IPBT Course 2

Republic of the Philippines
Department of Education
National Capital Region
Division of Taguig City and Pateros
Cluster 5
EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL
INDUCTION PROGRAM
FOR
BEGINNING
TEACHERS
S.Y. 2022-2023
GLADYS L. SAMUTYA
MENTEE
JEANYLIN L. PASQUIN
MENTOR

Cluster 5
COURSEBOOK 2
Professional Responsibilities
A. Module 1
Understanding the K to 12
Curriculum
B. Module 2
Navigating the K to 12 Curriculum
Guides
C. Module 3
Lesson Planning
D. Module 4
Implementing Learning Plans and
Enriching Teaching Practice
INTENDED COURSE
LEARNING
OUTCOME
At the end of this course, you will be able to:
1.comply with the policy guidelines in the

implementation of the K to 12 Curriculum
2.plan, manage, and implement developmentally
sequenced teaching and learning process aligned
with the K to 12 Curriculum and DepEd performance
management system (4.1.2)
3.set achievable and appropriate learning outcomes
that are aligned with learning competencies as
specified in the K to 12 Curriculum guide/s (4.2.2)
4.select, develop, organize, and use appropriate
teaching and learning resources to address learning
goals (4.5.2)
Cluster 5
MODULE 1
Understanding the K to 12 Curriculum
Session 1
Legal Bases
Session 2
Salient Features
Session 3
Conceptual Framework
INTENDED MODULE
LEARNING
OUTCOME
At the end of this module, you should be able to:
1.understand the legal bases of the K to 12

Curriculum;
2.comply with the policy guidelines in the
implementation of the K to 12 Curriculum through a
deeper understanding of its mandate, salient
features, and conceptual framework; and
3.examine different conceptual frameworks within the
K to 12 Curriculum to have a full understanding of
the principles of each subject area.
MODULE 1
Curriculum
Session 1: The K to 12 Basic Education Program: Legal Bases
Required Task 1: Review/Research/Independent Learning
Questions Answer Feedback

Which Act enhances the Philippine basic
education system by strengthening and
updating its curriculum to become at par
The Enhance Basic Education Law,
with the global education system
also known as Republic Act 10533 (K–
by providing two more years for basic
12), seeks to generate graduates in the
education?
RA 10533 Philippines who are fully equipped with
21st-century skills. I believed that the
a. RA 10157
K–12 system will soon raise the status
b. RA 10524
of Filipinos.
c. RA 10533
d. RA 10931
Which policy guidelines on the K to 12

Basic Education Program provide
context to and articulate its contexts,
features, and programs? This policy gives a thorough
DepEd Order
explanation of the K–12 Basic
(No. 21, s. 2019)
a. DepEd Order (No. 1, s. 2019) Education Program, including all of its
b. DepEd Order (No. 8, s, 2019) components at all key stages.
c. DepEd Order (No. 9, s. 2019)
d. DepEd Order (No. 21, s. 2019)
What act made Kindergarten mandatory

All children must complete this act to
for all learners?
proceed or move to Grade 1.
Kindergarten is the first-grade level in
a. RA 10157
RA 10157 the elementary education system.
b. RA 10524
Additionally, it stated that kindergarten
c. RA 10533
pupils will be taught in mother tongue-
d. RA 10931
based multilingual education.
Which does NOT show the They are K-12 is implemented to give every
characteristics of the K to 12 graduates? individuals who Filipino child the education they require
a. They are holistically developed
Filipinos who have built
foundations for learning
throughout life.
b. They are individuals equipped
pursue their
with information, media and
careers for
technology skills, learning and to compete in a global setting, not so
personal
innovation skills, life and career that they can pursue their careers
development to
skills, and communication skills. abroad.
work abroad.
c. They are individuals who pursue
their careers for personal
development to work abroad.
d. They can take challenges and
take advantage of the
opportunities of the 21st century.
How many key stages does the K to 12

Program contain?
Kindergarten to Grade 3
a. 2 Grade 4-6
(Four) 4
b. 3 Grade 7-10 (Junior High School)
c. 4 Grade 11-12 (Senior High School)
d. 5
How old is the prerequisite age for The Enhanced Basic Education Act of
preparatory education as defined in the 2013 established 5 as the minimum age
Enhanced Basic Education Act of 2013? requirement for preparatory education.
If one has not completed kindergarten,
a. 4 (Five) 5 they cannot enroll in grade 1. The cut-
b. 5 off age policy stated in DO No. 47, s.
c. 6 2016, must be followed by incoming
d. 7 kindergarteners as amended by the
DepEd order.
The SHS curriculum formulation is a step
towards the realization of the Philippine
Qualifications Framework (PQF) and is
the main policy for the implementation of
the new 13-year cycle of basic
Depending on their abilities, interests,
education. What comprises the SHS
and capacity for education, students
curriculum?
Core Subjects, may select a specialization. The
Applied Track, subjects that a student will study in
A. Basic Subjects, Applied Track,
Specialized Grades 11 and 12 will depend on the
Specialized Subjects
Subjects professional track that they choose.
B. Basic Subjects, Applied Track,
SHS courses either come under the
Selected Subjects
core curriculum or specialized tracks.
C. Core Subjects, Applied Track,
D. Core Subjects, Selected Track,
MODULE 1
Curriculum
Required Task 2: Independent Learning

Since 2012, DepEd already issued infographics on the Frequently Asked Questions about K
to 12 Basic Education Program. Answer the following questions by navigating the Internet
or by talking with your col - leagues and/or mentor.
You may also click on the link: https://www.officialga - zette.gov.ph/k-12/?
fbclid=IwAR3tiokqamN6sww9P-jx- PwFYM3G0vcbdK2p0i4EsU8MWNgEk7HrlH4JhrSw.
Questions Answer Feedback
Is the K to 12 a product of
collaboration with other YES DEPED AND CHED
agencies?
Is the shift from the Basic The basic education
Education Curriculum to K scheme relies not on the
to 12 Program NO government’s efforts alone,
conceptualized by DepEd specifically DepEd and
alone? CHED.
Was Kindergarten The new curriculum initially
Education mandatory gained ground in 2011 with
before the K to 12 the enactment of RA
Program? NO 10157, which made
kindergarten education
compulsory for children at
least 5 years old.
Is Republic Act No. 10533 The basic education
the basis for the additional program is now 12 years
two years of Senior High long according to Republic
YES
School (SHS)? Act No. 10533, also known
as the Enhanced Basic
Education Act of 2013.
Does the K to 12 Program YES In order to get the nation
give importance to the ready for ASEAN
preparation of graduates integration, the K–12
on ASEAN Integration? curriculum is crucial. The
K-12 curriculum is a crucial
prerequisite for the
Philippines to connect with
the other ASEAN
countries. The Philippines
will now work with other
nations to adopt their
educational standards as a
result of its
implementation.
MODULE 1
Curriculum
Required Task 3: Mentor-Mentee Collaboration

Answer the following processing questions by discussing with your mentor.
1. What are the different issues addressed by the legal bases of the K to 12
Curriculum? Which among them affects you the most as a teacher?
The lack of resources for implementation is one of the various problems addressed
by the K–12 curriculum track's legal foundations. The additional two years of
fundamental education known as senior high school have had a negative effect on
the students' lower socioeconomic position, and teachers do not feel equally
prepared to educate children because they think they need more training.
2. What do you think are the top three factors that are given emphasis by the different
K to 12 laws and orders? Why do you think so?
I think that the three top factors that are given emphasis by the K-12 laws and orders
are the teachers, the learners, and the learning environment because they are at the
center of the education process.
MODULE 1
Curriculum
Session 2: Salient Features of the K to 12 Program

Preliminary Activity
Let us have an inventory of your ideas about the salient features of the K to 12
educations using the chart below.
Salient Features What I Know What I Need to Know

Inclusive Education Everyone in the classroom
I need to be aware of the
is treated equally and is
various successful
given equal opportunity
inclusive education
regardless of race, sex,
practices.
belief, age, etc.
Early Childhood Education Early childhood education
(ECE), usually referred to I'm interested in knowing
as nursery education, is a more about the country's
field of educational theory early education programs
that deals with the formal and the instructional
and informal training of strategies that support
young children from birth kids' overall development.
to age eight.
Curriculum Relevance A good curriculum also
connects teachers from
across grade levels and I want to know how to
subject areas to look at the integrate or connect my
big picture of student lesson to other subjects. I
learning. Teachers can also want to know how I
work together to plan a can contextualize my
progression of topics that lessons to make them
build off of ones that came meaningful.
before and connect across
disciplines.
Curriculum Proficiency Building proficiency In the early phases of
Building systems identifies the education, MTB-MLE is
fundamental components employed, and materials
of a proficiency-based based on the mother
learning system. tongue are being created.
MODULE 1
Curriculum
Key Topic 1: Salient features of the K to 12 Curriculum

Required Task 1: Case Studies
Study the following cases and tell what your actions will be on these scenarios. Base your answers
on the K to 12 Curriculum and the DepEd Vision and Mission. Limit your response to 100 words.
Case 1: You have a transferee learner who only speaks her mother tongue. As a result, your
learners cannot communicate with her properly and the transferee learner feels left out. What can
you do as her teacher?
I’ll inform my students about the transferee student who only speaks her own tongue. While their
new classmate is acquiring the language spoken by the school's community, ask them if they can
communicate using a common language like Filipino.
Case 2: You have a learner wanting to take up engineering in college. Upon checking his grades,
you have learned that he has not been good in Mathematics. What can you do to help the learner?
As a teacher, I’ll can help my student to learn Mathematics by motivating him. Students can learn
better if they are motivated and confident. I will advise him to study Mathematics to answer
problems with confidence. I will also advise him to ask questions. As for the teacher, he must also
present real-world problems. This increases kids' motivation to interact with mathematics, which
boosts their passion and understanding.
Case 3: One of the features of the K to 12 Curriculum is spiral progression. Upon seeing your
learners’ pre-test results, you have realized that they are yet to master last year’s competencies.
What will you do to have them meet the requirements of the new level?
The teacher will also consider the student’s level of understanding. To make sure that the students
will understand the lesson, carefully describe it, highlight key ideas, and give examples. It is crucial
to assess the student's level of knowledge and present the material in a manner that will ensure
understanding. Consider offering remedial classes to help them with the skills they haven't yet
acquired.
Case 4: You have a class which has a sizable number of over-aged learners who have taken the
grade level multiple times. How will you decide on the learning plan considering your other
learners?
To meet their needs and interests, I will divide them into groups based on their interests and skills
and design a variety of activities that will inspire and engage them.
MODULE 1
Curriculum
Session 3 – The Conceptual Framework of the K to 12

Basic Education Curriculum
Key Topic 1: The K to 12 Basic Education Curriculum
Framework
Mentor-Mentee
Questions Answer
Discussions
How is the learner regarded The learner is regarded as The goal of the 21st century
by the K to 12 Program? the center of education. teacher is to help students
Students to be globally acquire the higher-order
competitive is the goal of thinking abilities, effective
education. The 21st century communication abilities,
skills that should be collaborative abilities, and
acquired by learners are: other talents they will need in
As a teacher, what 21st
they should learn to think the future. To challenge our
century skills should be
critically, learn to students in the twenty-first
acquired by our learners?
collaborate, enhance their century, the teacher must
creativity and innovation create innovative teaching
skills, and equip them with methods.
technology skills and
digital literacy skills.
Education provides
contextualized practice for
the application of 21st Filipino graduates will
century skills as these are become more prepared to
embedded in different compete in the global
learning areas. What are the economy.
possible exit points of the
Filipino K to 12 graduates?
One of the salient features of When it comes to imparting
the K to 12 Program is integrative and seamless
ensuring integrative and learning, there is no
seamless learning. How do difference. More emphasis is
you think the learning areas placed on how students can
will be taught in the formal use what they have learned
schools and non-formal in real-world situations in the
schools such as the teaching areas.
Alternative Learning System?
In order for them to maintain
What support is needed for a their global competitiveness
Filipino graduate to become in the twenty-first century,
21st century ready? give them training in the
newest technologies.
MODULE 1
Curriculum
Required Task 1: Creating a Learning Plan (Portfolio Output)

In your LAC session, you are assigned to work on a learning plan for the subject you are
currently assigned to teach. Your task is to make your own detailed lesson plan for the first
quarter, week 3 competencies. Initially, you are given the following questions to guide you.
Complete the table below.
LEARNING PLAN GUIDE
Question Response
What topic will I teach? Compose form of literary writing
In what content areas will I focus on? Writing and composition
What references will I use? Modules, YouTube, Google, Books
What skills should be developed among
Communication Skills
my pupils?
What strategies will I use? Cooperative Learning, Think-Pair-Share
What do I want my learners to become?
Able to communicate with respect to
What are the values I want my pupils to
other
possess?
What learning theory/ies will I apply? Cognitive Learning
How will I assess my learners’
Conduct a quiz, pair up activity,
understanding of the lesson?
Reflection Questions:
1. What did you feel in doing the activity?
Knowing that I was familiar with the lesson guide made me want to do the activity.
2. What are some considerations in making a learning plan?

The teacher should think about the subjects, teaching methods, and student core
competencies that need be developed.
3. What insight/s did you gain from this activity?

Making a learning plan template is more than just designing a lesson to fit a
particular student; it also entails creating a more dynamic classroom atmosphere
where students are conscious of their responsibilities for their learning.

Cluster 5
MODULE 2
Navigating the K to 12 Curriculum
Guides
Session 1
Parts/Features of the Curriculum
Guide
Session 2
Using the Curriculum Guide in
Preparing Daily Lesson Logs
and Daily Lesson Plans
MODULE 2
Navigating to the K to 12
Curriculum Guides
Session 1 – Curriculum Guides and Lesson Planning
Key Topic 1: The Curriculum Guide of the K to 12 Curriculum

Required Task 1: Case Analysis
Question Option Feedback
c.“Makahubog ng The goal of teaching K12
1. What are the objectives of the Araling mamamayang mapanuri, Araling Panlipunan is to
Panlipunan curriculum? mapagnilay, improve students'
mapanagutan, understanding of
a.“functionally literate and produktibo, fundamental concepts.
developed Filipino.” makakalikasan,
b. “Naipamamalas ang makabansa, at makatao
panimulang pag-unawa sa pagkilala sa na may pambansa at
sarili at pakikipag-ugnayan sa kapwa pandaigdigang pananaw
bilang pundasyon sa paglinang ng at pagpapahalaga sa mga
kamalayan sa kapaligirang sosyal.” usapin sa lipunan, sa
c. “Makahubog ng mamamayang nakaraan, kasalukuyan, at
mapanuri, mapagnilay, mapanagutan, hinaharap.”
produktibo, makakalikasan, makabansa,
at makatao na may pambansa at
pandaigdigang pananaw at
pagpapahalaga sa mga usapin sa
lipunan, sa nakaraan, kasalukuyan, at
hinaharap.”
d. “Pagsunod sa teorya sa
pagkatuto na kontruktibismo,
magkatuwang na pagkatuto
(collaborative learning), at pagkatutong
pangkaranasan at pangkonteksto at ang
paggamit ng mga pamaraang tematiko-
kronolohikal at paksain/ konseptuwal,
pagsisiyasat, intregratibo,
interdesiplinaryo at multisiplinaryo.”
2. Are there differences between Grade

4, 5, and 6 Araling Panlipunan
curriculum?
They share many of the
a. There are no differences between
same fundamental
these grade levels because they have the
b. There are no innovations, including
same key stage standards.
differences between these reorganized learning areas,
b. There are no differences between
grade levels because they strengthened cross-
these grade levels because they follow
follow the same format learning integration of
the same format as any other subjects
as any other subjects and competencies and values,
and grade level.
grade level. and increased emphasis on
c. There are differences between the
the learning process and
grade level’s content because the
integrative teaching
curriculum works in a developmentally
methods.
progressive framework.
d. There are differences between the
grade level’s content because unlike the
previous curriculum, Grade 5 already
covers the Philippine nationhood.
3. What approaches are appropriate and

relevant for Grade 4 to Grade 6 Araling
Panlipunan learners?
Students improve their
a. The approaches should follow a understanding by using
constructivist approach with emphasis Araling Panlipunan
b. The approaches in
on content contextualization. methods. They will
Araling Panlipunan
b. The approaches in Araling discover their values at
should be constructivist,
Panlipunan should be; constructivist, various points in time and
collaborative, and
collaborative, and contextual. under varying
contextual.
c. The approaches in Araling circumstances. They also
Panlipunan should be; thematic, gain perspective on their
investigative, and multidisciplinary surroundings and how they
d. The approaches in Araling are changing.
Panlipunan should be developmentally
progressive.
a. Content standard Content standards are
4. How is the content standard different answers the question: broad explanations of what
from the performance standard? “What do the learners students at each level of
need to learn?” while the learning should know, care
a. Content standard answers the performance standard about, and be able to
question: “What do the learners need to answers the question: perform. When assessing
learn?” while the performance standard
answers the question: “What do the
learners need to do to demonstrate their
knowledge?”
b. Content standard is the outline of
content learners need to learn while the whether content criteria
performance standard is a performative “What do the learners have been satisfied,
assessment done by the end of the need to do to demonstrate performance standards are
lesson. their knowledge?” utilized to determine what
c. Content standard is a series of particular, measurable
chronological events in history that proof is acceptable.
learners need to learn while
performance standard is the part where
teachers and learners reflect on their
learning experience.
d. None of the above.
4. I want to set a goal for my class this

coming school year. Based on the
Araling Panlipunan 4 curriculum, the
Learning Area Standard for AP 4 is:
By educating your students
“Naipagmamalaki ang pagka-
to embrace cultural
Pilipino at ang bansang Pilipinas na
To instill in the students diversity in accordance
may pagpapahalaga sa pagkakaiba-
a respect for the variety with the AP 4 area
iba ng mga kulturang Pilipino batay
of Filipino cultural requirement, you will
sa paggamit ng mga kasanayan sa
traditions. empower them to become
heograpiya, pag-unawa sa kultura at
better members of their
kabuhayan, pakikilahok sa
community.
pamamahala at pagpapahalaga sa
mga mithiin ng bansang Pilipinas.”
What goal would you suggest for

my class in AP 4? (open-ended
question)
MODULE 2
Curriculum Guides
Now, it’s your turn! Go through the curriculum guide of the subject area you teach. Be
guided by the instructions and questions below:
1. Study the conceptual framework found in the curriculum guide and reflect on the
guiding principles and philosophies your subject area is anchored on. Are there
concepts that are new to you? Which guiding principles or philosophies do you think
are reflected in your current teaching practices?
None; nevertheless, there are a few theories and concepts that I feel at ease with. In
my experience, teachers, and students both learned from one another while we were
teaching.
2. Study the core learning area/learning area standards of your subject area. If you are
teaching senior high school, look for the course/subject description. For Kindergarten
and ALS, you may refer to the Introduction or the description of learning strands.
These portions in the curriculum guide give you a broad idea of expectations and/or
expected outcomes of the learning area/course/subject. List down key
words/concepts to help you remember the core learning standards.
These are the words and concepts that I took from the ENGLISH 9curriculum guide:
Processing, assessing, summarizing information.
3. Familiarize yourself with the content and performance standards. How could they
help you in planning your lessons?
It helps me understand what to expect from my learner. The content and

performance standards will also help me in assessing and evaluating my students. It
helps me because it enables me to concentrate on the topic I must teach and the
4. Study the curriculum matrix/guide. You will see that it contains the content
standards, performance standards and learning competencies. How are the learning
competencies related to the content and performance standards? Which do you
think could be met in a short period of time (within a lesson) and which are expected
to be attained in a longer period?
Content standard and performance standard are the work that a learner is expected
to do. The learning competencies are the knowledge, skills, behaviors, and abilities
needed by the students to perform to successfully perform what are expected from
them.
MODULE 2
Curriculum Guides
Session 2: Using Curriculum Guide in Preparing Daily

Lesson Log / Daily Lesson Plan
Key Topic 1: Learning Codes

Required Task 1: Mentor-Mentee Collaboration
How will the learning code help you in planning your lesson? Please discuss your answer
with your mentor, and list down some collaborative points that emerged in your discussions.
Include in the instructions that they will refer to the learning code above for this activity.
Mentor-Mentee
Question Answer/Possible Answer
Collaborative Points
Recognizes describing words for Provide activities related to
1. What is the learning
people, objects, things, and places
competency to be taught (color, shape, size, height, weight, the topic
for that week? length, distance, etc.)
2. How long do you have Give ample time for
2 weeks
to teach the lesson? mastery
3. Why do you think this Students need enough
competency will be The topic is broad time for mastery
taught in two weeks?
4. How will you unpack
I will use the MELC and BOL to
the learning
unpack the learning competency
competency?
5. What guides you in Combining the same
unpacking the learning I will combine competency that competency saves time
competency? How? are the same.
Why?
6. What assessment can Summative must be
be done at the end of the Summative Assessment related to learning
two-week lesson? competency
MODULE 2
Curriculum Guides
Required Task 2: Complete the table

As a newly hired teacher assigned in a multi-grade school, it is very important that you can
easily see the relevance of the learning codes to the subject and grade level you are
teaching. Remember that a multi- grade teacher handles more than one grade level at the
same time. To further enhance your skills, unpack the learning code listed below.
Code Subject Quarter Title Quarter Number Competency

No. of Number
Weeks/
Order
KMKPPam-00- Kinderg Pakikisalamuh

3 arten a sa iba
bilang kasapi
ng
pamilya(PPa Quarter 1 00 3
m)
MT1FIIIa-Ivi1.3 Mother
Tongue
1 FLUENCY Quarter 3 a-vi 1. 3
EsP1PIIb – 2 Pagmamahal
ESP 1 sa Kapwa Quarter 2 B 2
PE10PF-IVc- Physical
h56 P.E Fitness Quarter 2 c-h 56
EN11/12OC-Ia- Oral
1 English Communicati 1st
11 on Semester a 1
MODULE 2
Curriculum Guides
Processing Questions
1. How important are the learning codes to you as a teacher? Answer in a minimum of
twenty (20) words.
This serves as a reference for the teacher in lesson planning, especially on how
many days they should allocate to teaching the specified learning objective or
competency.
2. How can the learning code help a teacher in budgeting the learning competencies
and planning the lesson for a subject? Answer in a minimum of twenty (20) words.
The learning code help a teacher in budgeting the learning competencies and
planning the lesson for a subject by understanding the numbers of week indicated in
each competency.
Required Task 3: Filling out a DLL template (Portfolio Output)
Study the DLL template and samples from DO. 21 s. 2016. Fill-out parts I-III and align them with
the curriculum guide of your respective subject area and grade level. Please use the template
attached. You may collaborate with your mentor. You may use a separate Word file for this output)
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
MODULE 2
Curriculum Guides
Required Task 4: Yes or No
Use the following checklist to self-assess your daily lesson log.
GUIDE QUESTION YES NO
1. As a newly hired teacher with 5 years of teaching experience, you can
/
already use the DLL format in lesson preparation.
2. Are you capable of using ICT in your classes? /
3. Are you open to collaboration with other subject teachers? /
4. Are you aware of the learning competencies that your assessments must
/
meet?
5. Do your activities allow learners to organize or reorganize their thinking and
/
construct knowledge that is meaningful to them?
Based on the questions above, determine your strengths and points for improvement.
Strengths Points for Improvement
I can use ICT resources in my classes, When working with students who have
and I can also direct activities that various backgrounds and learning
encourage critical thinking in the preferences, I believe my teaching
students. methods need to be improved.

Cluster 5
MODULE 3
Lesson Planning
Session 1
Curriculum and Instruction
Alignment
Session 2
Nature and Purpose of Lesson
Planning
Session 3
Parts of the Lesson Plan
MODULE 3
LESSON
PLANNING
Session 1: Curriculum and Instruction Alignment

Required Task 1: Scenario Analysis
Scenario: Teacher Gina has been an elementary teacher for more than 15 years. She had
taught all grade levels and showed mastery of the subject matter. She regularly submits her
lesson plan but admits that she does the bare minimum in its preparation. She rarely
updates and adopts to current teaching strategies and activities and does not reflect on how
her learners performed. Most of her efforts are concentrated on the actual linear delivery of
instruction. She believes that following her traditional teaching strategies is enough to
indicate that the learners are learning.
a. Yes. Lesson plans take
Teacher Gina’s experience time to prepare. The
and mastery of the subject important thing is you know
The creation of lesson
matter showed that she is a the lesson and how you will
plans is essential to the
veteran teacher. Is it deliver it.
teaching process. It
advisable that lesson
outlines the lesson's
planning requires only the b. No. Lesson plans are an
strategy and guarantees
bare minimum because the integral part of the
that it will be delivered
focus should be placed on instructional process. It lays
effectively.
the actual execution of the out the plan for the lesson. It
lesson instead? ensures that the lesson will
be taught well.
a. Yes. Lesson planning and
actual delivery of the lesson
are different and separate
Preparing lesson plans and The lesson plan that you
instructional procedures.
the actual delivery of the prepare is the one you
lesson are not connected will use in your actual
b. No. Lesson planning and
with each other. Is this true? delivery of the lesson.
actual delivery of the lesson
are interconnected with one
another.
Teacher Gina uses the a. Yes. The pupils’ positive Lesson planning entails
positive reaction of the reaction is a clear indication planning for the
pupils to measure the that they learned something. assessment. It goes hand
achievement of learning It was a favorable learning in hand with the
outcomes. As a teacher, experience for them. development of the
should you do the same? Teacher Gina achieved her lesson. A corresponding
instructional goals. form of assessment
should also be included
b. No. A positive reaction to make sure that there is
does not necessarily congruence. DepEd
attribute to achievement of Order 8 s. 2015 provides
the learning goals. The for the guidelines on the
lesson may be a assessment of learning
pleasurable experience; but outcomes. This
it does not necessarily mean assessment goes beyond
that the pupils learned the the simple positive
intended outcomes. reaction of pupils during
class instruction.
.
MODULE 3
LESSON
PLANNING
Session 2: Nature and Purpose of Lesson Planning
Key Topic 1: Lesson Planning

Study the given scenario. Give your reaction based on what you have learned from
this session.
Scenario: Teacher Rowel plans his lessons well. His lesson plan shows the detailed
activities he intends to do during his actual teaching. He follows a logical sequence of
activity as his lesson would unfold. He prepares instructional materials and integrates ICT.
He uses engaging activities that learners find interesting. His school principal observed him
during one of his classes. He conducted a short review of the previous lesson using an on-
line game application. It took 10 minutes more than he planned it to be. It is evident that the
class enjoyed the on-line game as a form of review. However, the scores of the learners in
the review was not as high as he expected. This review is essential since the previous
lesson is a prerequisite skill for the new lesson. He had given enough number of items
during the review to cover all the needed competencies in preparation for the new lesson.
He asked the learners if they have any questions regarding the previous lesson. When no
one asked a question, he moved on to the lesson proper. He constantly asked his pupils if
they understood the lesson. Everyone said yes. They got to the evaluation part of the
lesson. Only 50% of the class got mastery level. Teacher Rowel was disheartened by the
results. He followed everything in his lesson plan, with the exemption of a 5-minute
overtime, he believes that his lesson went accordingly.

Assuming that the lesson I believe that the
plan was well-crafted, and strategies and types of
the activities Teacherassessments used were
Rowel used are all
a factor in the learners' Lesson plans outline the
appropriate, what do you evaluations' poor course of the lesson;
think contributed to the low
performance. Instead of thus, they must always
results of the learner assuming about her be realistic.
evaluation? What could students' ability, the
have been done instead? teacher should administer
a diagnostic test.
Teacher Rowel’s use of an Online gaming integrates This game is meant to
on-line game is an 21st-century skills as educate and entertain
effective way to integrate well. students. These
ICT in his lessons. The
learners appear to have
been engaged in the
exercises are frequently
process. Aside from the
referred to as online
learner engagement, what
classroom games.
other insights may be
derived from his use of this
activity?
If you were Teacher I'll move forward by The assessment tells us
Rowel, how would you following out the whether to continue with
proceed based on the procedures in my lesson or repeat the lesson,
results of the day’s lesson? plan. However, if which makes it an
students have low essential component of
scores, I will first teach the lesson plan.
the prior lesson again.
Required Task 2: Moving from Assessment to Progress (Output for

Portfolio)
Based on what you have learned about a well-designed lesson plan, provide inputs
on how you could improve it. Please put your answer in another sheet of paper and compile
it as a part of your portfolio.
The above lesson plan is well-structured. It offers learners activities that are differentiated. It
stimulates logical thinking in students and encourages teamwork. Additionally, it
incorporates ICT into the curriculum. The tasks also consider the students' unique
differences. I don't have any other suggestions for how to make the example lesson plan
better because, generally, it was quite detailed.
MODULE 3
LESSON
PLANNING
Required Task 3: Complete the table.

Complete the table below. Reflect on the sample lesson plan. Choose the part that
you would like to comment on and describe it on the 1st column. Give your comment or
suggestion on how that part could still be improved. Write your answers on the second
column.
Part of the Lesson Comment or Suggestion
The lesson objective states what students
will know or be able to do at the end of
the lesson. The strategies, materials,
Lesson Objectives
assignments, and assessments used in a
lesson are determined by, and must align
with, the lesson objective.
This relates to the topic or the particular
Content knowledge that the lesson is meant to
teach.
To keep the classroom organized and
ensure that the students are getting the
most out of their education, teachers and
students must both make effective use of
Learning Resources
the tools available. For instance,
PowerPoints, workbooks, and everything
in between are essential building blocks
for a child's educational journey.
The procedures specify the actions and
tasks that teachers and students will take
Procedures
during the class to accomplish the
lesson's objectives.
MODULE 3
LESSON
PLANNING
Session 3: Parts of a Lesson Plan

Key Topic 1: The Structure of a Lesson Plan
Study the given scenario. Give your reaction based on what you have learned from
this session.
Scenario: Teacher Edawro’s lesson plan includes the following activities: a recap and
review of the previous lesson, an introduction and analysis of the new lesson, connecting
the old and new lessons, and then a summary of everything. All of these are explicitly
stated on his lesson plan.
Looking back at the activities
included in Teacher Edawro’s
lesson plan, would you say that
they are developmentally
arranged?
a. Yes. The sequence of

activities shows the
gradual transition from the
previous lesson e. Yes. The sequence
connecting it to the new of activities shows
lesson and wrapping up all the gradual transition
from the previous Before moving on to
that transpired.
lesson connecting it the following lesson,
b. No. Explanation of the new
to the new lesson the teacher conducts a
concept should have been
and wrapping up all review.
done right after the
introduction of the new that transpired.
lesson.
c. Maybe. What a
developmentally arranged
lesson plan needs is to
simply provide an
introduction at the
beginning and a closure at
the end.
d. It does not matter since all
the activities are
interchangeable.
Teacher Edawro has a series of
activities in his lesson plan.
Which part of the lesson plan
refers to the main part of the
lesson?
a. introduction of the new e. presentation and

lesson explanation of the The presentation of the
b. establishing connection new concept of the new lesson is regarded
between the old and new day’s lesson as the lesson's main
lesson element.
c. presentation and
explanation of the new
concept of the day’s
lesson
d. checking of learners’
understanding
The last activity in Teacher

Edawro’s lesson plan included a
summary of what was taught.
Considering that ample time and
energy had been exerted towards
the discussion, why do you think
he still included a summary?
a. It is a form of wrap-up A summary is used to

activity that provides generalize the lesson
All of the above
closure for the day’s that has been
lesson. discussed.
b. It allows learners to
synthesize everything that
they learned.
c. It gives a useful recap of
the entire lesson that helps
remind and refresh
learners.
d. All of the above
MODULE 3
LESSON
PLANNING
Key Topic 2: Lesson Planning in the Public-School Context
Required Task 2: True or False
Read the DepEd order no. 42 s. 2016 and based on your understanding of it, identify
whether the following scenarios are TRUE or FALSE.

1. Teacher Roger is a veteran
Despite having 21
teacher with 21 years of teaching
years of experience
experience. He claims that lesson
in the classroom,
logs are only for new teachers in FALSE
teacher Rogel is still
the field. He also contends that he
required to submit a
should be exempted from
DLL.
submitting a DLL.
2. Teacher Cecile is a newly hired
DLL is designed for
teacher in the public school’s
all teachers in public
system. Before this, she was a
schools and is
teacher for 4 years in a private TRUE
occasionally modified
school. Her mentor instructed her
for use in other
to follow the DLL format in
private institutions.
preparing for her lessons.
3. In a mentoring session with a The teacher's manual
Master Teacher, Teacher Phoebe and the curriculum
was told that lessons should be guide should be
consistent with the curriculum followed exactly in
TRUE
guide and the teacher’s manual. order to maintain
consistency
throughout the
lessons.
4. In a DLL, other activities do not For students who did
include intervention and not comprehend the
enrichment activities. lesson, the DLL
FALSE
section includes
additional tasks and
interventions.
5. For DLL, remarks indicate the TRUE The mastery level
learners’ mastery level. should be listed
among the other
activities by the
MODULE 3
teacher.
LESSON
PLANNING
Key Topic 3: Considerations for Lesson Preparation and

Teaching
Help the following teachers use ICT in their teaching process by suggesting the best
platform to deliver their lesson.
1. Teacher Cindy is a Math
teacher in Grade 6. She hopes With the help of this
to make her computation application, the
Quizzes and Educative
activities more interactive lesson becomes
app
using technology. What interactive and holds
platform can you suggest to the students' interest.
Teacher Cindy?
2. Teacher Earl wants to avoid The announcement
using social media as a way to by the teacher is only
announce his academic visible to the class.
instruction. He intends to use The teacher might
Google Classroom
this platform for virtual class also show his
activities. What platform can students
you suggest to Teacher Earl? presentations and
videos.
3. Teacher Genneth intends to
present mathematical
It is an effective
concepts using slides.
program for slide
Considering logistical
PowerPoint shows. Slides are
constraints, she prefers an
used to communicate
offline file to do this task. What
information.
platform can you suggest to
Teacher Genneth?
4. Teacher Demmy is a
literature teacher who wishes
to visualize book characters in The 3D models are
threedimensional Canva and PowerPoint available in Canva
representation. What platform and PowerPoint.
can you suggest to Teacher
Demmy?
5. Teacher Carissa plans to Google Meet, Microsoft These are the ones
give a synchronous lecture to Teams and Zoom that are most
her Grade 6 learners. suggested for
However, their context would utilization in
not allow them to have face to
face classes. What platform
synchronous lessons.
can you suggest to Teacher
Carissa?
MODULE 3
LESSON
PLANNING
Key Topic 4: Assessment
Study the given scenario. Give your reaction based on what you have learned from this
session.
Scenario: Teacher Gemma gives 4 ungraded quizzes in each unit of study. The quizzes are
framed sequentially to have an accumulated record of student success on the unit test. The
quizzes are scored (though not included in the unit grade) so that students can identify
where they need more study and where they are already successful. This is an indicator
that Teacher Gemma can gauge where she will need to spend more time and energy with
her instruction to help students be successful on the unit test. Using this approach, Teacher
Gemma has been able to document significant gains in student achievement in her
classroom, nearly closing the achievement gap entirely with 95% - 98% achievement
ratings in all of her units of study.

As indicated in the practice of The set of formative
The teacher's evaluation is
Teacher Gemma, what do you tests helps in the
crucial to the students'
think contributed to the significant students' lesson
outstanding achievement.
achievement of the learners? mastery.
Teacher Gemma gives ungraded
Monitoring a student's
quizzes and keeps a record of the
Keeping track of students' performance or score
student’s success on the unit test.
progress, in my opinion, was is a useful technique
The quizzes are scored but not
made easier by giving them to determine whether
included in the unit grade. What
tests and assignments. or not they are getting
can be deduced from this
better.
activity?
The scenario gives us an idea of Conducting summative Summative and
a formative assessment plan, and performance-based performance-based
what other ways to achieve assessments are other assessments enable
growth in the learners’ ways to achieve growth in us to measure the
performance? the learners’ performance. students’ learnings.
Teacher Gemma would like to Teacher Gemma can make Alternative
gauge how far the students’ use of project-based evaluations come in a
learning of the topic can be evaluation and variety of forms and
extended. She decided to give an presentations like video are a good way to
alternative assessment. What production, portfolios, and develop students'
alternative assessment can she other things that can be critical thinking and
give her students? What must
one keep in mind and make sure properly evaluated using
creativity.
to do when giving such rubrics.
alternative assessments?

Cluster 5
MODULE 4
Session 1
Class Disruptions
Session 2
Curriculum Requirements and
Needs of Learners
Session 3
Selecting, Developing,
Organizing, and Using
Appropriate Learning Resources
MODULE 4
Session 1: Class Disruptions
Key Topic 1: Modular Approach

Identify which of the following scenarios respond to certain considerations in crafting the
module.

1. Teacher ____ a public-school
Since not all
teacher in Batangas, is teaching
students have
graphic representation of statistical
access to
data through Microsoft Excel. As an
computers, the
innovative teacher, she has been
teacher should take
recognized by the school as tech-
the students'
savvy. Her module particularly
RESOURCES resources into
revolves around the activities that
account. Regardless
need the software. However, her
of how tech-savvy
learners have limited access to a
the teacher is, if the
computer as their town is located in a
students cannot
far-flung area. What is the best
access it, it is
module principle which you could
completely useless.
share with Teacher Ana?
2. Teacher ____ is an experienced Alignment to the In order for students
teacher in a private school who curriculum to demonstrate the
recently entered the public school desired
system. As a Business Math teacher, competences at the
she designed a module that takes end of the class,
much time on tasking learners to teachers should
construct a miniature business plant, always keep in mind
a task which does not meet that the modules
curriculum standards. What must match the
consideration do you think is Teacher curriculum
____ missing out? standards.
3. Teacher ____ has been teaching
oral communications for five years. In
constructing his module for the
subject, he assigned an entire The summative
module for pronunciation which is assessment
aligned to the most essential learning Alignment to the conducted should
competencies. In his graded curriculum be in line with the
summative assessment, he asked the learning
learners to list 100 words with competencies.
synonyms and antonyms. In this
regard, what module principle should
he revisit?
4. Teacher _____ is a PE teacher. He
also advocates that PE subjects must
be retained even during home-based
As learning does not
learning schemes. While he cannot
take place in a
teach dance the way he did, he
classroom, there are
provided modules with visual
Realistic Assessment limited interventions
representations so learners can
you can do to
easily follow the routine. He also
address individual
added a video presentation for those
learner’s needs.
who have internet connectivity. What
principle of module writing did
Teacher _____ apply best?
MODULE 4
Required Task 2: Scenario Activity

Advise a Colleague: Below are scenarios where teachers need advice on. Write your
advice based on the DepEd’s institution protocols, guiding principles of module writing, and
the mission to continue learning.
1. Teacher _______ was asked to write a module on entrepreneurship. Since the
expected learning modality is home-based, she is having a hard time going about the
module because its subject requires community immersion of business concepts. On
a regular school year, entrepreneurship learners are asked to sell in school fairs but
this year all extra-curricular activities are cancelled.
Modular approach does not prevent being original and creative when determining
the extent of a learner's understanding. In this case, the student can create a
Facebook page or use the Facebook Marketplace to sell his or her goods. Of course,
by using page reviews, this will encourage other customers to buy the goods.
2. Teacher ______ is tasked to write a module for Grade 10 Mathematics. As an

experienced teacher, content is not a problem for him anymore. He has a bank of
assessments and activities that are time-tested. Despite these factors, he worries
about the fact that his assessments are prone to leakage and cheating which may
result in problematic learning outcomes.
To prevent cheating, it's crucial to include open-ended, non-researchable questions

in assessment tasks. The teacher is required to offer various sets to prevent
leakage.
3. Riza is a learner in a far-flung province. Sadly, their town was severely hit by a
typhoon which badly affected her family’s livelihood. To recover from the calamity,
Riza was asked by her parents to stop going to school so she can help in the family’s
rebuilding process – an advice she resents but is inclined to accept. She informs her
adviser Mrs. Reyes about her situation. What help can Mrs. Reyes extend to Riza?
I’ll advice my colleague to tell the student not to quit attending classes. As a support
and consideration for Riza while their community is undergoing reconstruction, Mrs.
Reyes can also extend the deadline for submission of outputs.
MODULE 4
Session 2: Curriculum Requirements and Needs of

Learners
Key Topic 1: Meeting Learners Needs
Required Task 1: Complete the table.

Prepare five sample questions and match them to five different learning competencies
based on the curriculum guide of the subject. The goal of the activity is to articulate how
diagnostic tests should meet curricular expectations. (You may use an old diagnostic test,
or you may borrow a diagnostic test from your mentor.)
MODULE 4

Below are classroom scenarios. Provide appropriate interventions to learners with different
needs for them to meet the learning standards.

1. Teacher Agatha has a a. Scold the learner and tell
Grade 4 learner who is him he should be quiet.
excellent in Math. For half
of the quarter, the learner b. Tell the learner to finish
shows consistent tasks of other subjects.
performance by leading in Praise the learner and tell
quizzes. However, the c. Praise the learner and tell him to be humble.
learner tends to be rowdy him to be humble.
when he finishes their
math activities. What d. Provide a challenging
would be the best course task about the lesson.
of action of Teacher
Agatha?
2. Teacher Sandy a. Call a parent-teacher Use the results to
conducted a diagnostic conference to inform them conduct review lessons
test for his Grade 10 that there was a problem so that it will be easier for
Science class. When the with their previous teacher. the 60% to understand
results came out, he new lessons in Earth
noticed that 60% of his b. At Grade 10, learners can Science.
learners were not able to easily catch up with new
satisfactorily answer concepts in Earth Science
items on Earth Science. so there is nothing to worry
What should he do with about.
c. Use the results to conduct
review lessons so that it will
be easier for the 60% to
understand new lessons in
the test results? Earth Science.
d. Reinforce the idea that

they should be cooperative
in the class for them to pass
the subject
3. After the second a. Observe the learners’
quarter, Teacher Jessie performance for the next
noticed that three of her semester.
learners performed poorly
for the two consecutive b. Suggest that they should
quarters. He decided to get tutors at their own cost
help these learners meet or else they will fail. Do a re-teaching
the set learning /remedial intervention
competencies. However, c. Ask the learners to retake based on their least
the challenge is that the the second quarter periodic mastered skills.
first two quarters are exam.
critical in understanding
third quarter lessons. d. Do a re-teaching
What would be the best /remedial intervention based
course of action of on their least mastered
Teacher Jessie? skills.
a. Provide an independent
4. Based on the study guide on Philippine art
diagnostic exam results, and history.
Teacher Christy noticed
that 84% of her learners b. Move to the next lesson.
cannot understand the They will catch up anyway.
Give them library time
relation between
after class hours.
Philippine art and history. c. Give them library time
What non-classroom- after class hours.
based intervention can
she conduct to address d. Ask them to hire a tutor
the concern? for the mean time because
the topic is very important.
MODULE 4
Session 3 – Selecting, Developing, Organizing, and

Using Appropriate Learning Resources
Key Topic 1: The Importance of Instructional Materials

Identify whether the following scenarios demonstrate passive or active learning based on
the Dale’s Cone of Experience.

1. Teacher Kara is teaching art
history for Grade 12 learners. Since
Passive
her school is situated in Manila, she Students are highly
Learning
asked her learners to visit the involved.
Active Learning
Manila Metropolitan Museum and
the National Museum of Fine Arts.
2. Teacher Jocelyn teaches physical
education. The curriculum included Students are highly
Passive
the basic orientation of sports involved. They can
Learning
management. In this regard, she showcase what they have
Active Learning
made her learners organize mini learned in the lesson.
intramurals.
3. Teacher Trina is teaching the Passive Students are highly
elements of drama. After giving a Learning involved. They are
fifteen-minute lecture, she directed Active Learning responsible for their own
the learners to form an
improvisation where they are learning and can
expected to play as actors. When demonstrate what they
the activity ended, she processed have learned in the
their insights and experiences about lesson.
improvisation.
4. Before going to actual teaching,
pre-service teachers watch
This involves direct
demonstration teachings to witness
Passive observation. The teacher
how a teacher is expected to
Learning assumes responsibility
manage a class. Afterwards, they
Active Learning for the students'
are asked to write a reflection paper
education.
about what they learned from the
demonstration.
5. Teacher Carissa organized a
literary festival where learner-writers
Students are highly
will have a creative writing
Passive involved. They construct
workshop. In the workshop, they are
Learning their own outputs based
expected to state their own creative
Active Learning on what they have
process and how they translate it to
learned in the workshop.
their work. Guest experts critique
their works in response.
MODULE 4
Key Topic 2: Criteria in Selecting and Developing

Instructional Materials

Based on the following scenarios, determine what instructional material criterion do the
following teachers strongly demonstrate.

1. Teacher Aaron is a Grade
4 Science teacher. He found Teacher Aaron gives
a National Geographic a. Alignment to the his audience top
educational video that curriculum priority. It is ideal to
features the concept of b. Developmentally use the cartoon
predation. Despite its Appropriate version of the concept
amazing features, he c. Effects on classroom of predation because it
instead chose a cartoon management is simple for his Grade
version which covers the d. Inclusive 4 students to
same concept. What did understand.
Teacher Aaron consider?
2. Teacher Pauline teaches Since there is a good
a. Alignment to the
Grade 7 Filipino. She uses chance that the
curriculum
comic strips to ease out the students accomplished
b. Developmentally
difficulty of reading Ibong the learning objectives,
Appropriate
Adarna. In this way, Pauline's technique of
c. Effects on classroom
learners are more employing comic strips
management
empowered to meet was in accordance with
d. Inclusive
learning objectives. the curriculum.
3. Teacher Christian
teaches Grade 5 Math. He a. Developmentally
noticed that his learners are Appropriate The instructional
anxious about solving word b. Effects on classroom materials encourage
problems. Hence, he uses management and regulate
an interactive board where c. Inclusive classroom behavior.
learners can be playful while d. Localization
doing their computations.
The visual aids
a. Developmentally emphasizing the
4. Teacher John is teaching
Appropriate various ethnic groups
Grade 4 English. He always
b. Effects on classroom in the Philippines
makes it a point to represent
management demonstrate how
diverse Philippine ethnicities
c. Inclusive important diversity is in
in his visual aids.
d. Localization the classroom
instruction.
5. Teacher Ram teaches
entrepreneurship in a Because it is possible
mango-producing town. He a. Developmentally to create products
takes the opportunity of their Appropriate using mangoes in their
place to challenge the b. Effects on classroom location, Teacher
learners to invent or management Ram's application of
innovate mango-based c. Inclusive the localization
products that would d. Localization concept is based on
showcase both their town reality.
and their business skills.
Summary
Below are some guide questions that you may use in selecting and developing
instructional materials following the criterion discussed above.
GUIDE QUESTION
1. Does this learning material help you achieve learning objectives with the
curriculum?
Answer: Yes. I've learned a lot from this course about the value of curriculum in
education during Session 1.
2. Is this learning material apt for the age and knowledge of your learners?
Answer: Yes. This course material is appropriate for the students' age, level of
expertise, and learning requirements.
3. Does this learning material moderate learner behavior and learning in class?
Answer: Yes. This course teaches how to manage student behavior and
modify instruction.
4. Is this learning material sensitive to diverse learner contexts?
Answer: Yes. It was tackled on Session 2.
5. Does this learning material maximize the local potential of the school
environment?
Answer: Yes

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Republic of the Philippines

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

Republic of the Philippines

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

At the end of this course, you will be able to:

1.comply with the policy guidelines in the

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

At the end of this module, you should be able to:

1.understand the legal bases of the K to 12

Session 1: The K to 12 Basic Education Program: Legal Bases

Required Task 1: Review/Research/Independent Learning

Questions Answer Feedback

Which policy guidelines on the K to 12

What act made Kindergarten mandatory

How many key stages does the K to 12

Required Task 2: Independent Learning

Required Task 3: Mentor-Mentee Collaboration

Session 2: Salient Features of the K to 12 Program

Salient Features What I Know What I Need to Know

Key Topic 1: Salient features of the K to 12 Curriculum

Session 3 – The Conceptual Framework of the K to 12

Required Task 1: Creating a Learning Plan (Portfolio Output)

2. What are some considerations in making a learning plan?

3. What insight/s did you gain from this activity?

Republic of the Philippines

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

Session 1 – Curriculum Guides and Lesson Planning

Key Topic 1: The Curriculum Guide of the K to 12 Curriculum

2. Are there differences between Grade

3. What approaches are appropriate and

4. I want to set a goal for my class this

What goal would you suggest for

It helps me understand what to expect from my learner. The content and

Session 2: Using Curriculum Guide in Preparing Daily

Key Topic 1: Learning Codes

Required Task 2: Complete the table

Code Subject Quarter Title Quarter Number Competency

KMKPPam-00- Kinderg Pakikisalamuh

Required Task 3: Filling out a DLL template (Portfolio Output)

Republic of the Philippines

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

Session 1: Curriculum and Instruction Alignment

Session 2: Nature and Purpose of Lesson Planning

Key Topic 1: Lesson Planning

Question Option Feedback

Required Task 2: Moving from Assessment to Progress (Output for

Required Task 3: Complete the table.

Session 3: Parts of a Lesson Plan

a. Yes. The sequence of

a. introduction of the new e. presentation and

The last activity in Teacher

a. It is a form of wrap-up A summary is used to

Question Option Feedback

Key Topic 3: Considerations for Lesson Preparation and

Question Option Feedback

Republic of the Philippines

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

Session 1: Class Disruptions

Key Topic 1: Modular Approach

Question Option Feedback

Required Task 2: Scenario Activity

2. Teacher ______ is tasked to write a module for Grade 10 Mathematics. As an

To prevent cheating, it's crucial to include open-ended, non-researchable questions