Lesson 2

DESIGNING LESSONS AND ASSESSMENTS IN THE DIFFERENT LDMs

Activity 1

1. What is Lesson Designing or Lesson Planning?

Answer:
Lesson designing or lesson planning is a significant element of teaching-learning system.
It is a step-by-step guide that provides a structure for an essential learning. It is essential to
classify the learning outcomes for the class.

2. Why is lesson designing important?

Answer:
Lesson designing is important because it helps the teacher in maintaining a standard
teaching pattern and does not let the class deviate from the topic. It also help the teacher to be
better equipped in answering the questions asked by the students during the lecture.

3. What are the three elements or components of a well-designed lesson?

Answer:
The three elements or components of a well-designed lesson are the aims and objectives
of the course, teaching and learning activities, and assessments to check the student
understanding of the topic.

Activity 2

The second component of a well-designed lesson asks teachers to select and sequence teaching
and learning activities that would help learners meet the learning objectives. These learning tasks
can be presented (1) before the lesson, (2) during the lesson proper, and (3) after the lesson. In
your Study Notebook, copy the following table:

Before the Lesson Lesson Proper After the Lesson

 Review and clarify  Provide learners with  Wrap up activities
concepts and key feedback
points from previous  Emphasize key
lessons  Check for learners' information and
understanding concepts discussed
 State lesson
objectives as guide  Explain, model,  Assess whether lesson
for learners demonstrate, and has been mastered
illustrate the concepts,
 Present connection ideas, skills, or  Transfer ideas and
between old and new processes that students concepts to new
lesson and establish will eventually situations
purpose for new internalize  Ask learners to recall
lesson key activities and
 Help learners
 Check learners' prior understand and master concepts discussed
knowledge about the new information  Reinforce what
new lesson. teacher has taught

Activity 3

Lesson design does not end after implementing the lesson. After the delivery of the
lesson, teachers should take time to reflect on what worked well and why, and what could have
been done differently. Identifying successful and less successful activities and strategies would
make it easier to adjust and revise the lesson plan as needed.
In your Study Notebook, copy the components of the Daily Lesson Log (DLL) or
Detailed Lesson Plan (DLP) listed below, then highlight which part/s is/are accomplished after
the lesson is delivered.

COMPONENTS OF THE DLL/DLP

I. OBJECTIVES CS_EN11/12A-EAPP-Ia-c-2
a. Differentiates language used in an academic texts
from various disciplines
b. Explains the specific ideas contained in various
academic text
c. Write and identify academic text from given
examples
II. CONTENT Academic Text
III. LEARNING
MATERIALS AND Learner’s Material
RESOURCES Teacher’s Guide
Activity Sheets

IV. PROCEDURES
Review:
Ask the students what they remember about writing an
essay.

Motivation:
The teacher will present two kinds of texts, one is a news
article and the other one is from a passage of a story. The
teacher will ask the students to identify the difference
between the two texts and let the students state what is the
topic about based on the given ideas.

V. REMARKS Most of the students understood the lesson.

IV. REFLECTION Out of 15 students, 10 of them got 90%-100% while the
other 5 students got 80% below. Students need more
activities and examples in identifying academic text.

According to DepEd Order No. 42, s. 2016: The reflection part of the DLL and DLP
should be filled up after the lesson is delivered. Teachers are encouraged to think about their
lessons, particularly the parts that went well and the parts that were weak and write about those
briefly. In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented and which ones need
improvement or could be adjusted in the future. Teachers can also take note of the number of
learners who earned 80% in the evaluation, the number of learners who require additional
activities for remediation, and the difficulties teachers encountered that their principal or
supervisor can help solve.

Activity 4

Read the handout Designing Lessons in DL. In your Study Notebook, recreate and accomplish
the following table. Then choose one lesson from a Self-Learning Module (SLM) for students
that you have on hand. Imagine that you will deliver this lesson to your learners through DL. In
the second column, identify which of these tasks are already present in the SLM. In the third
column, identify which has to be presented via technology-mediated resources, supplementary
learning materials, or other means.
Learning Delivery Modality (select one): Modular Delivery Learning (MDL)
Grade Level and Learning Area: Grade 11 – English for Academic and Professional Purposes
Lesson/Topic: Academic Text
Learning Objectives:
a. Differentiates language used in an academic texts from various disciplines
b. Explains the specific ideas contained in various academic text
c. Write and identify academic text from given examples
Learning Resources/Materials Needed: Textbook, Activity sheets, Teachers Guide,
Learner’s Material

Additional Remarks:
(ex. can be done via voice
calls, can be facilitated by a
household partner, can be
Check if already done via a learning activity
Part of Lesson / Learning
present in the sheet, can be presented via an
Tasks
SLM internet based resource, can
be facilitated during a
synchronous learning session,
etc.)

Before the Lesson

1. Review previous lesson /
2. Clarify concepts from /
previous lesson
3. Present warm-up activities /
to establish interest in new
lesson
4. Check learner’s prior /
knowledge about the new
lesson /
5. Present connection
between old and new lesson
and establish purpose for new
lesson /
6. State lesson objectives as
guide for learners
Lesson Proper
1. Explain, model, /
demonstrate, and illustrate
the concepts, ideas, skills, or
processes that students will
eventually internalize
2. Help learners understand /
and master new information
3. Provide learners with /
feedback
4. Check for learners’ /
understanding
After the Lesson
1. Wrap up activities /
2. Emphasize key information /
and concepts discussed
3. Ask learners to recall key /
activities and concepts
 discussed
4. Reinforce what teacher has /
taught
5. Assess whether lesson has /
been mastered
6. Transfer ideas and /
concepts to new situations

Answer the following questions in your Study Notebook:

1. For learning tasks not found in the SLM you examined, what materials or resources can you
create or curate to supplement the SLM?
Answer:
Create printed materials that would supplement the missing learning tasks in the SLMs.

2. What kind of additional support can you give: a) the learner, and/or b) the household partner
so that they are guided throughout the lesson?
Answer:
Providing additional learning resources like activity sheets/worksheets and constant
communication with the parents/guardians for proper instructions and monitoring.

3. How can the teacher gather feedback on the different learning tasks, in order to refine or
modify current and future lessons?
Answer:
In MDL, the only way is to retrieve the modules and additional activity
sheets/worksheets/outputs for checking. Teachers may also set up a communication
procedure with the parents/guardians for the feedbacks, comments, and suggestions.

Activity 5

Assessment is always a part of designing instruction. Read the DO 8, s2015 on Policy Guidelines
on Classroom Assessment to learn about assessment.

In the policy, you will find out about the two types of assessment: formative and summative.
Take note of the similarities and differences between the two. Write your answers in a Venn
diagram in your Study Notebook

Formative assessment Summative assessment

 Is an ongoing, flexible,  an evaluation of the sum

and more informal
diagnostic tool
 informal process,
designed to give
feedback and affect
lesson
 focuses on the
individual
performance and needs
of students
 produces feedback to
meet those needs
 opens communication
product of the lesson
 are ways to asses  fixed, end of
student learning lesson/module/ course
 are opportunities evaluation
to give and  a formal process w/c is
receive feedback highly structured
 are ways to
 normalizes scores for
evaluate the comparison against a
effectiveness of pre-decided standard
teaching
 assist in future
 evaluates the end results,
lesson planning not the process
 produce a grade and
focuses on growth
Activity 6

There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy Guidelines on
Classroom Assessment to see examples such as games, quizzes, and interviews. These methods
that are commonly used in the classroom may be modified to be suitable for DL.

Which assessment methods can you adapt in DL considering the content area that you are
teaching? In your study notebook, recreate the following table and list five methods that you
would like to try. For each one, write how you plan to use it in DL.

Assessment
How to Adapt the Assessment Method in DL
Method
1. WRITTEN I will send a five-item quiz via text message before the lesson.
WORKS Based on the responses, I will take note of the common
(Short Quiz) misconceptions and clarify them to the learners during our online
session or via text message.
2. PERFORMANCE At the end of the lesson, focusing on the topic and skill, I will give
TASK 1-2 activities guided by the rubrics along with the modules once a
week depending on the topic. Feedback and clarification may be
done thru voice or video call consultation.
3. QUARTERLY I will give this once at the end of the quarter face to face (if
ASSESSMENT allowed) and one test item will be send via online messaging. I will
take note of the common misconceptions and clarify them to the
learners during our online session or via text message.
4. FORMATIVE It will be included in the learning activity sheet to be given weekly
ASSESSMENT along with the modules. Based on the responses, I will take note of
the common misconceptions and clarify them to the learners during
our online session or via text message.
5. PORTFOLIO It will instruct the class at the beginning of each quarter to gather
MAKING evidences and MOV’s of what they do, submit and write for the
whole quarter. It will be checked and noted at the end of the quarter
upon the retrieval of students output thru parents.

1. What assessment methods are common among the group members?

Answer:
Written works and formative assessment test are common among the group because it can be
included right away with the activity sheets

2. What are the challenges in doing assessment in DL?

Answer:
Challenges arose due to the impact of physical distance between the teacher and the students,
adaptation resulting from the necessity of using technology for communicating with the
students, workload and time management issues, and the ongoing need to collect a variety of
assessment data and providing feedback.

3. Despite the challenges, what opportunities can you and your colleagues explore to make
assessment doable in DL?
Answer:
The opportunities that we can do with my colleagues to make assessment doable is that we
can help each other and choose the assessment method that can be apply to our learners to be
used in distance learning.
Activity 7

Sample learning outputs obtained from different assessment methods may be collected to build a
learner’s portfolio. Read Guidelines on the Preparation of Portfolio and e-Portfolio to find out
how to construct and use it.

After reading the references, answer the following quiz to check your understanding about using
a portfolio assess the learner.

Questions True False

1. A portfolio mainly displays the academic achievements of
the learner.

2. Testimonies of parents/guardians and learning facilitators
regarding the learner’s progress may be included in a
portfolio 
3. There is a fixed list of items that should be included in a
portfolio

4. The teacher can only comment on a learner’s portfolio.

5. For asynchronous learning, teachers allow learners to work
on their outputs during their own time. The latter will
submit the portfolio within the schedule that the teachers
set. 
6. The learners may submit, store, and manage their portfolio
via file sharing programs or they may submit the actual
softcopies of their work saved on a CD/DVD/USB flash
drive. 
7. Portfolios of DL learners with outputs in hard copies or
physical forms may be handed over to the teacher by the
parents or learning facilitators
