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
Verbs the 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, influence, mindedness, interest, courteous, obedience,
consistent, and predictable. listen, hope, charity, fortitude, resiliency, positive
Instructional objectives are modify, vision, acceptance, determined, independent ,
concerned with the
perform, gratitude, tolerant, cautious, decisive, self-
student's general patterns
of adjustment (personal, practice, control, calmness, responsibility, accountability,
social, emotional). propose, industriousness, industry, cooperation,
qualify, optimism, satisfaction, persistent, cheerful,
question, reliable, gentle, appreciation of one’s culture,
revise, globalism, compassion, work ethics, creativity,
serve, entrepreneurial spirit, financial literacy, global,
solve, solidarity, making a stand for the good,
verify 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, influence, 2. Maka-tao
consistent, and predictable. listen, concern for others, respect for human rights,
Instructional objectives are modify, gender equality, family solidarity, generosity,
concerned with the
perform, helping, oneness
student's general patterns
of adjustment (personal, practice, 3. Makakalikasan
social, emotional). propose, care of the environment, disaster risk
qualify, management, protection of the environment,
question, responsible consumerism, cleanliness,
revise, orderliness, saving the ecosystem,
serve, environmental sustainability
solve, 4. Makabansa
verify 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
classify, summarize, Delicacies/Products Festivals,
N infer, compare, explain, Rituals, Wedding Ritual, Palihi
paraphrase, discuss Ritual, Burial 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)
E. Food & Local products
Evaluating coordinate, measure, G. Role Model Family
detect, defend, judge,
argue, debate, describe, 2. What core/enduring values
 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 copy, trace, follow, react,
H Response reproduce, respond
Mechanism assemble, construct,
O Responsible Consumerism,
dismantle, display,
fasten, fix, heat,
M manipulate, measure,
mend, mix, organize,
O Peace and order, Heroism and
sketch
Complex overt Skills demonstrated are
T response the same with
mechanism. However,
O adjective must be added
to indicate better,
R quicker, and more
accurate 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,
C label, perform, practice,
present, read, recite,
T report, select, tell, write
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,
Cleanliness, Orderliness, Saving
the ecosystem, Environmental
sustainability
d) Makabansa
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 Interesting exploration of the meaningful exercise for idea/skill
organizers to help • provide activities for practice content discussion group • include activities and
learners understand and feedback • promote divergent • integrate • encourage questions that require
the 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 evaluation • focus on concept learning
contexts of the learners study
E n a b l e r s
Domain/ Behavioral Curriculum Learning Styles Gender and Learner Instructions for
Categories Verbs Contextualiza Characteristics Diverse
tion Visual Auditory Kinestheti Boys Girls Learners
Modality Modality c/Tactile
Modality
C Rememb identify, 1. Local Heritage - Learner - Learner’s - Learner - Show more - Generally
Theme/s can be remembers papers and starts a areas in the demonstra
ering retrieve, brain
used to informatio notebooks project te a focus
O recognize, contextualize the n better if always seem before dedicated to on verbal-
duplicate, lesson: he/she messy. reading the 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, misdiagnosed
Rituals looking at he/she at a desk for hardwired
with learning
describe, (Historical/Religio the person needs to use long periods disabilities to be less
I reproduce us Festivals, Local helps keep his/her of time. and attention- impulsive,
Cultural Festivals, him/her index finger - Learner deficit issues enabling
Understa interpret, Local focused. to track the prefers first them to sit
- Boys’ brains
T nding exemplify, Delicacies/Produc - Learner place on the to see need more still, focus,
classify, ts Festivals, needs a line. something rest times read, and
I summarize, Rituals, Wedding quiet place - Learner done and during a day write at an
Ritual, Palihi to get my doesn’t then to do it of learning. earlier age
infer, Ritual, Burial work done. follow him/herself. - Boys are - Girls’
V compare, Ritual) - When a written - Learner hardwired to hardwiring
explain, B. Literary learner directions uses the trial be single-task demonstra
Anthologies takes a well. and error focused tes
E paraphrase,
Written In Local test, - If learner approach to - Many boys strength in
discuss Language he/she can hears problem- have a multitaskin
Applying execute, (BALITAW, see the something, solving. difficult time g
sitting still to
implement, BALAK, Folktales/ textbook he/she will - Learner
hear the
- Girls, on
demonstrat Short Stories, page in remembers likes to read the other
teacher’s
Local Heroes) his/her it. his/her story, as they hands, are
e, C. Historical head. - Writing has textbook more
are
dramatize, Events - Learner always been while riding movement- predispose
interpret, (Indigenous needs to difficult for an exercise driven d to
solve, use, Materials, write down the learner. bike. (kinesthetic) cooperativ
Indigenous directions, - Learner - Learner in their e
illustrate,
 convert, Cultural not just often takes learning negotiatio
Communities/ take them misreads frequent process n, have a
discover - “Boys do
Indigenous verbally. words from study much
Analyzin differentiat People, - Music or the text- breaks. their best easier time
g e, Indigenous backgroun (i.e.,“them” - Learner work when with
Games) d noise for “then”). has a teachers impulse
distinguish, establish
D. Topography, distracts - Learner difficult time control,
compare, Flora/ Fauna learner would giving step-
authentic
and can sit
contrast, purpose and
(Falls, Mountains, attention rather by-step “criss-
meaningful,
organize, River, Cave, from the listens and instructions. real-life cross-
outline, Trees, Flower, task at learns than - Learner connections.” apple-
Fauna) hand. reads and enjoys (Gurian, sauce” in
attribute, E. Food & Local - Learner learns. sports and the
2006).
deconstruct products doesn’t - Learner is does well at - Topics of reading
Evaluatin coordinate, G. Role Model always get not very several learning circle with
g measure, Family the good at different particularly ease
meaning of interpreting types of interesting to - Girls tend
detect, 2. Core/enduring a joke. an sports. boys include to
defend, values that can - Learner individual’s - Learner ideas they verbalize
judge, be used to doodles body uses his/her can directly during
contextualize the and draws language. hands when apply to their problem
argue, lives (science
curriculum: pictures on - Pages with describing solving via
debate, A. Maka-Diyos the small print things. projects cooperatio
describe, Love of God, margins of or poor - Learner involving the n and
germination
critique, Faith, Trusting, his/her quality has to
of a seed,
interactive
appraise, Spirituality, Inner notebook copies are rewrite or learning
etc.).
Peace, Love of pages. difficult for type his/her - Allow boys
evaluate truth, Kindness, - Learner learner to class notes to choose
P Percepti choose, Humble has trouble read. to reinforce topics in
on describe, B. Maka-tao following - Learner’s the material. reading that
S detect, Concern for lectures. eyes tire appeal to
Others, Respect - Learner quickly, them
differentiat for human rights, reacts very even though (superheroes,
Y e, Gender equality, strongly to his/her nonfiction
distinguish, Family Solidarity, colors. vision check- works, etc.).
C identify, Generosity, up is always
Helping, Oneness fine.
isolate, C.
H relate, Makakalikasan
select Care of the
O environment,
Set begin,
Disaster Risk
display, Management,
M explain, Protection of the
move, Environment,
O Responsible
proceed,
Consumerism,
react, show, Cleanliness,
T state, Orderliness,
volunteer Saving the
O ecosystem,
Guided copy, trace, Environmental
Respons follow, sustainability
R e react, D. Makabansa
reproduce, Peace and order,
Heroism and
respond Appreciation of
Mechani assemble, Heroes, National
sm construct, Unity, Civic
dismantle, Consciousness,
Social
display, responsibility,
fasten, fix, Harmony,
heat, Patriotism,
manipulate, Productivity
measure, 3. Community
mend, mix, situations can be
organize, used to
sketch contextualize the
curriculum:
Complex Skills a) weather
 overt demonstrat condition/climate
b) traditions
response ed are the
c) beliefs
same with d) livelihood
mechanism. e) advancement
However, of technology
adjective
must be
added to
indicate
better,
quicker, and
more
accurate
performanc
e
Adaptati alter,
on change,
rearrange,
reorganize,
revise, vary,
modify
A Receivin ask, choose,
g describe,
F Phenom erect,
ena follow, give,
F hold,
identify,
E locate,
name, point
C to, reply,
select, sit,
T study, use
Receivin ask, choose,
I g describe,
Phenom erect,
V ena follow, give,
hold,
E identify,
locate,
name, point
to, reply,
select, sit,
study, use
Respondi aid, answer,
ng to assist,
Phenom comply,
ena conform,
discuss,
greet, help,
label,
perform,
practice,
present,
read, recite,
report,
select, tell,
write
 Valuing work,
complete,
demonstrat
e,
differentiat
e, 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
memorize, repeat, describe, reproduce
to contextualize the
O Understanding interpret, exemplify, classify, summarize, infer, lesson?
compare, explain, paraphrase, discuss A. Annual Rites (Festivals,
G and Rituals
Applying execute, implement, demonstrate, dramatize, (Historical/Religious
interpret, solve, use, illustrate, convert, Festivals, Local Cultural
N Festivals, Local
discover
Delicacies/Products
Analyzing differentiate, distinguish, compare, contrast, Festivals, Rituals, Wedding
I
organize, outline, attribute, deconstruct Ritual, Palihi Ritual, Burial
Ritual)
T Evaluating coordinate, measure, detect, defend, judge, B. Literary Anthologies
argue, debate, describe, critique, appraise, Written In Local Language
I evaluate (BALITAW, BALAK,
Folktales/ Short Stories,
Local Heroes)
V C. Historical Events
(Indigenous Materials,
E Indigenous Cultural
Communities/ Indigenous
People, Indigenous Games)
P Perception choose, describe, detect, differentiate, D. Topography, Flora/
distinguish, identify, isolate, relate, select Fauna (Falls, Mountains,
S River, Cave, Trees, Flower,
Set begin, display, explain, move, proceed, react, Fauna)
show, state, volunteer E. Food & Local products
Y G. Role Model Family
Guided copy, trace, follow, react, reproduce, respond
Response 2. What core/enduring
C
Mechanism assemble, construct, dismantle, display, values that can be used to
contextualize the
H fasten, fix, heat, manipulate, measure, mend, curriculum?
mix, organize, sketch a) Maka-Diyos
O Complex overt Skills demonstrated are the same with Love of God, Faith,
response mechanism. However, adjective must be Trusting, Spirituality, Inner
Peace, Love of truth,
M added to indicate better, quicker, and more Kindness, Humble
accurate performance b) Maka-tao
O Adaptation alter, change, rearrange, reorganize, revise, Concern for Others,
vary, modify Respect for human rights,
T Gender equality, Family
Solidarity, Generosity,
Helping, Oneness
O c) Makakalikasan
Care of the environment,
R Disaster Risk Management,
Protection of the
A Receiving ask, choose, describe, erect, follow, give, hold, Environment, Responsible
Phenomena identify, locate, name, point to, reply, select, Consumerism, Cleanliness,
F sit, study, use Orderliness, Saving the
Responding to aid, answer, assist, comply, conform, discuss, ecosystem, Environmental
sustainability
F Phenomena greet, help, label, perform, practice, present, d) Makabansa
read, recite, report, select, tell, write Peace and order, Heroism
E and Appreciation of
Valuing work, complete, demonstrate, differentiate, Heroes, National Unity,
Civic Consciousness, Social
C explain, follow, form, initiate, invite, join, responsibility, Harmony,
justify, propose, read, report, select, share, Patriotism, Productivity
T study
3. What community
Organization adhere, alter, arrange, combine, compare,
situations can be used to
I complete, defend, explain, formulate, contextualize the
generalize, identify, integrate, modify, order, curriculum?
V organize, prepare, relate, synthesize a) weather
condition/climate
b) traditions
E c) beliefs
d) livelihood
e) advancement of
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
Conferencing and Essays, Picture
(Teachers talk to and question
Analyses, Comic Strips,
learners to gain insights on their
Panel Discussions,
understanding and progress and to
Interviews, Think-Pair-
clarify their thinking; often referred to
Share Activities, Reading
as conferencing)
c) Analysis of Learners’ Worksheets for all
learning areas, Essays,
Products Concept Maps/Graphic
(Teachers judge the quality of
Organizers, Projects,
products created by learners
Models, Artworks, Multi-
according to 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
mastery of a skill or knowledge and Post Test, Diagnostic
understanding of content) Tests, 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?

(P.S. To the users of this Comments Suggestions

DLP:
To improve this DLP,
please send your
comments and
suggestions to the
writer whose details
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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