I.

SESSION 1: DIFFERENTIATED INSTRUCTION

What is Differentiated Instruction?

This is a framework or philosophy for effective teaching that involves providing all
learners within their diverse classroom community of learners a range of different avenues
for understanding new information( often in the same classroom) in terms of: acquiring,
content, processing, constructing or making sense of ideas and developing teaching materials
and assessment measures so that all learners can learn effectively, regardless of differences
in their ability. Differentiated instruction according to carol Ann Tomlinson is the process of
ensuring that what a learners learns, how the learners demonstrate what he or she has
learned is a match for that learners readiness level, interests and preferred mode of learning.
According to Boelens, Differentiated instruction can be on two different levels, the
administration level and the classroom level. The administration level takes the
socioeconomic status and the gender of learners into consideration. At the classroom level
differentiation revolves around content, processing, product and effects. On the content level
teachers adopt what they are teaching to meet the needs of learners. This can mean making
contest more challenging or simplified for learners based on their levels. The process of
learning can be differentiated as well, teachers may choose to teach individually at the time,
assign problems to small group depending on the needs of the learner by differentiating
product, teachers decide how learners will present what they have learn, this may take the
form of videos, graphic organizers and photo.

PRE – TEST
Write TRUE if the statement is correct and FALSE if otherwise incorrect.
 __True_______1. Gifted learners can only be catered fully if not mixed in a regular class.
__True_______2. Diversity of learners refer to difference in terms of gender, race,
nationality and culture.
__True_______3. Communicating with parents and families is one way of knowing the
diversity of learners within your care. _
___False_____4. A learner having a chronic illness can be considered as a learner in
difficult circumstances.
___True___5. Responding to the strengths, needs and learning preferences of individual
students helps create an inclusive learning experiences.
___False______6. IP learners learn best when taught in a contextualized manner.
___True______7. One-size-fits-all approach is possible in addressing diversity of learners.
____False_____8. Differentiated Instruction (DI) is the one of the many ways of
addressing diversity of learners.
____True_____9. Teachers can turn learner diversity into an asset by capitalizing on their
different talents, interests and backgrounds.
___True______10. Gender sensitivity is very important in dealing with diverse learners.

Activities and Assessment

Cite your experience during your practice teaching days or first teaching employment where
you were to handle diverse groups of learners.
a. What particular various groups were you able to encounter? b. What are the identified
different learning needs between and among those groups?
 I am teaching kindergarten, one of my experiences was during class hour. In our work
period 1, which is the Identifying animals and their home. I group my kindergarten
learners into two groups and I made a learning stations. The first station is Creating
artwork , the learners will draw their favorite animals and show them where they live ,
either in land, water, or air . The second station is completing puzzles, I show them the
puzzle of an animal and then I let them build the puzzle themselves. The third station is
Watching the video of an animal and their home and ask them after if they learned
something. This strategy is very effective, I was able to identify the ability of my learner
and what are the activities they like the most.

Match the aspects of Diverse Background in Column A to the given Learning Needs in
Column B.
Write the letter of your choice on the space provided before each number.

Column A Column B
(Diverse Background) (Learning Need)

__d___1. Gender a. Participation to festivities that promotes

one’s cultural identity
__f___2. Religion Beliefs b. Participation to extra-curricular activities
with less or no expenses
__a___3. Socio-economic Background c. Use of the Mother Tongue in the early
Stage
___b__4. Geographical Background d. Leadership in group tasks may be done
by either boys or girls
___c__5. Language e. Use of Flexible Learning Options

__i___6. Ethnic Group f. Need for equal opportunities to lead

the morning prayer
__a___7. Culture g. Opportunities for maximum
development
___i__8. Learners with disabilities h. More rapid instructional pace
__h___9. Race i. Free from discrimination
_e___10. Gifted j. Relevant to Indigenous Knowledge
System and Practices (IKSPs)

After knowing your diverse learners, what are other learning activities that can be
appropriately used or provide to address the needs of your diverse learners? You may refer to
examples in Activity #2
DIVERSE BACKGROUND LEARNING NEEDS
1. Gender Create a role playing activities where
learners showcase their skills and talents
with accordance to their gender.
2. Religion Beliefs Do a story telling which came from the
bible stories to instill learners mind the
importance of one’s faith .
3. Socioecomic background Choose a topic and perform a debate
where learners will show their potential
in oral arguments to enhance their
communication skills. ‘
 4. Geographical Background Conduct home visitation to those
learners who are not use to go to school
and conduct counseling with them.
5. Language Manage activities related to own
language like for example joining some
poem recitation or balagtasan.
6. Ethic Group Give opportunities to them on how the
importance of education within their
group.
7. Culture Respect one’s custom and tradition on
how they relate and motivate their own
definition of education.
8. Learners with Disabilities Consider learners with disabilities by
giving them special treatment for their
social needs.
9. Race Anticipate those learning activities that
suit to their needs.
10.Gifted Provide some enhancement for learning
but giving advance activities compare to
other learners.

Reflection
1. What teaching strategies did you learn from Module 4 that would help you organize or
develop teaching-learning activities for these various groups of learners?

The teaching strategies I learned from this module is that, as an educator we need to
established good rapport to every learner by identifying each one’s background so that
we will know on how to cater their learning needs. Also, by putting some learning
activities that could enhance their skills and talent according to their own special needs.

II. Were you able to adequately address the diverse needs of these learners?

Yes, I am able to adequately address the diverse needs of those learners by simply
engaging to their own special needs. As an educator, I should be knowledgeable to
deal with those group of learners if we have a complete data to consider.

III. What are the needs to be improved professionally to deal with diverse learners.
 To deal with this group of diverse learners, the educators should have more seminars
that is subjected to those group of learners. Also the attitude of teachers on how to
address the special needs of each learner.

IV. What is your realization on the importance of knowing and providing variation in
learning opportunities?

My realization on the importance of knowing and providing learning opportunities, is

that each learner was unique and we were able to identify their special needs if we
focus on how each learners diverse with each other in terms of learning, in this case
we are able to help each one of them to improve their own skills and knowledge
towards education.

5. Share what you feel and think after finishing this lesson by completing the following
statements. (i) My knowledge in understanding diversity of learners and their learning needs
will help me to

II. SESSION 2: EXPLICIT TEACHING

TERMS:
A. Explicit Instruction
-instruction that is systematic, direct, engaging, and success oriented. It is helpful
not only when discovery is impossible, but when discovery maybe in accurate,
inadequate, incomplete, or inefficient. (Archer & Hughes, 2011). It is a systematic
method of teaching with emphasis on proceeding in small steps, checking for
student understanding, and achieving active successful participation by all
students,(Rosenshine, 1987)
B.Model
-method that helps make connections between material to be
learned and the process to learn it by acting out sequences while
students observe and then imitate the task. The hallmark of explicit instruction is a
clear model of what students are expected to learn. This refers to modelling as
establishing conspicuous strategies. (Coyne et al.2011)

C. Scaffolding
-applying stages to learning content and tasks by first
observing the students to see what she can do and then helping
her understand the how and why until she can perform herself
(direct instruction, tutoring, modelling,independence)

D. Skills
-ability to carry out a task with pre-determined results within a
given amount of time, energy or both.

E. Strategy
 -over-all or general design on how the lesson will be executed or delivered :a
set of decisions on what learning activities to
achieve an objective.

Key Concepts
Explicit instruction is characterized by a series of supports
or scaffolds, whereby students are guided through the learning process with clear
statements about the purpose and rationale for learning the new skill, clear explanations
and demonstrations of the instructional target, and supported practice with feedback until
independent mastery has been achieved.

Explicit Instruction is a sequence of supports:

1. Setting the stage for learning
2. Clear explanation of what to do
3. Modeling the process (showing)
4. Guided Practice
5. Independent Practice
6. Assessment/Closure (informal or formal)

The 6 Components of Explicit Instruction

1. Setting the Stage
The teacher captures the interest of the student and
connects prior knowledge to the new learning of the lesson.
He/she states/clarifies the standards/learning objectives/goals of the lesson. The
purpose of the lesson is clearly explained, and students were able to restate the
lesson objective in their own words. The teacher connects the lesson to student
interest, background knowledge, concept that the skill is linked to and
the previous day’s lesson.

2. Explaining Students What to do

Students need explicit details about the lesson. The teacher
re-explains what the task is, why is it important, and how it is
done. Make sure that you won’t tell the students that the task is
hard and make the lesson simple and direct enough to make learning accessible to
all.

3. Modeling for Students (I Do)

Modeling offers kids the opportunity to watch the process
before their eyes. The teacher performs the task exactly as the
students will be expected to perform it. It is important during this component for
the teacher to connect with the kids, to see their eyes alert, and focused, rather than
glazed over.

4. Guided Practice (We Do)

The teacher provide scaffolding as a temporary support/
guidance in the form of steps, tasks, materials, and personal
support.

5. Independent Practice (You Do)

During this time, teacher should be moving about the room
 watching, guiding and moving student’s along. Make sure that the students
accurately complete the task independently.

6. Closure/ Assessment
The assessment portion can be formal or in-formal. It is
a time to collect student learning evidence of standards/objectives.

EXPLICIT TEACHING DETAILED LESSON PLAN

Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
Schools District of Cabatuan II
Pungtod Elementary School

Explicit Lesson Plan in English II

Third Grading
November 27, 2019 (8:50-9:40)
(Explicit Teaching)
I. OBJECTIVES
Use words to identify and describe persons, places, things, animals and events.
A. Content Standards
Demonstrates understanding of the concepts of nouns, verbs, and adjectives for proper
identification and description.

B. Performance Standards
Properly identifies and describes people, animals, places, things and uses them in a variety of oral
and written theme-based activities.

C. Learnig Competencies/Objectives
Describe people, adjectives, things, and places using simple adjectives EN2G-III-j-5.1
(color, shape, size, height, weight, length, distance, etc.)

II. CONTENT
Adjectives EN2G-IIIi-j-5

III. LEARNING RESOURCES

A. References :
1. K-12 Curriculum : pg. 40-41
2. Techers’ Guide : pg. 21-22
3. Learners’ Materials : pg. 279-281
4. Additional Materials : flashcards, box, puzzle, activity sheets, real objects, tarpapel

IV. PROCEDURES
A. Introduction/ Preparation
1. Drill : Free Communication

Reciting a Rhyme
Sweet and pretty, pink or gold
Thick or thin or cold
Each has its own place and mold
In this great, wonderful world.

2. Pronunciation
/fr/
friends frequent fresh fruits frogs

3. Reviewing previous lesson

Tell wether the following is a fiction or non-fiction.

plants magic carpet Snow White rainbow pencil

4. Establishing a purpose for the lesson

Game : Puzzle

Say: I have here cut-out pictures. I will group you into four groups. All you
Have to do is to help one another to form and paste these on the board.
Note: Group learners into 4 groups. Let them put together the cut-out pictures and paste these on
the board.
Valuing: What did you do to finish the puzzle?
(Helping each other)

5. Presenting examples/ instances of the new lesson

(Based on the game during motivation)
Say: What can you say about the picture pasted on the board?
(Let learners describe it using the following guide questions.
1. Is the church big or small? (big)
2. Is the church clean or dirty? (clean)
3. Is Santa Clause thin or fat? ( fat)
4. What are the different colors of the umbrella? (red,yellow,blue,green)
5. Is the girl beautiful or ugly? (beautiful)
Note: Write the learners’ answers on the board.
The church is big.
The church is clean.
Santa Clause is fat.
The different colors of the umbrella are red, yellow, blue and green.
The girl is beautiful.
6. Discussing new concepts and practicing new skills
Ask: What words are use to describe the church? Santa Clause? The umbrella?
The girl?
Say: These words are what we call adjectives.
Let learners give their own example and write these on the board.
 B. Teaching / Modeling ( I Do)
Using the real objects on the table. The teacher will describe the object one by one.

C. Guided Practice ( We Do )
Show to the class a box of objects, things, toys, pictures, etc. Call one learner at a
time to take one and describe it using appropriate objectives.

D. Independent Practice ( You Do )

1. Activities
Activity 1 : Group Activity
Group learners into 3 groups. Let them write words that describe the picture given to them.
Give the standards for group activity.

Activity 2 : Individual Activity

The teacher will use flashcards for this activity.
The learner will describe the picture being flashed by the teacher.

2. Making generalizations and abstractions about the lesson

Ask : What do we call the words used to describe persons, places, things, animals, or events?
( Adjectives )

V. Evaluating Learning
Use the words(adjectives) inside the box to describe the following pictures below.

fat

_____________ _____________ red

tall
kind

___________ __________ hard

________________

VI. Additional activities for application or remediation

List down five (5) adjectives on your notebook.
 Prepared By:

APREL LOVE T. VILA

Teacher I

Noted By:

Key Concept Role of the Teacher Steps in Explicit Teaching

Teacher-learner Model of learning Examine what we need to do in
Approach teaching effectively and how the
learning may do in team learning.

Actively engage the learner

Allows learner to take ownership

of their own learning

Learner-centered Facilitator of learning Focus on how learners learn

Approach
Explicit instruction in learning
strategies

Explicit goal setting by learners

for themselves

Learners self- evaluation

ANTONIO M. OŇATE
Head Teacher III

ACTIVITIES AND ASSESSMENT

Watch and Learn

After watching the sample video lesson on explicit instruction:

REFLECTION

Answer the following:

1. Based on your learning experience, what are your realization? Fill
in the needed information below which you want to stop doing
start doing and continue doing:

STOP DOING START CONTINUE DOING

Time consumable Setting the stage for Guided Practice

activities if it is not learning.
necessary to the lesson. Independent Practice
Clear explanation of what Assessment / Closure
Teacher-centered to do (informal or formal)
instruction, the teachers
are the facilitators of Modeling the process
learning. (showing)

III. SESSION 3 : 21ST CENTURY TEACHING

TERMS:
A. Key Learning Stages
-four learning stages in the Philippine setting that include learners from
kindergarten to grade 3, grade 4 to 6, junior High School learners and the Senior
High School learners.
B. 21ST Century Skills
- seven identified skills that are essential to be mastered by the learners in a 21st
century classroom such as critical thinking,
Creativity, collaboration, cross-cultural understanding, communication,
computing/ICT literacy, and career and learning
Self-reliance.

C. Detailed Lesson Plan (DLP)

- is a teacher’s “road map” for a lesson. It contains a detailed description of the
steps a teacher will take to teach a particular topic. A typical DLP contains the
following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and Reflection.

A. Responsive Learning
-emphasizes the social, emotional, and academic growth of learners in any of the
key learning stage in a strong and safe learning environment.

KEY CONCEPTS
Session 1: Nature of Learners by Key Stages

Transition Years : Grade K-1 (5-6 years)

Physical
a. Enjoy long periods of free
play
b. Developing eye-hand
coordination
c. Enjoy small group
cooperative games
d. May require rest after high
energy play
e. Improve body
coordination: yet can still
fall easily
Social Emotional Cognitive
a. Eager to receive adult a. Understand language
praise better than than speak
b. Enjoy dramatic play b. Are interested in present,
c. Eager to engage in new vague concepts of past
activities/adventures and future
led by involed adult c. Eager to learn
d. Eager to identify with d. Ask many questions
older children e. Define things by their
e. Enjoy exploring new use
materials and equipment f. Developing a sense of
f. Can be easily frightened humor
by novel or strange g. Communicate best
events within a small group of
g. Prefer play in small peers
groups h. May need guidance of
h. Like responsibilities they adult
can handle

Middle Years Grade 2-3 (7-9 years)
Physical
a. Enthusiastic about
games
b. Experiencing
improvement in both
gross and fine motor
skills
c. Possess a high activity
level
d. Practice to mast
variation of movement
for physical activities
e. Enjoy games that allow
for comparison of skills
f. Enjoy games that allow
for self-improvement.
Pre-Adolescent Years Grade 4-6 (10-12 years)
Physical
a. Maybe careless about their
clothes, room and body
cleanliness
b. Girls may have sudden
growth spurt and beginning
signs of puberty
c. Enjoy physical activities
that master specific skills
d. Enjoy competitive games
e. Possess a high activity
level
f. Enjoy games that allow
comparison of skills
g. Enjoy games that allow for
self-improvement.
Early Teens Grade 7-8 (13-14 years)
Physical
a. May appear or awkward as
when starting a new task
i. Learning to cooperate
with others, but may at
times display selfish
behavior
Social Emotional Cognitive
a. Have a strong drive a. Like to talk: use
towards language to express
independence feelings/ tell stories
b. Develop a strong b. Developing a sense
sense of loyalty to of time
friends c. Enjoy collecting
c. Need to belong to a things
group d. Enjoy problem-
d. Play with and are solving games like
friends with the same treasure hunt
sex peers e. Can plan and carry
e. Like to take on out projects with
responsibility adult support
f. Live in a word of f. Becoming more self-
games, rituals, and directed in activities
humor inhabited only g. Better able to
by children understand and
g. Like to have a best appreciate
friend differences of
h. Have a rigid sense of opinion
right and wrong
i. Need help accepting
peers who are
different or left out
of a group.
Social-Emotional Cognitive
a. Enjoy small, peer- a. Ask many questions and
dominated group want thoughtful answers
discussios b. Can often understand
b. Like to join organized other points of view
groups c. Developing strong
c. Are anxious to grow up interests, hobbies and
d. Are intensely loyal to collections.
their peer group d. Engage in day dreaming
e. Enjoy-problem solving
games and puzzles, etc.
f. Enjoy rule-based games
g. Are beginning to develop
view about social/global
issues
h. Beginning to enjoy
humor or telling jokes
and understanding
sarcasm
Social-Emotional Cognitive
a. Sensitive to their a. Capable of high level of
 result of rapid physical appearance abstract thought
growth b. Establishing a personal b. Beginning to think about
b. Experiencing the moral code their future life roles
beginning of puberty c. Unsure of their place in c. Need time and freedom
c. Differ greatly in rate of society to engage in self-
maturation d. Depend on their peer reflection
d. Need to become familiar group to develop identity d. Are able to postpone
with changing body with e. Critical of their peer gratification
strong drives group to develop identity e. Can plan ahead and
e. Tend to tire easily f. Critical of their parents organize tasks with little
f. Have a high activity level and home or no guidance from
and appetite g. May adopt extremes and adults.
g. Enjoy cooperative games fads in clothing, speech, f. Beginning to develop
and competitive sports handwriting, and views about social issues
mannerisms
h. Form close one-to-one
friendships
i. Enjoy small, peer-
dominated group
discussions
j. Have a strong desire to
assert individuality and
independence

Session 2: The 21st Century Skills

The Seven C’s – 21st Century Lifelong Skills

a. Critical Thinking-and-Doing - Defines thinking skills as” thinking creatively”, making decisions,
solving problems, seeing things in the mind’s eye, knowing how to learn and reasoning.

b. Creativity – New knowledge creation, “Best Fit” Design solutions, Artful, Storytelling, etc. Today’s
knowledge workers are expected to adjust and adapt to changing environments. Inherent in such
lifelong learning is a curiosity about the world and how it works. Curiosity fuels lifelong learning as
it contribute to the discovery of new ideas and results in the introduction of
new processes that would contribute to the betterment of our way of life.

c. Collaboration – The rapid pace of today’s society and communication networks have caused and
enabled a shift in the level of decision-making.
The complexity of today’s world requires a high degree of specialization by decision-makers, hence
the need for teeming of specialists to accomplish complex tasks in ways that are efficient, effective
and timely.

d. Cross-cultural Understanding – The world is rapidly becoming wired and the resulting
globalization of commerce and trade has increased the need for cultural literacy. In such a global
economy, where everybody is concerned about interaction, partnerships and competition from
around the world, there is a greater necessity for knowing, understanding and appreciating other
cultures including cultural formations established as norms in a technological society.

e. Communication – Crafting Messages and Media Effectively. In todays wired, networked society it
is imperative that students understand how to communicate using technology. This includes person-
to-person email interactions, group interaction in virtual learning spaces, chat rooms, interactive
video conferencing, phone/audio interactions, and interactions through simulations and use of
models.
f. Computer/ ICT Literacy – Effective Use of Electronic Information and Knowledge Tools, Visual
and Information Literacy. Choosing appropriate tools for the task and applying them to real-world
situations in ways that add significant value results in increased collaboration, promotion of
creativity, construction of models, preparations of publications and other creative works..

g. Career and Learning Self-Reliance – Managing change, Lifelong learning and Career
Redefinition. The interconnectedness of today’s world brings with it unprecedented complexity.
Interaction in such environment requires individuals to be able to identify and react to changing
conditions independently self-directed learners who are able to analyze new conditions
as they arise, identify the new skills that will be required to deal with these conditions and
independently charts a course that responds to these changes. They must be able to take into account
contingencies, anticipating changes, and understanding interdependence within the systems.

Session 3: Relevant and Responsive Learning Programs

Research studies pointed out four methods for making instruction
relevant to the learners:
a. Discussing how theory can be applied in practice.
b. Making a link to local cases.
c. Relating subject matter to everyday application.
d. Discussing and finding applications in current newsworthy issues and events.

Few steps for making learning engaging and personally relevant, according to Willis, Faeth,
Immordino-Yang:
a. Use suspense and keep it fresh.
b. Make it student-directed.
c. Connect it to their lives and what they already know.
d. Provide utility value.
e. Build relatedness.

ACTIVITIES AND ASSESSMENT

1. List the characteristics of your learners in the specific grade level(s) you are handling. Make sure
that you are describing your learners in your school context.

Key Learning Stage Observable Characteristics

K-Grade 3 1. Enthusiastic about games.
K-Grade 3 2. Experiencing improvement in both gross and fine motor
skills.
K-Grade 3 3. Possess a high activity level
K-Grade 3 4. Practice variations of movement for physical activities.
K-Grade 3 5. Enjoy games that allow for comparison of skills
K-Grade 3 6. Enjoy games that allow for self-improvement.

2. Sample of Detailed Lesson Plan

Department of Education
 Region VI – Western Visayas
Schools Division of Iloilo
Schools District of Cabatuan II
Pungtod Elementary School

Detailed Lesson Plan in Mathematics II

Third Grading
(Explicit Teaching)

I.OBJECTIVES

A. Content Standard
Demonstrates understanding of unit fractions.
B. Performance Standard
Is able to recognize and represent unit fractions in various forms and contexts.
C. Most Essential Learning Competencies
Reads and writes unit fractions.
MELC Code: M2NS-IIId-76.1

II. CONTENT : Reading and Writing Unit Fractions

A. References
1. Teacher’s Guide pages – pp 198 – 200
2. Learner’s Materials pages – pp 162 – 163
3. Additional Materials – activity sheets, chart, cut- outs, tarpapel, box , flashcards
cards
B. Other Learning Resources – laptop, TV

III. PROCEDURE
A. Preliminary Activities/Una nga Hilikuton
1. Drill/Paghanas:
Tan-awa ninyo ang laragway sa pisara. Ano ang nakita ninyo nga naga-uyat sa fraction?
(duwende)
Ano ni sila?Matuod-tuod (non-fiction/real) ukon, himo-himo/ matalinhaga
lang(fiction/made-up)? EN2LC-IIIf-g-3.15
Idukot sa tupad sang cut-outs ang unit fraction nga ginapakita/ginalaragway sini.

1 1
2 6

1 1
5 8

1
4

2. Review/Pagdumdum sang Natun-an

 Note: Teacher will prepare this on the chart.
Diin ang unit fraction sa mga masunod nga grupo sang mga fraction?
Magtindog kag bilugan ini.

1. 3 6 2 7 1 4. 5 1 3 6 2
8 8 8 8 8 6 6 6 6 6

2. 1 2 3 4 5 5. 8 6 3 1 7
5 5 5 5 5 9 9 9 9 9

3. 5 6 1 2 4
7 7 7 7 7
B. Developmental Activities/Hilikuton sa Pagtuon
1. Motivation/Pag-engganyo
Note: Teacher will provide fraction cards inside the box. Children will get a
card inside the box and read orally the fraction written on it. Write
the fraction on the board.

1/2 1/5 1/3

1/8 1/7 1/9

2. Presentation/Presentasyon
Note: The teacher will read the given fractions written on the board.
Let the teacher draw illustrations showing the given fractions.

3. Discussion/Diskusyon
Note: Ipamangkot sa mga bata ang tanan nga illustrations nga makita sa pisara.
Pila kabilog ang parte sang una nga laragway?
Pila kabilog ang may shade?

C. Teaching / Modeling (I DO)

Note: The teacher will discuss the illustrations on the board and discuss how to
read and write unit fractions.
Halimbawa: Ang Pilipinas bugana sa dunang manggad. Ang dunang manggad
ang nagatumod sa mga manggad nga makita naton sa aton palibot nga aton
mapuslan kag nagahatag sa aton sang palangabuhian.Ginakuha ini sa duta kag sa
tubig. Dapat naton ini tipigan kag ipabugal. Tan-awa ninyo ang laragway.
Halimbawa amo ini ang dunang manggad naton. Ang may duag nga parte
amo ang dunang manggad sa tubig kag ang wala duag ang dunang manggad sa
duta. AP2PSK-IIIa-1

Kada parte sang laragway nga ini nagapakita sang isa ka

tubig duta
unit fraction. Ang may duag nga parte, ang iya fraction sa
simbolo ½ kag sa tinaga ini ginatawag nga one-half.
Ini ginatawag nga ½ kay ini gintunga sa duha ka pareho nga
parte.

D. Guided Practice (We DO)

Note: The teacher will guide learners in reading unit fractions.
a. Activity 1
(Basahon sang bilog nga klase)
 Basahon ang mga masunod nga fractions sa simbolo.
½ 1/6 1/3 1/5 ¼
Basahon ang mga masunod nga fractions sa tinaga.
one-half one-third one-fourth
one-sixth one-fifth

b. Activity 2 (Group Activity )

Note: Teacher will prepare cards with fractions in symbols and in words.
The teacher will group children into two groups.
Ang grupo 1 ang naga-uyat sang fraction cards sa simbolo, samtang ang grupo 2
maga-uyat sang fraction cards sa tinaga. Iangot ang fraction cards sa simbolo kag
tinaga paagi sa pagpangita sang ila partner samtang nagasaot kag nagatukar ang
sonata nga may mahinay kag madasig nga tempo. PE2MS-la-h-1,MU2TP-IVb-4

Processing
Ano ang gin-ubra ninyo sa fractions sa simbolo kag tinaga?
Valuing : Nagbulig bala ikaw sa imo grupo samtang naga-ubra
sang activity/ulubrahon?

E. Independent Practice (YOU DO)

a. Activity 1
Basahon ang mga masunod nga unit fractions sa imbolo kag tinaga nga makita
sa flashcards.

1 - one-third 1 - one-half 1 - one-eight

3 2 8

1 - one-fourth 1 - one-fifth 1 - one-tenth

4 5 10

b. Activity 2
Basahon ang fractions sa simbolo sa hanay A kag iangot ini sa iya tinaga nga makita sa
hanay B. (Refer to LM Leksyon 63, Hilikuton 1 pg.162.

F. Making generalizations and abstractions about the lesson

Paano naton makilala ang unit fractions? Paano basahon kag isulat ang unit fraction?
(Ang unit fraction amo ang fraction nga ang iya numerator 1 kag ang
iya denominator bisan ano lang nga numero.

IV. Evaluating Learning

Refer to LM Leksyon 63, Hilikuton 2 pg. 162.(Activity Sheet)
A. Basahon ang fraction sa iya tinaga kag isulat ang iya simbolo.

1. one-third _______ 2. one-half _______

B. Basahon ang mga fraction sa simbolo kag isulat sa tinaga.

1 1
2. 8 ___________________ 3 ____________________

C. Isulat ang fraction sa simbolo kag sa tinaga.

5.
 simbolo: _______ tinaga : _____________

V. Additional activities for application or remediation

Refer to LM Leksyon 63, Hilikuton sa Balay pg. 163.
B. Basahon ang fraction sa iya tinaga kag isulat ang iya simbolo.

1. one- fourth _______ 2. one-ninth __________

C. Basahon ang mga fraction sa simbolo kag isulat sa tinaga.

1 1
3. 7 _____________ 4. 10 ___________________

D. Isulat ang fraction sa simbolo kag sa tinaga.

3.

simbolo: ___________ tinaga : ____________

Prepared by:

(MRS.) APREL LOVE V. TAÑEDO

Demonstration Teacher

Noted by:

(MR.) ANTONIO M. OÑATE

Head Teacher III

REFLECTION

As a newly-hired teacher, how does the session help you to become a responsive teacher to the
needs of your learners?
The session help me in understanding the different key stages off learners and what strategies
are needed to cope up the needs of the learners.

How did the session help you in integrating a 21st century skill in your DLP?
The educational system must understand and embrace the 21st century lifelong skills within the
context of our academic standards. These must be integrate in our lesson to achieve the needs of our
learners.

How does the session help you as a newly-hired teacher manage better the individual
differences of your learners?
Molding our learner, embrace and understand their differences inside and outside of the school.

Which of the skills discussed are you comfortable in teaching given your current level of
professional development?
I am comfortable in teaching collaborative and creative learning skills.

Which skill do you find challenging to teach?

 Cross-cultural understanding and career and learning self-reliance are the two skills I find
challenging to teach.

SESSION 4: DAILY LESSON LOGS

What is Daily Lesson Logs?

Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The
DLL covers a day’s or a week’s worth of lessons and contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and Reflection.
The Daily Lesson Log( DLL) is very important because it serves as their guide in
teaching their lesson to overcome the mastery level of the learners. This template used to log
parts of their daily lessons. As a DepEd guideline, Teachers with at least one year of teaching
experience may use the DLL.
The Daily Lesson Plan (DLP) is the most detailed standards –based plan that a teacher
will develop. It outlines the purpose and activities of what will be done on a specific day across
several days. Unit plans help to turn year-long plans into daily plans.
Daily lesson log (DLL) is a template teachers use to log parts of their daily lesson. The
DLL covers a day’s or weeks’ worth of lessons and contains the following parts: objectives,
Content, Learning Resources, Procedures, Remarks and Reflection. Detailed Lesson Plan (DLP)
is a teacher’s roadmap for a lesson.
 Pretest: Identifying the parts of the DLL and DLP.
As a beginning teacher/proficient teacher, it is necessary for you to be able to identify the
parts of a lesson plan. Read the description below then write your answer on the space
provided.
____________________1. This part of the DLL and DLP includes content knowledge and
competencies
____________________2. This part of the DLL and DLP refers to the learning area-based
facts, concepts, and procedures that students need to learn.
___________________3. It pertains to the particular content that the lesson focuses on.
____________________4. The knowledge, skills, and attitudes that students need to
demonstrate in a lesson.
____________________ 5. This part of the DLL and DLP asks teachers to log the references
and that the teacher will use for the lesson. The references include the particular pages of the
TG, LM, textbook, and the additional materials from the LRMDS portal.
_____________________6. This part of the lesson details the steps and activities the teachers
and learners will do during the lesson towards achievement of the lesson’s objectives.
_____________________7. This is a part of the DLL and DLP in which teachers shall indicate
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.
______________________8. This part of the DLL and DLP requires teachers to reflect on and
assess their effectiveness.
 Activities and assessment
Activity 1 “ Know Me” *Identify the essential elements of the Daily Lesson Log (DLL)
and Detailed Lesson Plan (DLP).
I. OBJECTIVES
A. CONTENT STANDARDS
B. PERFORMANCE STANDARDS
C. LEARNING COMPERTENCIES
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learners Materials pages
3. Textbook Pages
4. Additional materials from LRMDS portal
B. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
B. Establishing a purpose for the lesson ‘
C. Presenting examples/instances of the new lesson
D. Discussing a new concepts and practicing new skills #1
E. Discussing new concepts and practicing new skills # 2
F. Developing mastery ( leads for formative assessment 3)
G. Finding practical applications of concepts and skills in daily living
H. Making generalization and abstraction about the lesson
I. Evaluating learning
J. Additional Activities for application
K. Remediation
VI. REMARKS
VII. REFLECTION
Activity 2: “Look Closely” Taking into consideration the elements of preparing the DLL
and DLP, review the one week developmentally sequenced teaching-learning process
which you have recently prepared for your class. Fill out the table below.
Strong Points Areas for improvement Suggestions/
Recommendations
Motivations are Classroom Structuring Consulting the principal
satisfactory
Amount of time Lesson unrelated
Well prepared lesson plan activities
on time Instructional Materials
Prepare the Instructional
Evaluations were before the lesson
successful
Arrange the classroom
The lesson was that is conducive for
successfully delivered learning

Activity 3: Enhanced DLL/DLP Using the template of the Daily Lesson Log (DLL) /
Detailed Lesson Plan (DLP),enhance the one-week developmentally sequenced teaching-
learning process which you have reviewed earlier.
Weekly Lesson Plan Template / Lesson Plan During Observation

Reflection
Considering your current situation as an beginning teacher/ proficient teacher, How will
you maximize the use of DLP in tracking the learning progress of your learners?

By checking the objectives and the Daily Lesson Plan if the attached it or not through
evaluation and recording the learner’s progress.
What assistance do you need to improve the teaching learning
process in your delivery?
Instructional materials supplied by the school and accessing the multimedia in my lesson,
classroom structure, allotted space for experiment like science laboratory/ field.