LESSON TITLE:

_______________________________________________________

Name of Teacher –Writer: ________________________________

School: _______________________________________________

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Write a foreword. This is a letter addressed to your student. This also contains
instructions on how to use the SLK, the time frame in learning the competency and
accomplishing the activities.

Provide the learning competency covered in the self-learning

kit. Unpack the learning competency, and identify specific
learning objectives from the Curriculum Guide. You may also
identify specific learning objectives congruent with the tasks to
be accomplished.
At the end of the lesson, you are expected to:
1. Cognitive
2. Affective
3. Psychomotor

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 Provide here instructions for preliminary activity, review or
motivation. Please provide a 5 –item activity as True or False,
Identification, Multiple Choices, Interpretation of Graphs,
Comics, Pictures, Puzzles, etc. This may be integrative. You
may also use reading texts (across the curriculum, as Science,
History, Math content-based texts) related to the lesson. This
can be answered in a maximum of 5 minutes.

DIRECTIONS:
Activity Proper

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 Connect the previous activity to the lesson.
Write also an introduction of the lesson in this box.
You may also write here the importance or benefits the
students can get from learning the topic (application to real
life situations)

The short discussion part contains all that transpires in an actual classroom
instruction, as such the following should be made:
1. The form of writing is conversational. Imagine yourself talking to your
student.
2. Use the second person pronoun (YOU) to address your student.
3. Make statements simple and easy to understand.
4. Begin by introducing your topic. Give definition or descriptions of the
topic/s being discussed.
5. Do not forget to explain or simplify the definition.

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 Give an introductory statement about this part.

1. Write an original example of the topic. If there is a need to cite from another
source, correct and accurate citations should be made.
2. For greater understanding of the topic being discussed, you need to provide
1- 2 examples.
3. Examples should be thematic and integrative. Contents may be based on
other learning areas (Science, Math, English, History, Values, and others).
4. Examples may also be localized. History and culture of the locality should be
reflected.
5. Explain the example/s for easier understanding. You may use arrows, labels,
tables, pictures and graphs for a more comprehensive explanation of the
lesson.
6. For listening and viewing skill, provide links where learners could view/ watch
the given example.
7. For Senior HS, examples should be aligned with the strands of the learners.

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 Provide here an introductory statement to the exercises and
activity.

1. All activities must be originally by the teacher writer.

2. All activities must be consistent and congruent with the learning competency
and specific learning objectives.
3. Provide three different activities - EASY, AVERAGE, DIFFICULT LEVELS.
Refer to BLOOMS Taxonomy.
4. A minimum of 5 items or 10 items in each level of difficulty. Provide key
answer but in a separate sheet.
5. Activity must be answerable in 5-10 minutes.
6. Make instructions clear and concise.
7. Use varied types of tests/ differentiated activities (Multiple Choice,
Identification, True or False, Fill in the blanks, crossword puzzles, comics,
pictures/ graphs, or written response)

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Highlight here important terms and lessons students need to
remember. It should be original take away coming from the
teacher. Do not be verbose.

Give students a short writing activity which can be

accomplished within 5 minutes. This is an activity where
students write the application and importance of learning the
skill in real life scenarios.

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1. Your assessments must be in 3 differentiated activities – Easy, Average, and
Difficult.
2. Every assessment must be 5 -10 items.
3. All assessment can be answerable within 15 minutes. The test is a combination
of multiple choice test type questions and written responses following Blooms
Taxonomy.
4. Provide key answer but in a separate sheet.

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 Includes all third party materials or sources of information used in developing
the SLK following the Chicago Manual of Style (CMOS).

Written upside down

***ALWAYS REMEMBER!
ALL THE CONTENTS OF THE SELF LEARNING KIT (TEXT AND
GRAPHICS) MUST BE THE ORIGINAL WORK OF THE TEACHER –
WRITER IN COMPLIANCE WITH THE INTELLECTUAL PROPERTY
RIGHTS LAW

IF THE TEXTS/ VISUALS FROM OUTSIDE SOURCES ARE USED,

PROVIDE CORRECT AND ACCURATE CITATIONS FOR
COPYRIGHTED TEXTS AND GRAPHICS (VISUALS)

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