
shows the learning competency(ies) broken down into learning objectives.
These competencies and objectives are based on the curriculum guide of the
learning area being taught. For competencies that are broad, the writers have
employed sub-tasking/unpacking. All objectives are learner-centered and
promote 21st century skills.)

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Direction: Read each item carefully and use your notebook to write your answers.

(This is the lesson’s Pretest. This is congruent to the learning

objectives/competencies to be developed and designed to assess the learners’
entry-level knowledge of the topic. There are varied types of test being used but are
always based on the objectives of the lesson. A minimum of 10 items and maximum
of 15 items maybe included)

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(This is the activity part of the lesson. The activity/ies are designed as structured
experiences. This shows instances of the content and competencies in developing
concepts, ideas, and skills. It also creates an opportunity for valuable, meaningful
and memorable personal learning. Furthermore, the activity part also develops a
common base for the discussion that usually follows and thus brings understanding
to what the learners already know and clarity to what learners should learn further.
Note: All activities should be designed for independent or self-directed learning.)

Task 1:

Task 2:

(This is the analysis part of the lesson. In this part of the material, the
students are asked relevant questions in logical manner following the principles of
the GPU (gradual psychological unfolding). Meaning, questions are arranged from
simple to complex that lead to formative assessment. When done in the classroom,
the teacher processes the learners’ responses to gauge understanding leading to
the development of the concept. In this fashion, the teacher acts as a facilitator of
learning rather than a mere lecturer of facts and figures. The learner gains a wider
view of the lesson but at the same time draws closer to the main topic.)

(This is the abstraction of the lesson. For this part, the abstraction and/or
generalization of the lesson is given. This is where the activity and analysis parts are
integrated and given deeper meaning. This reinforces what learners know and
should know more. As such, inputs on key concepts are deepened, discussed and
clarified, then summarized.)

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(This is the application part. Application manifests transfer of skills/knowledge
gained into real–life concerns. This is the practical way of how learners use what
they have learned and thinking of new ways on how it can be improved further and
therefore is a validation of concepts giving more opportunities to deepen the
learnings. For the SSLM, the application activities should be done individually.)

Task 4:

Task 5:

(This is the student’s personal reflection about the lesson. It is the part where a
student shares learning Insights/reflection and thus provides an opportunity for a
learner to reflect on and assess his skills, knowledge and comprehension. Reflection
helps students grow and develop understanding more deeply, so that they can work
continuously for self-improvement.)

Example:

I have learned that ________________ ________________ ______.

I have realized that ________________ _________________ _____.

I will apply _____________ _________________ _______________.

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(The posttest. This is congruent to the lessons/competencies and determines
whether learning objectives are met. Parallel tests are designed to determine the
learnings gained.)

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Glossary

The following terms used in this module are defined as follows:

(Words must be arranged in alphabetical order with definitions as used in the lesson.)

Answer Key

(Note: Expected responses from all activities included in the module from Try This to
Assess What You Have Learned must be written here. For questions that required
varied answers, writer may indicate: Answers may vary)

References

Should be written in Chicago Format

Prepared by:

NAME OF WRITER
Position
Schools Division
Region

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