Developing Lesson Exemplar with

6 A’s: An Integrative Approach to

Distance Learning

• DepEd Curriculum Developer

• Reference Books Writer
Phoenix
-Phoenix Publishing House
-Vibal Group, Inc.
-St. Bernadette Publishing House Corp.
Lowela P. Margallo
MT2 Vival
• National Chief Trainer
• Livelihood Trainer
Vival
• Educator
• Resource Speaker

ICT Literacy and Competency Development Bureau, ICTLCDB-DICT

Department of Information and Communications Technology JULY 21, 2020 1:00 PM to 4:00 PM
 What is a Lesson
Exemplar?

Lesson exemplars are inquiry-based investigations that provide teachers and

administrators with a way of teaching and assessing science-process and
communication skills. ... They can be used to help teach students skills and
concepts and to assess students' understanding of skills and concepts.
Source: www.pressreader.com
 What is an exemplar in
education?

Exemplars are provided examples of best or worst practice in

the educational environment, which are designed to assist
students to increase their understanding of particular skills,
content or knowledge in any given situation and articulate
Source:
established criteria and standards. files.eric.ed.gov
 What is an exemplar
lesson?

The exemplar lessons are models of

daily lesson plans based on the information
found in the curriculum documents.
 What is an IDEA
exemplar?

The IDEA exemplar is in the LCP or

Learning Continuity Plan which are
developed by the Education Supervisor
in every region or division of DepEd.
DepEd Order No.
012, s. 2020

Adoption of the Basic Education Learning

Continuity Plan (BE-LCP) for School
Year 2020-2021 in Light of the Covid-19
Public Health Emergency (June 19, 2020)
 BE-LCP
Basic Education-Learning
Continuity Plan
-a package of education interventions that
will respond to basic education
challenges brought about by COVID-19.
 Principles of BE-LCP
Basic Education-Learning
Continuity Plan
 Protect the health, safety, and well-being of
learners, teachers and personnel, and
prevent the further transmission of COVID-
19;
 Principles of BE-LCP
Basic Education-Learning
Continuity Plan
 Ensure learning continuity through K-12 curriculum
adjustments, alignment of learning materials, deployment
of multiple learning delivery modalities, provision of
corresponding training fro teachers and school leaders,
and proper orientation of parents or guardians of learners;
 Principles of BE-LCP
Basic Education-Learning
Continuity Plan
 Facilitate the safe return of teaching and non-teaching
personnel and learners to workplaces and schools/CLCs,
taking into consideration the scenarios projected by DOH
and IATF, complemented by other credible sources, and
balanced with DepEd’s own risk assessments;
 Principles of BE-LCP
Basic Education-Learning
Continuity Plan
 Be sensitive to equity
considerations and concerns; and
 Principles of BE-LCP
Basic Education-Learning
Continuity Plan
 Link and bridge the BE-LCP to DepEd’s pivot to
quality and into the future of education, under
the framework of Sulong Edukalidad and
Futures Thinking in Education.
  Ensure health and
Why BE-LCP is being safety of children
and school
implemented? personnel

 Ensure that students’ learning progresses even amidst

disasters (natural calamities, storms, fires, and
pandemics).
 Overcome obstacles created by the disasters
through innovative means of teaching and learning. DO_s2020_012
DO_s2020_012
 a. MELCs- Most
Essential Learning
Competencies
 The DepEd Curriculum and Instruction
strand, through BCD streamlined the total
number of competencies in all learning
area from K to Gr12 (excluding the TVL
MELCs
specializations in SHS from the original DO_s2020_012
14, 171 to 5,689, or a reduction of 60%.
 MELCs- Most Essential
Learning Competencies

The MELCs are defined as the

competencies that a learner needs
in order to continue to subsequent MELCs
DO_s2020_012
grades, and ultimately to have a
successful life.
 ● a. It is aligned with national standards or
OF frameworks, such as, for example,
“holistic Filipino learners with 21st Century
skills.”

● b. They connect the content to

higher concepts across content
areas.
● c. They are applicable to real-life
situations

● e. They cannot be expected to ● d. They are important for

be ordinarily learned by students students to acquire, even if a
if not taught in school.. student drops out from school.
 Learning Delivery
Modalities
The learning delivery modalities that
schools can adopt may be one or a
combination of the following,
depending on the COVID-19 LDM
restrictions and the particular context DO_s2020_012

of the learners in the school or locality.

 1. Face-to-face. This refers to a
learning delivery modality where
the students and the teacher are
both physically present in the
classroom, and there are
opportunities for active
engagement, immediate
feedback, and socioemotional
Photo Courtesy of:
https://www.google.com/imgres?imgurl=https%3A%
development of learners.
2F%2Ffreesvg.org%2Fimg%2Fpublicdomainq
 2. Distance learning. This refers
to a learning delivery modality
where learning takes place
between the teacher and the
learners who are geographically
remote from each other during
instruction. This modality has
three types: Modular Distance
Photo Courtesy of:
https://www.google.com/imgres?imgurl
Learning (MDL), Online Distance
=https%3A%2F%2Fwww.viewsonic.c
Learning (ODL), and television
(TV)/Radio-Based Instruction
 Distance learning
a. Modular Distance Learning
involves individualized instruction
that allows learners to use SLMs
in print or digital format, whichever
is applicable in the context of the
learner, and other learning
resources.
Photo Courtesy of:
https://www.google.com/imgres?imgurl=https
%3A%2F%2Fcdn.pixabay.com%2Fphoto%
 LM’s  Activity Sheets
 Textbooks  Study Guides
 Modules
 Distance learning
a. Modular Distance
Learners access electronic copies
of learning materials on a
personal computer (PC), tablet
PC, or smartphone. CDs, DVDs,
USB storage, and computer-
based applications can all be used
Photo Courtesy of:
https://www.google.com/imgres?imgurl=https
%3A%2F%2Fcdn.pixabay.com%2Fphoto%
to deliver e-learning materials,
including offline eBooks.
 b. Online Distance Learning
features the teacher as
facilitator, engaging learners'
active participation through
the use of various
technologies accessed
through the internet while
Photo Courtesy of:
https://www.google.com/imgres?imgurl=https
%3A%2F%2Fcdn.pixabay.com%2Fphoto%
they are geographically
remote from each other
during instruction.
b. Online Distance Learning The internet is used to
facilitate learner-teacher and peer-to-peer
communication. Online learning allows live
synchronous instruction. It requires participants to
have a good and stable internet connection. It is
more interactive than the other types of distance
learning and the responses are in real-time. The
learners may download materials from the internet,
complete and submit assignments online, and attend
webinars and virtual classes.
 Distance Learning
c. TV/Radio-Based Instruction
utilizes SLMs converted to video
lessons for Television-Based Instruction
and SLMs converted to radio scripts for
Radio-Based Instruction.

* Distance learning modality is most

viable for independent learners, and
Photos Courtesy of:
learners supported by periodic
supervision of parents or guardians.
https://www.google.com/imgres?imgurl=https
%3A%2F%2Fstorage.needpix.com%

https://www.google.com/imgres?imgurl=https
%3A%2F%2Fstorage.needpix.com%2Frsync
3. Blended Learning. This refers to
a learning delivery that combines
face-to-face with any or a mix of
online distance learning, modular
distance learning, and TV/Radio-
based Instruction. Blended
learning will enable the schools to
limit face-to-face learning, ensure
social distancing, and decrease the
volume of people outside the home
at any given time..
4. Homeschooling. This is an ADM that aims to provide
learners with quality basic education that is facilitated by
qualified parents, guardians, or tutors who have undergone
relevant training in a home-based environment. It allows
families to educate according to their personal faith,
philosophy, and values, and to adjust learning schedules
around family schedules and circumstances. However, there
remain several issues in its implementation, including the
supervision of licensed teachers and alignments with the
curriculum. Thus, this modality will be the subject of a later
DepEd issuance before its expansion.
 What is the basis of
LCP? I  Intent
C Competency
Content/

 Anchored in the ICLeA

Learning
Framework of DepEd LeExperiences
Regional Offices
Adapted from the initiative of DepEd
AAssessment
Calabarzon Region IV-A Thank You! 
 What ICLeA Framework
Content/ Learning Assessment
Intent Competency
Learning Experiences Performance-
Outcomes MELCS 21ST
Century Based -
BOW
Skills Portfolio

I.D.E.A.
  This school year, teachers
What is I.D.E.A. will be utilizing the Lesson
Exemplar using the IDEA
Lesson Exemplar? Instructional Process in the
New Normal Classroom.

DO 42, s.2016 NEW Normal

 Daily Lesson Log IDEA

(DLL) Lesson Exemplar
 Daily Lesson Plan (refined format of
(DLP) DLL/DLP)

 Consistent with the existing policies of PPST-RPMS

 I.D.E.A. Lesson Exemplar

IV. Procedures
a. Lesson Review

uses ONLY 4 procedures

From the previous 9

procedures
(pamamaraan) of
teaching
1
2
3
4
5
6
7
8
9
 4 Main Teaching-
learning Phases
(30 min to 1 hr. depending on the set-up of each
learning area) Teacher as facilitator.
 Introduce (Collaboration)
 Develop (Communication)
 Engage (Critical Thinking)
 Assimilate (Creativity)
What to prepare in
making Lesson
Exemplar?
 MELCs –Most Essential Learning
Competencies
 BOW- Budget of Work
 Rubric for Detailed Evaluation of the
Teaching and Learning Materials
 I-Introduction
 Phase I- the teacher utilizes What I Need to Know
appropriate strategies in
presenting the MELC and the
learning outcomes of the day. This
is more on COMMUNICATION. What is/are New
Needs of Learners
● Acknowledgement of ones Ability, interest and values- Visual, kinesthetic,
auditory

● Appreciation of Learners Differences- stress, ease, scribble

● Clear and Simple Instruction- trust, teach, copy

INDICATORS OF PERFORMANCE
Communication Skills

Verbal
Communication Story Telling Listening
Body Language Visual Presentation Skills
Physical Communication Interviewing
Communication Humor Public Speaking
Writing Quick Wittedness
 D- Development
The teacher expose
learners to:
 Phase D- the teacher
presents activities, tasks and What they KNOW
contents of value and interest
to the learners. They must be What they Know BUT
around the concepts and did not understand
skills of the MELC.
What they do NOT know
D- DEVELOPMENT
(collaboration, hand activities and
learning opportunities)
Parts in the LM

What they KNOW What I know

What they Know BUT What’s In

did not understand
What they do NOT know What is it
D- DEVELOPMENT
Needs of Learners

1. Directive
Assistance
2. Collaborative
Assistance
3. Non-directive
Assistance
1. Directive Assistance

● If you were not able to answer five

questions, go back to question 1 and
encircle the word that is difficult to you.

Adapted from Job Zape Jr.

Sample Instructions
2. Collaborative Assistance

● If you were not able to answer the five

questions, try to ask your parents, sisters,
or read some books that will help to answer
this question.

Adapted from Job Zape Jr.

Sample Instructions
3. Non-directive Assistance
● (given the activity in What you don’t know, place two to three sources)

● Please visit or skim the page of this book,

so that you can answer these five
questions.

Adapted from Job Zape Jr.

Sample Instructions
COLLABORATION- shared comprehension of a
common objective
● Leadership and initiative
● Cooperation
● Flexibility
● Responsibility
● Responsiveness and constructive feedback
● Sharing resources using various tools
INDICATORS OF PERFORMANCE

Leadership Responsiveness

Team building Influencing

Strategic Planning Selling Decision Making
Coaching Inspiring Supervising
Mentoring Persuasion
Delegation Negotiation
Diplomacy Collaborating
E- ENGAGEMENT
Parts in LM
 What’s More
more on Critical  What I can Do
Thinking
 What other enrichment
activities can I engage in
ENGAGEMENT (Pakikipagpalihan)
● Experiential Learning

● Learning Activities
NEEDS OF LEARNERS
● Varied Cognitive Tasks

● Learning Opportunities

● Real or relevant life task/varied learning space

INDICATORS OF PERFORMANCE

Networking Emotional Adaptability

Interpersonal Intelligence Assertiveness
Relationship Self-Awareness Competitiveness
Personal Branding Emotion Resilience
Management Self leadership
 A- ASSIMILATION
(Curiosity + Interest)
The process of taking in and fully
 Phase A- the teacher brings the
understanding the information and
learners a process where they
ideas. It is the blending of the
develop ideas, interpretations,
previous information with
mindset or values and create
pieces of information that will knowledge.
form part of their knowledge in
reflecting, relating or using it Assimilation occurs when a
learner encounters a new idea and
effectively in any situation or
context. must fit that idea into what they
already know..
A- ASSIMILATION

Parts in LM.

What I have learned

Discovering new
knowledge
What I can show
Refining the KSAVs
● CREATIVITY

● Reflecting
● Relating
● Using it effectively
● Interpretation of ideas Mindset on Values and Information
INDICATORS OF PERFORMANCE

Problem solving Designing logos Design

Trouble shooting Writing advertising Build
Critical Thinking materials Invent
Innovating Creating Create
Packaging a Compose
product Derive
Modify
Develop
NEEDS OF LEARNERS
● Community Context

● Processing Time

● Acceptance
 DLL/DLP Lesson Exemplar
DO 42 S. 2016 RO 10 S. 2020

IV. Procedures IV. Procedures

a. Introduction
a. Lesson Review How will you present the lesson to all
types of learners?
b. Purpose Of The Lesson b. Development
c. Presentation Of Samples How will you develop the content as part
d. Discussion
e. Mastery Development of the enabling and foundation skills?
How will you develop learners’ mastery
f. Application of
g. Generalization And Abstraction the given competency?
h. Evaluation c. Engagement
What appropriate and pedagogical or real-
i. Additional Activities Or world tasks and learning opportunities will
Remediation be presented and implemented for all
learners to learn?
d. Assimilation
What are the ideas of contexts that will be
assessed and processed so that learners
can assimilate and refine their knowledge,
skills and attitude/values?
 Template for IDEA Lesson Exemplar
School Grade Level
Teacher Learning Area
Teaching Date Quarter
LESSON EXEMPLAR Teaching Time No. of Days

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards

B. Performance Standards

C. Learning Competencies or
Objectives

D. Most Essential Learning

Competencies

E. Enabling Competencies
 Monday Tuesday Wednesday Thursday Friday

II. CONTENT

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages

c. Textbook Pages

d. Additional Materials from

Learning Resources

B. List of Learning
Resources for Development
and Engagement Activities
 Monday Tuesday Wednesday Thursday Friday

IV. PROCEDURES

A. Introduction

B. Development

C. Engagement

D. Assimilation

V. REFLECTION
 HEADING
School Batasan Hills National High School Grade Level Grade 10
Teacher Lowela P. Margallo Learning Area TLE-HE (Macramé)
Teaching Date August 24-28, 2020 Quarter First Quarter
LESSON EXEMPLAR Teaching Time 6:00AM- 7:00AM No. of Days 5 Days
 Monday
I. OBJECTIVES

At the end of the lesson, learners are

expected to:
a. identify the different materials and tools in
C K making macramé products;
b. demonstrate proper use of materials and

P S tools in macramé; and

c. follow the procedures and techniques in
using materials and tools in macramé.
A A
 Monday Tuesday Wednesday Thursday Friday

A. Content Standards The learner demonstrates an understanding of the concepts and principles in
macramé.

B. Performance Standards The learner independently demonstrates core competencies in macramé.

 Monday

C. Learning Competencies or LO 1. Use basic tools in macramé

Objectives
D. Most Essential Learning Identify the tools, materials used in macramé.
Competencies (MELC)
E. Enabling Competencies Prepare a list of materials and tools in macramé .

II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning
Resources for Development
and Engagement Activities
Monday
Module 1: Basic Tools and Materials in Macramé
K to 12 Most Essential Learning Competencies with Corresponding CG Codes,
pp. 472 TLE_HEHC9-12TM-ie-3-4
Margallo, Lowela (2018). Macrame Handicraft. Vival Group, Inc. pp. 16-22.
TLE-Handicraft (Macrame)10 Module 2,Q1 by Lowela P. Margallo pp. 12-13.
(Sample only: Module are for uploading yet)
Ppt. Presentation (https://www.slideshare.net/stephanieVisto/macrame-by-stephanie-visto)
You Tube- https://www.youtube.com/watch?v=-UCnIIFVEmE
Macramé Essentials
Activity Sheets (Google Docs)
(Google Classroom, Google Meet, Zoom, FB Messenger or gmail, live streaming, NearPod
Kahoot, Flip Grid, other platforms)
 Monday

IV. PROCEDURES

A. Introduction

B. Development

C. Engagement

D. Assimilation

V. REFLECTION
 Monday

IV. PROCEDURES

A. Introduction What I need to know?

The learners will explore of the lesson expectations.
The content of the lesson will be presented.
Learning objectives will be introduced to guide the learners on the learning
targets anchored to the KSA principles.
B. Development

C. Engagement

D. Assimilation

V. REFLECTION
 Monday
IV. PROCEDURES
A. Introduction What I need to know?
The learners will explore of the lesson expectations.
The content of the lesson will be presented.
Learning objectives will be introduced to guide the learners on the learning
targets anchored to the KSA principles.
 Monday
IV. PROCEDURES
A. Introduction What’s new?
The learners will read the introduction and essential questions, lesson and
coverage and module map to have an overview of the topics/lessons they will
be learning this week.
 Monday
IV. PROCEDURES
A. Introduction What I know?
The learners will answer the pre-assessment test at the beginning of the
module to find out how much they already know about the topic or lessons.
 Monday
IV. PROCEDURES
B. Development What’s in?
The learners will answer the pre-assessment test at the beginning of the
module to find out how much they already know about the topic or lessons.
IV. PROCEDURES

B. DEVELOPMENT What’s in? (Sample Titles)

Activity 1: Color Me
Activity 2: Dress Me Up
Activity 3: Complete Me
Activity 4: Discover Me
Activity 5: Hello and Goodbye
Activity 6: Like and Unlike
Activity 7: Let’s Investigate
Activity 8: Pair Me Up
Activity 9: Let’s Hunt
Activity 10: Road to Success
…others… 
 Monday
IV. PROCEDURES
B. Development What is it?
The learners will be provided what to process that will serve as the discussion
of the topic. This is to strengthen their reflection as well as feedback to the
lesson. Provide activities that will enhance their reasoning power. You may
direct them to watch some videos to study the concepts well. This should be
coherent to the KSA/V.
 Monday
IV. PROCEDURES
C. Engagement What’s More?
The learners will be provided with activities to perform such as exercises,
formative or summative assessment or application of the topics in real-life
situation.
 Monday

IV. PROCEDURES

C. Engagement What I can do?

The learners will perform real-life tasks identified in the module.
 Monday
IV. PROCEDURES
C. Engagement What I can do?
The learners will perform real-life tasks identified in the module. The learners
may be ask to perform or demonstrate a task based on what they have
learned and rubric will be provided as basis for their performance.
 Monday
IV. PROCEDURES
D. Assimilation What I have learned?
The learners will answer the questions focusing on the given topic. The given
questions are directed on synthesizing the learned information. Relating the
learned concepts to the personal lives.
 Monday
IV. PROCEDURES
D. Assimilation What I can do? (Assessment)
The learners will answer the questions provided.
They are requested to submit their answers through google classroom via
google docs/forms, email, messenger, and other forms of e-method. This is to
assess the learning of the learners upon finishing the lesson/module.
 Monday

V. REFLECTION

The learners, in their portfolio/notebook will write their personal insights about
the lesson using the stimulating statements below.

I understand that _________________________________.

I realized that ____________________________________.
B. DEVELOPMENT Activity 2. “Tell me Who I Am”
Name the following Tools, Materials and Equipment used in Macramé
and how they are being used.
Activity 3. “Name that Tool”
Identify the tools being shown in the YouTube- Macramé Essentials
Answer the Reflection in What is it section.

C. ENGAGEMENT Activity 4. Group Activity/Individual/with Partner

The learner will collaborate with his sister/brother/father/mother and he/she will
collaboratively collect tools, materials, and equipment used in macramé that are available
at home. Each tool will have corresponding points.

Rubrics for Evaluation

Identified 5 tools, materials and equipment …………..10
Identified 4 tools, materials and equipment …………. 7
Identified 3 tools, materials and equipment ………….. 5
Identified 2 tools, materials and equipment ……………3
Identified 1 tool, material, and equipment………………1
Did not identify any tool, material or equipment………..0
D. ASSIMILATION Activity 4. Make an improvised Macramé Board
(If in school, Group Activity If at home, Family Activity)
The students will be with their family members and will collaboratively make
their own improvised Macramé Board.

V. REFLECTION The learners, in their portfolio will write their personal insights about the lesson
using the prompts below.
I understand that ________________.
I realize that ____________________.