Lesson 2:

IMPLEMENTING A CURRICULUM
DAILY IN THE CLASSROOMS

PRESENTED BY:
FAYE O.
LANNA
Desired Learning Outcomes
 Reviewed the components of a daily plan for teaching

 Identified intended learning outcomes

 Matched learning outcomes with appropriate teaching methods

 GOOD NEWS!
DepEd Order No. 70 s. 2012
Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain
the needed information and guide from the TEACHER GUIDE (TG) and
TEACHER MANUAL (TM) reference material with page number, interventions
given to the students and remarks to indicate how many students have mastered
the lesson or are needing remediation.
However, teachers with less than 2 years teaching experience shall be required to
prepare Daily Lesson Plans which shall include the following:
i. Objectives
ii. Subject Matter
iii. Procedure
iv. Assessment
v. Assignment
Starting the Class Right: Laying Down the Curriculum Plan

I. Objective or Intended Learning Outcomes (ILO)

II. Subject Matter (SM)
III.Procedure or Strategies of Teaching
IV.Assessment of Learning Outcomes (ALO)
V. Assignment or Agreement
I. Intended Learning Outcomes (ILO)

These are the desired learning that will be focus of the lesson.
Learning outcomes are based on Taxonomy of Objectives presented to us as
cognitive, affective and psychomotor. Bloom’s Taxonomy has revisited by
his own student Lorin Anderson and David Krathwohl.
Three major changes in
the revised Taxonomy:
1. Changing the names the six
categories from nouns to
verbs.

2. Rearranging these categories.

3. Establishing the levels of the

knowledge level in the
original version.
CATEGORIES EXAMPLE KEY WORDS
REMEMBERING Defines, describe, identifies, labels, list, outlines,
selects, states
UNDERSTANDING Comprehends, explains, distinguishes, estimates, give
examples, interprets, predicts, rewrites, summarizes

APPLYING Applies, changes, computes, operates, constructs,

modifies, uses, manipulates, prepares, shows, solves

ANALYZING Break down, compares, contrasts, diagrams,

differentiates, discriminates, identifies, infers, outlines,
relates, selects, separates

EVALUATING Appraises, compares, criticizes, defends, describes,

discriminates, evaluates, interprets, justifies,
summarizes
CREATING Composes, compiles, designs, generates, modifies,
organizes, rearranges, reorganizes, revises, rewrites,
summarizes, creates
 Higher Order Thinking Skills HOTS

CREATING Doing

Active
EVALUATING
Receiving and
participating
ANALYZING

APPLYING
Visual Receiving

UNDERSTANDING Passive

REMEMBERING Verbal Reasoning

Lower Order Thinking Skills LOTS

 LEVELS OF KNOWLEDGE

1. FACTUAL KNOWLEDGE
= ideas, specific data or information

2. CONCEPTUAL KNOWLEDGE
= words or ideas known by common name, common features,
multiple specific examples which may either be concrete or abstract. Concepts are
facts that interrelate with each other to function together.

3. PROCEDURAL KNOWLEDGE
= how things work, step-by-step actions, methods of inquiry.

4. METACOGNITIVE KNOWLEDGE
= knowledge of cognition in general, awareness of knowledge of
one’s own cognition, thinking about thinking.
 Intended learning outcomes (ILO) should be written in SMART way.
 Specific
 Measurable
 Attainable
 Result Oriented (outcomes) and
 Time Bound

II. SUBJECT MATTER OR CONTENT (SM)

- comes from a body of knowledge (facts, concepts, procedure and
metacognition) that will be learned through the guidance of the teacher. Subject matter
is WHAT in teaching. In a plan, this is followed by the references.
 III. PROCEDURE OR METHODS AND STRATEGIES
- this is the crux of curriculum implementation. How a teacher
will put life to the intended outcomes and the subject matter to be used depends to on this
component.

 There are many ways of teaching for the different kinds of learners (Corpuz &
Salandanan, 2013)

1. Direct Demonstration Methods: Guided Exploratory/Discovery Approach,

Inquiry Method, Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action cells,
Thin-Pair Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-based, Learning
4. Other Approaches: Blended learning, Reflective Teaching Integrated
Learning, Outcomes-based approach
 Students have different learning styles
- there are many classifications of learning styles according to the different authors: The
Multiple Intelligence Theory of Howard Garner implied several Learning Styles.

Common Characteristics Tips for Teachers about Learners

Visual – Uses graphs, charts, pictures. Tends to Turn notes into pictures, diagrams, maps. Learn
remember things that are written in form. the big picture first than details. Make mind
maps and concept maps.
Auditory – Recalls information through Records lectures and listen to these. Repeat
hearing and speaking. Prefers to be told how to materials out loud “parrot”. Read aloud.
do things orally. Learns aloud
Kinesthetic – Prefers hands-on approach. Learn something while doing another thing
Demonstrate how to do, rather than explain. (eats while studying). Work while standing.
Likes group work with hands on-minds on. Likes fieldwork. Does many things at one time.
Teaching and Learning must be supported by instructional
materials (IMs)

Consider the teaching methodologies and the learning styles, the different support
materials should be varied. This will ensure that the individual differences will be
considered.

Instructional materials should complement Visual, auditory and Tactile or a

combination of the three. However, following Dale’s Cone of Learning which is
visual device that can help teachers to make decision on what resources and
materials will maximize learning.
CONE OF LEARNING
 USING METHODS AND MATERIALS TO IMPLEMENT THE
PLAN: TAKING ACTION

Example: Lesson Using Basic Steps and Parts as Prescribed by DepEd Order 70s,2012 for Teachers
Two year and less in Service

Lesson Plan in Science

I. Objectives/Intended Learning Outcomes

1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with a force moves objects.
3. State that if force moves the object away from the person it is a push.
4. State that if the force moves the object towards the person, it is a pull.

II. Subject Matter

A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
 C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes and pictures
III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify things or objects that
are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Pu of Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-Laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze with the whole class each group result.
4.3 Make agreements on the results, that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions of the class to elicit their formed concepts.
a. What is needed to move the object from one to place to another? (Force is needed to
move the object.)
b. How will you move with a force if you want the object to go far from you? (Push the
object near.)
c. How will you move with a force, if you want the object to move near you? (Pull the
object near.)
6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer from the items below.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you so your best friend can sit, what will you do?
a. Pull the chair b. Push the chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a passage.
What will you do?
a. Break the table b. Push the table to the side
c. Pull the table
4. What do you need in order to move an object away or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure

V. Assignment
At home, list four objects that you can push or pull. What did you use to pull or push the
objects?
THANK YOU !!!