Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

College of Graduate Studies
EJC Montilla, Tacurong City

Soc.Stud. 615
Instructional Planning and Methodology
Of Teaching

Direction: Read, analyze and understand the situation.

The Department of Education promotes standards and competency based

teaching with its K to 12 Curriculum Guide. The Technical Education Development Skills
Authority (TESDA) has been ahead of DepEd and the Commission on Higher Education
(CHED) in the practice of competency standards-based teaching and assessment.
CHED requires all higher education institutions in the country to go outcomes-based
education (OBE) in its CHED Memo 46, s. 2012. Outcomes-based teaching and
learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent to
competency-based and standards-based teaching and learning.
When you apply OBTL you see to it that the intended learning outcomes (ILOs)
are aligned to the teaching-learning activities (TLAs) and in turn to the Assessment
Tasks (ATs). In other words, in OBTL you first establish your intended learning
outcomes (lesson objectives). Then you determine which teaching-learning activities
(TLAs) you will use and also assessment tasks (ATs) you will have to use to find out if
you attained your intended learning outcomes (ILOs).

1. Outline a lesson that shows the alignment of the intended learning outcomes
(ILOs), the teaching-learning activities (TLAs) and the assessment tasks (ATs).
Base your lesson in the subject taught.

LESSON PLAN IN ARALING PANLIPUNAN 9

Ekonomiks

Pamantayang Pangnilalaman Annotations

Ang mga mag-aaral ay may pag-unawa sa mga sector ng
ekonomiya at mga patakarang pang-ekonomiya nito sa harap ng
mga hamon at pwersa tungo sa pambansang pagsulong at pag-unlad
Pamantayan sa Pagganap
Ang mga mag-aaral ay aktibong nakikibahagi sa maayos na
pagpapatupad at pagpapabuti ng mga sector ng ekonomiya nito
tungo sa pambansang pagsulong at pag-unlad
I. Layunin: Intended Learning Outcomes
1. Natutukoy ang mga dahilan at epekto ng mga suliranin sa
pagsasaka
2. Nakapagbibigay ng mga dahilan at epekto ng mga suliranin sa
pagsasaka
3. Naipapakita ang kooperasyon sa kanilang pangkatang gawain
II. Nilalaman:
Mga dahilan at epekto ng suliranin ng sektor ng agrikultura sa
bawat Pilipino

III. Mga Kagamitan/ Learning Resources:

a. References:
Ekonomiks sa Makabagong Panahon pp. 411- 416

b. Materials:
Power Point Presentation, laptop, larawan, LCD projector,
metacards, manila paper
IV. Pamamaraan:
Panimulang Gawain Teaching-Learning Activities
 Pagbati
 Pagbibigay ng silid panuntunan

A. Balik- aral
Magbigay ng mga aktibidad sa sektor ng agrikultura.

Pag-alis ng sagabal:
Magpakita ng larawan at hayaan ang mga bata na tukuyin kung
ano ang pinapakita sa larawan.
Itanong:
Ano ang nasa larawan?
Ano ang bunga ng pagbaha sa mga palayan? Sa mga magsasaka?
Sa atin na umaasa sa kanilang pananim?
Ano ang sanhi ng pagbaha?

B. Pagganyak
Ipakita ang slide na may nakalagay na numerong 57.

Itanong:
1. Ano ang nakikita ninyo sa slide?
2. Ano kaya ang ibig ipahiwatig ng numerong ito?
3. Ano ang kaugnayan nito sa aralin tungkol sa agrikultura?
C.A.1: Paglalahad ng aralin
Gawain :
Pangkatin ang mga mag-aaral at ibigay ang mga metacards na
ididikit nila sa manila paper na may nakasulat na kategorya :
suliranin, dahilan, epekto.

 Presentasyon ng Awtput ng bawat pangkat

 Assessment task overlaps with
C.A.2: Pagtatalakay/ Analysis teaching-learning activity
Itanong:
1. Ano ang masasabi ninyo sa awtput ng isa’t isa?
2. Ano ang naging batayan ninyo sa pagpili kung sa aling kategorya
ninyo ididikit ang mga metacards?
C.A.3: Paglalahat ng aralin Assessment Tasks
Itanong:
1. Ano-ano ang mga suliranin sa pagsasaka?
2. Ano ang dahilan at epekto nito sa atin?

C. A.4: Paglalapat
Pasalita (Dugtungan ang pangungusap)
Dudugtungan ng mag-aaral ang pangungusap na ito: Upang hindi
na madagdagan ang suliranin ng mga magsasaka sa Pilipinas,
sisikapin ko na _________________.

D. Pagtataya

Isulat sa sagutang papel ang mga dahilan ng suliranin sa

pagsasaka bilang mga ugat at ang mga epekto bilang mga sanga.

2. What are the teaching-learning activities you use? How does teaching-learning
activities attain your lesson objectives?

The first activity I will use during the teaching-learning process will be the
random questioning of the learners regarding their idea about the agriculture
sector. The second activity will be done with the use of pictures to be presented
through power point presentation. The various pictures will show aged farmers,
rice field inundated with flood, improperly disposed garbage, to name a few.
Another activity will have the learners guessing for the relevance of the number
 57 and the last activity will have something to do with metacards containing the
problem, cause, and effect. The last activity is designed to be done by groups
since the learners had to analyze which metacard contained the problem, its
cause and its effect.
The numerous activities mentioned above will help in the attainment of the
objectives by conditioning the learners to analyze the pictures and phrases and
connect them to the topic being discussed.

3. What assessment task/s did you employ? Are these aligned to the lesson
objectives?

In order to assess whether learning occurred, the learners will be tasked

to comment on other learners’ output after the group activity. This is a way to
clarify and enhance the understanding of the learners towards the topic. The
learners will also be asked to give an example of a problem in crop production,
its cause/s, and its effect/s. At the end of the lesson, the learners will be given
individual tasks to write down the problems in farming, their causes, and their
effects.
The tasks undertaken will result in the learners’ ability to identify and
enumerate problems in farming, their causes, and their effects. Furthermore, the
group activity will ensure that the learners will try to show cooperation in order to
come up with the appropriate answers.

4. Are these teaching learning activities appropriate to the intellectual level of your
students? Explain why.

As the learners are already Grade 9 students, the activities are more on
the development of their higher-order thinking skills. Although the use of pictures
might seem more appropriate for learners of the lower grade level, the learners in
this case will be asked to analyze the pictures, the number 57, and even deeper
analysis in deciding which is a problem, a cause, and an effect. The activities are
designed to gradually steer the learners towards the development of their
analytical skills.

Submitted by:

LORYMAE B. PADILLO

Note: Please submit on May 4, 2020

Email Address: nancyespacio@gmail.com

Class List
Student Name:

1. Bagas, Jonalou
2. Bayoneta, Cammille
3. Blanco, Dioscora
4. Bravo, Ruth
5. Cabatingan, Sharon
6. Cablas, Richel Mae
7. Costorio, Rechie
8. De Luna, Bianca
9. Mojica, Annelyn
10. Momo, Cris John
11. Ocampo, Lorabel
12. Padillo, Lorymae
13. Pajarilla, Merlinda
14. Paltinca, Ana Lisa
15. Particio, Lyndyll Mae
16. Piang, Dan Mark
17. Pudadera, Orlando
18. Pugoy, Jessel
19. Quirante, Quennie
20. Sabio, Aleazar
21. Sesbino, Queenie
22. Simpal, Intisar
23. Tabulao, Angelica
24. Tesoro, Jasmin
25. Unsi-Musanip, Rahma
26. Villamor, Gingfe
27. Villanueva, Cherry
28. Villanueva, July Jane
29. Yano, Luvien Jane