Professional Documents
Culture Documents
Learning Competencies
In this lesson, you are expected to:
explain importance of lesson planning in instruction
create sample lesson plan/log with integrated literacy for a specific content area
identify the parts of detailed, semi-detailed lesson plan and daily lesson log (DLL)
recognize features of DLP and DLL
Presentation of Content
Shellow, 2016, published an online article in which she stated that in today’s ever-
evolving, technological society, having new literacy skills is not an option – it’s a
must. Furthermore, she presented in the article the definition by the National Council of Teachers
of English (2013) of 21st century literacies as the ability to:
Moreover, she discussed that in order to be successful in today’s society, one must be
prepared to learn, adapt to, and use new literacies. Since many of these new literacies are tied to
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Building & Enhancing New Literacies Across Curriculum
proper use of technology, regular instruction and practice in how to use technology platforms is
paramount. As such, teachers in all content areas must focus on teaching new literacy skills in
their classrooms. Not only does this prepare students for their life after high school, it helps to
close the digital divide that currently exists between students from high socioeconomic
households and those from low socioeconomic households.
In closing, she mentioned that it is no secret that new literacy skills are essential to
success in a student’s life. Whether that student attends college or immediately enters the
workforce, they will need new literacy skills. They will need to know how to communicate and
collaborate with people who might work in the cubicle next door, or in Hong Kong. They will
need to interpret and synthesize a wealth of information, much of which will come to them
digitally. Most importantly, they will need to do this in an ethical and professional manner – both
in their personal and professional lives. To not teach these skills to students puts them at a huge
disadvantage. As a teacher, the regular incorporation of new literacies and technology into my
classroom is a must. The purpose of education is to prepare students for their future. Without
regularly incorporating new literacy skills into their daily instruction, we are failing our students.
As mentioned in unit 4, the common content areas in the basic education curriculum,
elementary and secondary, are English (or English language arts), Mathematics, Science, and
Social Studies (or now called Makabayan).
Along these content areas, classroom teacher can integrate different literacies in
organizing the contents inside the lesson planning. When the content in the lesson plan for
specific content area is organized with applied appropriate literacy, then there is an integration.
Interdisciplinary feature of the K t0 12 curriculum has been widely used by basic education
teachers in their learning activities of planned lesson. For an instance, when an English teacher
prepares a lesson plan in English reading 2, reading piece may emanate from Araling
Panlipunan/Social Studies with end goal of developing basic literacy, comprehension literacy
and critical thinking skills during HOTS questioning. In like manner, integration of social
literacy can be made possible during collaborative work required of the learners.
As expounded in the study of Kong, (2014), school education in the twenty-first century
is expected to equip students with both domain knowledge and the twenty-first century skills in
order to meet the requirements of a vigorously changing society (Chan, 2010;Gut, 2011). In
today’s modern classroom setting with diverse learners’ interest and ability, those highly-skilled
in digital literacy can excellently display their understanding of the lesson discussed when asked
to work on a group output of a digitized graphic organizer concept presentation. For example, a
mathematics 3 teacher in her organized content of a lesson plan on the topic place value includes
an activity requiring the pupils to draw different pictures or shapes with concrete presentation of
thousands, hundreds, tens and ones using their laptops or they may be brought to the computer
laboratory. This learning activity in one subject may demonstrate the use of the two features of
the K to 12 curriculum. It an integration of multidisciplinary and interdisciplinary. The computer
teacher who teaches the topic introduction to Microsoft word 2007 software may be aware of the
topic place vale discussed by the mathematics teacher. The former may be requiring the pupils to
draw shapes with concrete presentation of place value using the MS word office. The
multidisciplinary and interdisciplinary features with an integration of digital literacy,
collaboration and communication and other literacies is an example of integration of different
literacies in teaching mathematics. The integration further enhances understanding of the
concepts discussed mathematics and computer.
Wei, (2013) in the study of Montalto, (1978) stated that multicultural education is a
specific educational strategy in which the student’s cultural background is viewed as positive and
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Building & Enhancing New Literacies Across Curriculum
essential in developing classroom instruction and a desirable school environment. Wei further
mentioned that in most of American schools, they develop effective instructional strategies to
implement the essential principles of multicultural education; they pay more attention to the
cultural democracy, instilling the ideology of racial, gender, and status equality into the students’
minds; they advocate promoting students’ critical thinking, pursuing cooperative learning
strategy.
How do global literacy and multicultural literacy be integrated in classroom teaching and
learning? In lesson planning, contents may be organized that may present these literacies in the
lesson proper, learning activities, warm up activity or instructional materials. For example, when
a grade 2 teacher discusses in Araling Panlipunan/Social Studies the topic “Mga Institusyon sa
Komunidad”, it may be included in the lesson plan a warm activity of different pictures of
building representing different religion in the country or in the world. For global literacy
integration, present a post questions of the pictures about what are the differences and
similarities do people show along practice, behavior and beliefs. Then a critical thinking
triggering question on what must be done with the differences and why? When an answer favors
a peaceful solution then such integration leaves a positive impact to every individual in the class.
Furthermore, when learning activity is planned, a group work that requires them to draw
different institutions in the community, present the role of each community and how do all
communities work together to create humane and just community. In the utilization of
multicultural literacy in this activity, different clothes worn by people of different religions may
also me simulated by the group members whose institution or komunidad is the church.
The integration of different literacies in teaching the content areas is dependent on how
teachers organize the content of their lesson plans. Using different activities in a multiethnic
classroom fosters feelings of belongingness and encourages learners to share their owned culture.
In summary, from an online article, for teachers with a classroom full of students of
different backgrounds, the responsibility to connect with them goes beyond simply knowing
where they’re from, or what their favorite subjects are. These teachers must strive to understand
their students in a more holistic way, incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and focused on learning.
As presented in https://www.tesol.org/docs/default-source/books/14002_lesson-
planning_ch-1, lesson planning is at the heart of being an effective teacher. It is a creative
process that allows teachers to synthesize understanding of content areas lessons and its
pedagogy with knowledge of earners, the curriculum, and the teaching context. It is a time when
teachers envision the learning they want to occur and analyze how all the pieces of the learning
experience should fit together to make that vision a classroom reality. There are a number of
benefits to writing a lesson plan.
First, lesson planning produces more unified lessons ( Jensen, 2001). It gives teachers the
opportunity to think deliberately about their choice of lesson objectives, the types of activities
that will meet these objectives, the sequence of those activities, the materials needed, how long
each activity might take, and how students should be grouped. Teachers can reflect on the links
between one activity and the next, the relationship between the current lesson and any past or
future lessons, and the correlation between learning activities and assessment practices. Because
the teacher has considered these connections and can now make the connections explicit to
learners, the lesson will be more meaningful to them.
The lesson planning process allows teachers to evaluate their own knowledge with
regards to the content to be taught (Reed & Michaud, 2010). If a teacher has to teach, and is not
sure of the rules if this is grammar lesson or not sure of facts if this is history, geography or other
facts-related lessons, the teacher would become aware of this during lesson planning and can
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Building & Enhancing New Literacies Across Curriculum
take steps to acquire the necessary information. The opportunity that lesson planning presents to
evaluate one’s own knowledge is advantageous to teachers.
A teacher with a plan, then, is a more confident teacher ( Jensen, 2001). The teacher is
clear on what needs to be done, how, and when. The lesson will tend to flow more smoothly
because all the information has been gathered and the details have been decided upon
beforehand. The teacher will not waste class time flipping through the textbook, thinking of what
to do next, or running to make photocopies. The teacher’s confidence will inspire more respect
from the learners, thereby reducing discipline problems and helping the learners to feel more
relaxed and open to learning.
A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured.
Lesson plans help teachers be more effective in the classroom by providing a detailed
outline to follow each class period.
A lesson plan is a teacher’s detailed description of the course of instruction or ‘learning
trajectory’ for a lesson.
A daily lesson plan is developed by a teacher to guide class learning. Details may vary
depending on the preference of the teacher, subject being covered, and the needs of the
students.
A lesson plan is the teacher’s guide for running the particular lesson, and it includes the
goal( what the students are supposed to learn), how the goal will be reached( the method,
procedure) and a way of measuring how well the goal was reached ( test, worksheets,
homework etc.)
Lesson planning is important because it gives the teacher a concrete direction of what
she/he wants to take up for the day. Research has shown that student learning is
correlated to teacher planning. One major explanation is that when plan is ready, teachers
can focus on its implementation. When teachers do not have to think so much about what
they need to do next they are able to focus on other parts of the lesson.
Lesson planning is important because it helps teachers ensure that the day-to-day
activities that go on in their classrooms are providing students with an adequate level of
long –term progress toward the goals outlined in their scope and sequence, as well as
their individual education plans when necessary.
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Building & Enhancing New Literacies Across Curriculum
Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality
teaching and learning in schools
Instructional Planning
It is the process of determining what learning opportunities students in school will have
by:
a) planning the content of instruction
b) selecting teaching materials,
c) designing the learning activities and grouping methods, and
d) deciding on the pacing and allocation of instructional time (Virginia Department of
Education)
Research shows that effective teachers organize and plan their instruction. (Misulis
1997; Stronge 2007) With content and performance standards and learning competencies
firmly articulated in the K to 12 curriculum, it is easier for teachers to carry out both
short-term and long-term instructional planning.
Instructional Planning
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Building & Enhancing New Literacies Across Curriculum
sequential activities.
Instructional Process
According to Airasian (1994), the instructional process is made up of three (3) steps:
(1) planning instruction;
(2) delivery of instruction; and
(3) assessment of learning
This means that teaching begins even before a teacher steps in front of a class and
begins
a lesson.
This also means that teachers are expected to be able to organize and develop a plan
for
teaching, implement that plan, and measure how effectively they implemented a plan.
Legal Basis
Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997
through Board Resolution No. 435 by the Board of Professional Teachers.
“Every teacher shall uphold the highest standards of quality education, shall make
the best preparations for the career of teaching, and shall be at his best at all times
in the practice of his profession.”
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
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Building & Enhancing New Literacies Across Curriculum
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.
These guidelines aim to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning.
Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for reflection on what learners need to learn, how learners
learn, and how best to facilitate the learning process. These guidelines also aim to empower
teachers to carry out quality instruction that recognizes the diversity of learners inside the
classroom, is committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications technologies (ICTs),
and enables the teacher to guide, mentor, and support learners in developing and assessing their
learning across the curriculum.
4. These guidelines will remain in force and in effect unless sooner repealed, amended, or
rescinded. All issuances inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.
topic/lesson
Teachers with at least one (1) year of teaching experience, including teachers with private
school and higher education institution (HEI) teaching experience, shall not be required
to make a Detailed Lesson Plan (DLP).
Teachers who have been in the service for at least one (1) year, handling learning areas
with available LMs and TGs provided by the Department shall not be required to prepare
a DLP. Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
Teachers are allowed to work together in preparing DLPs and DLLs. Seasoned or veteran
teachers shall also mentor new or novice teachers in the preparation of DLPs and DLLs.
Newly-hired teachers without professional teaching experience shall be required to
prepare a daily Detailed Lesson Plan (DLP) for a year.
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Building & Enhancing New Literacies Across Curriculum
Applicant teachers as well as teachers in the service including Master Teachers who will
conduct demonstration teaching shall be required to prepare a DLP.
Newly-hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the
Results-based Performance Management System (RPMS) in a year shall no longer be
required to prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time that their RPMS
assessment has improved.
However, when new content is integrated into the curriculum, all teachers are required to
write a detailed lesson plan for that content or subject matter.
Lesson Objectives
Related Requirements
Lesson Materials
Lesson Procedure
Assessment Method
Lesson Reflection
III. Procedure
A. Learning Activities
B. Lesson Proper
Presentation
Motivation
Discussion
Generalization
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Building & Enhancing New Literacies Across Curriculum
Application
IV. Evaluation
V. Assignment
III. Materials
IV. Procedure
A. Preparation
B.
Greetings and setting the room and students ready
B. Motivation
C. Lesson Proper
D. Activity
E. Generalization
G. Evaluation
V. Assignment
I. Layunin
II.
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Building & Enhancing New Literacies Across Curriculum
III. Nilalaman
IV.
Paksa:
Kagamitan:
Sanggunian:
III. Pamamaraan
1. Panimulang Gawain
2. Paglinang ng Aralin
3. Pagtatalakay
a. Pagsusuri (Analisis)
4. Pangwakas na Gawain
a. Paghahalaw (Abstraction)
a.1 Paglalahat
a.2 Pagpapahalag
a.3 Paglalapat (Aplikasyon)
IV. Pagtataya
V. Takdang Aralin
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
IV. Procedures
VI. Remarks
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Building & Enhancing New Literacies Across Curriculum
VII. Reflections
o This is the “middle” or main part of the lesson. During this time, the teacher
presents the new material to the class.
o This is the time when a teacher “explains, models, demonstrates, and illustrates
the concepts, ideas, skills, or processes that students will eventually internalize”
(Teach for America 2011).
o This is also the part of the lesson in which teachers convey new information to the
learners, help them understand and master that information, provide learners with
feedback, and regularly check for learners’ understanding.
o If teachers require more time to teach a certain topic, then this part of the lesson
can also be a continuation of a previously introduced topic.
o This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.
o Teachers can provide a summary of the lesson or ask students to summarize what
they have learned. Teachers can also ask learners to recall the lesson’s key
activities and concepts.
o The lesson closing is meant to reinforce what the teacher has taught and assess
whether or not learners have mastered the day’s lesson.
Assessment Methods
o Integrated into a DLP are assessment methods used by the teacher to regularly
check understanding of the material being tackled.
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Building & Enhancing New Literacies Across Curriculum
o Formative assessment of student learning may be done before, during, and after a
lesson and should be carried out to measure attainment of the lesson objectives.
Procedures
o Teachers may utilize procedures that are generally recognized and accepted in
their field of specialization.
o The procedure will also depend on instructional strategies and methods that a
teacher will use to teach the lesson.
o Flexibility is encouraged in the implementation of the DLP procedure.
o Changes in the procedure are allowed based on time constraints or when
adjustments in teaching are needed to ensure learners’ understanding.
Remarks
o Part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of:
reteaching,
insufficient time,
transfer of lessons to the following day as a result of class suspension,
etc.
Reflection
o This part of the DLP should be filled-out right after delivery of the lesson.
o Teachers are encouraged to think about their lessons particularly the parts that
went well and the parts that were weak and write about it briefly.
o In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented, need
improvement, or could be adjusted in the future.
o As in the DLL, teachers can also talk about their learners who did well in the
lesson and those who need help.
What is DLL?
Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson.
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Building & Enhancing New Literacies Across Curriculum
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Building & Enhancing New Literacies Across Curriculum
Flexibility Clause
Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go
through all ten (10) parts of the DLL in every lesson. Teachers need to ensure that the
procedures of the lesson lead to the achievement of the stated objectives.
I. Layunin
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Building & Enhancing New Literacies Across Curriculum
II. Paksang-Aralin
Kahalagahan ng Komunidad
Sanggunian: Grade 2 CG AP2KOM-Ia-2, Yugto ng Buhay, IKSP, Elders
Kagamitan: Larawan ng iba’t ibang komunidad, ilustrasyon, mga kuwento (Big books)
III. Pamamaraan:
B. Paglalahad:
a. Ipaskil sa pisara ang komunidad na matatagpuan sa iba’t- ibang lokasyon.
Komunidad sa tabing ilog/dagat
Komunidad sa kapatagan
Komunidad sa kabundukan
Komunidad sa talampas
Komunidad sa lungsod
Komunidad sa industrial
b. Itanong:
1. Anong komunidad ang nakikita niyo sa unang larawan? Pangalawa?
Pangatlo? Pang-apat? Panglima? Pang-anim?
2. Sa iyong palagay, saan nanggagaling ang ikinabubuhay ng mga taong
nakatira sa
Komunidad sa tabing ilog/dagat
Komunidad sa kapatagan
Komunidad sa kabundukan
Komunidad sa talampas
Komunidad sa lungsod
Komunidad sa industrial
c. Isulat sa pisara ang mga kasagutan ng bawat mag-aaral at pag-usapan ito.
C. Panlinang na Gawain:
1. Gawain A:
Pag-aralan ang komunidad sa tabing ilog na kinabibilangan ni Bodoy, isulat sa kahon ang
mga gawain o hanapbuhay na maaaring gawin ng mga tao na bumubuo sa komunidad.
Tumawag ng bata upang isulat ito sa pisara.
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Building & Enhancing New Literacies Across Curriculum
Si Bodoy Si Bodoy ay anak ng mag- asawang Lubigan at Ligaya. Nakatira sila sa tabi ng ilog
kasama ng mga iba pang pamilya. Tuwing umaga isinasama siya ng kanyang ama na si Lubigan
na mangisda kasama ang iba pang tatay at mga kaibigan niyang bata. May iba iba silang
pamaraan upang makapanghuli ng isda. Ang tatay ni Baye ay magaling manisid gamit ang
kanyang pana at antipara. Pamimislay ang tawag sa kanyang paraan ng pangingisda. Si inay
naman ay nakakapanghuli ng isda sa pamamagitan ng paggamit ng katsa. Pananalap ang tawag
sa ginagawa niya. Maya-maya sumisigaw si Bodoy..itay! itay! Nasaan si Ayo? Nagaalalang
tanong sa itay. Ah, si Ayo naroon sa may maliit na balon nanunublang siya. Ano po ang
nanunublang itay? Tanong ni Bodoy. Dinikdik niya ang bunga ng kamaysa at pinatulay niya ang
katas ng kamaysa sa boho para mahilo ang mga isda at madali niya itong mahuli. Ganon po ba
itay. Tara na…yaya ni Talon a tatay ni Baye. Kasya na itong nahuli kong hipon para sa aming
agahan. Mayamaya’y masayang nanakbo din si ayo na may nahuling dalawang palos. Puno
naman ang maliit na lagayan ni Totoy sa nasalap niyang beya.
2. Gawain B:
Mula doon sa mga naisulat na sagot ng mga mag-aaral ay tumawag muli ng boluntaryo
upang ipaliwanag ang sagot sa pamamagitan ng gabay na tanong.
a. Bakit pangingisda ang iyong nasabi na hanapbuhay ng mga komunidad na nasa
tabing ilog/dagat?
b. Sino ang mga kadalasang ang komunidad ay nasa tabing ilog/dagat?
c. Ano-ano ang mga uri ng pangingisda na ginagawa ng mga katutubong Dumagat
Remuntado?
D. Pangkatang Gawain:
Pangkat 1.
Magpakita ng illustrasyon. Mula sa mga karanasan niyo at ang nakikita niyo sa
larawan, ano kaya ang maaaring gawin ng mga taong nakatira sa
komunidad na nasa kabundukan upang mapakain ang kanilang pamilya.Iguhit ito
at ipaliwanag sa harap ng klase.
Pangkat 2.
Pag-aralan ang larawan ng komunidad na nasa kapatagan, lungsod at industrial.
Isulat ang mga ito sa ibaba ng larawan at ipaliwanag sa harapan kung
bakit? Pangkat 3.
Pag-aralan ang larawan ng komunidad na nasa talampas. Ano-ano ang mga
gawaing maaari nilang gawin upang mapanatiling buhay ang kanilang
pamilya. Isulat ang mga ito sa ibaba ng larawan at ipaliwanag sa harapan
kung bakit?
Pagkatapos ipaliwanag ng bawat grupo ang gawa nila, sagutin ang mga gabay na tanong:
1. Ano-ano ang mga ikinabubuhay ng mga komunidad na nasa
kabundukan? Bakit? Tignan ang Gawain ng pangkat 1.
2. Bakit ibang trabaho naman ang hanapbuhay ng mga nasa komunidad ng
kapatagan, lungsod at industrial? Pangkat 2
3. Ano-ano ang mga makikita at mayroon sa kapatagan, lungsod at industrial?
4. Sino-sino ang mga bumubuo ng komunidad sa talampas sa pangkat 3?
5. Bakit ang uri ng hanapbuhay ay iba-iba?
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Building & Enhancing New Literacies Across Curriculum
E. Paglalahat:
IV. Pagtataya:
Piliin sa kahon ang mga hanapbuhay ng mga tao ayon sa komunidad na kinabibilangan.
V. Takdang aralin:
Iguhit ang iyong komunidad. Isulat ang mga bagay na gusto mong baguhin sa inyog
komunidad.
Rubrics:
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Building & Enhancing New Literacies Across Curriculum
C. Learning Competency/ies 1.Use appropriate expression 1. Identify sequence of 1. Read aloud grad
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Building & Enhancing New Literacies Across Curriculum
A. References
1. Teacher’s Guide pp.232-233 233-234 234-236
2. Learner’s Material pp. 244 248
3. Textbook pages
4. Additional Material
from Learning Resource
(LR) Portal
B. Other Learning Chart Chart, pictures
Resources
IV. PROCEDURES
A. Reviewing previous Pre-Listening Activities Review: Phonics drill on dr.
lesson or presenting 1.Oral Language Activity Recall the important 1. Reading of words w
the new lesson. ( See page 244 of LM under details in the biography of 2.Reading of a short p
Think and Tell) Randy Halasan
2. Unlocking of word
difficulties. Pupils look for
word/words in the paragraph
that have similar meaning to
the underlined word.
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Building & Enhancing New Literacies Across Curriculum
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
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Building & Enhancing New Literacies Across Curriculum
E. Which of my
teaching 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?
Source: https://rethink.software/cloud/preview?link=573ec5d1-079b-4546-8e41-70e1e157fa66
Application
Choose a learning
select a competency of your choice. Create both detailed lesson plan and semi detailed lesson
plan. Integrate appropriate 21st literacy for that competency in the learning activities or
whichever part of the lesson plan where the identified literacy is fitting or technology literacy in
the delivery of the lesson plan.
Instruction Goals and Instructional goals and Instructional goals and Instructional goals and Instructional goals and
Objectives objectives are not stated. objectives are stated but objectives are stated. objectives clearly stated.
Learners cannot tell what is are not easy to understand. Learners have an Learners have a clear
expected of them. Learners Learners are given some understanding of what is understanding of what is
cannot determine what they information regarding expected of them. Learners expected of them.
should know and be able to what is expected of them. can determine what they Learners can determine
do as a result of learning Learners are not given should know and be able to what they should know
and instruction. enough information to do as a result of learning and be able to do as a
Instructional Strategies Instructional strategies are Some instructional Most instructional Instructional strategies
missing or strategies used strategies are appropriate strategies are appropriate appropriate for learning
are inappropriate. for learning outcome(s). for learning outcome(s). outcome(s). Strategy
Some strategies are based Most strategies are based based on a combination
on a combination of on a combination of of practical experience,
practical experience, practical experience,
theory, research and
Assessment Method for assessing Method for assessing Method for assessing Method for assessing
student learning and student learning and student learning and student learning and
evaluating instruction is evaluating instruction is evaluating instruction is evaluating instruction is
missing. vaguely stated. present. Can be readily used clearly delineated and
Assessment is teacher for expert, peer, and/or self- authentic. Can be readily
Technology Used Selection and application of Selection and application Selection and application of Selection and application
technologies is of technologies is technologies is basically of technologies is
inappropriate (or non- beginning to be appropriate for learning appropriate for learning
existent) for learning appropriate for learning environment and outcomes. environment and
environment and outcomes. environment and Some technologies applied outcomes. Technologies
Material list is missing. Some materials necessary Most materials necessary All materials necessary
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Building & Enhancing New Literacies Across Curriculum
for student and teacher to for student and teacher to for student and teacher
Materials Needed complete lesson are listed, to complete lesson
complete lesson are listed.
Lesson plan is unorganized but list is
Lesson incomplete.
plan is Lesson plan is organized clearly listed. package
Complete
Organization and and not presented in a neat organized, but not and neatly presented. presented in well
Presentation manner. professionally organized and
presented. professional fashion.
T
Feedback/Assessment
Read the questions below and provide the information asked for about Lesson plan, DLP and
DLL.
Recall the important parts of DLP and DLL, then discuss briefly what is to be included in
each part. Use two column table for this task.
Provide a specific content area, identify a topic and discuss how an appropriate literacy
be integrated in the lesson planning.
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Building & Enhancing New Literacies Across Curriculum
References
Gallego, Margarita R. Rodríguez. 2007. Lesson planning in Primary and Secondary Education.
https://www.researchgate.net/publication/269463679_Lesson_planning_in_Primary_and_Second
ary_Education
Kong, Siu-cheung. 2014. Developing Information Literacy and Critical Thinking Skills through
Domain Knowledge Learning in Digital Classrooms: An Experience of Practicing Flipped
Classroom Strategy. DOI: 10.1016/j.compedu.2014.05.009
Shelow ,Gaby .2016. The Importance of New Literacy Skills in the 21st Century Classroom.
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