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Instructional Plan (iPlan) Template

Name of Teacher
Learning Area:
Competency:
Lesson No. 7
Key
Understandin
gs to be
developed
Learning
Objectives

Grade/Year Level
Quarter:
Duration
(minutes/hours)

Knowled
ge
Skills
Attitudes

Resources
Needed
Elements of the Plan
Preparations
- How will I make the
learners ready?
- How do I prepare the
learners for the new
lesson?
(Motivation /Focusing
/Establishing Mind-set
/Setting the Mood
/Quieting /Creating Interest
- Building Background
Experience
Activating Prior
Knowledge/Apperception Review Drill)
- How will I connect my
new lesson with the past
lesson?

Methodology

Motivation/Introduc
tory Activity
This part introduces the
lesson content.. it is serves
as a warm-up activity to give
the learners zest for the
incoming lesson and an idea
about what it to follow. One
principle in learning is that
learning occurs when it is
conducted in a pleasurable
and comfortable
atmosphere.

Presentation

Activity

- (How will I
present the new
lesson?
- What materials
will I use?
- What
generalization
/concept
/conclusion
/abstraction should
the learners arrive
at?

This is an interactive
strategy to elicit learners

(Showing/ Demonstrating/
Engaging/ Doing
/Experiencing /Exploring
/Observing

prior learning experience. It

serves as a springboard for
new learning. It illustrates
the principle that learning
starts where the learners
are. Carefully structured
activities such as individual
or group reflective exercises,
group discussion, self-or
group assessment, dyadic or
triadic interactions, puzzles,
simulations or role-play,
cybernetics exercise, gallery
walk and the like may be
created. Clear instructions
should be considered in this
part of the lesson.

Module No.:

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- Role-playing, dyads,
dramatizing, brainstorming,
reacting, interacting
- Articulating observations,
finding, conclusions,
generalizations, abstraction
- Giving suggestions,
reactions solutions
recommendations)

Analysis
Essential questions are
included to serve as a guide
for the teacher in clarifying
key understandings about
the topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize interactions and
sharing of ideas and
opinions about expected
issues. Affective questions
are included to elicit the
feelings of the learners
about the activity or the
topic. The last questions or
points taken should lead the
learners to understand the
new concepts or skills that
are to be presented in the
next part of the lesson.

Abstraction
This outlines the key
concepts, important skills
that should be enhanced,
and the proper attitude that
should be emphasized. This
is organized as a lecturette
that summarizes the
learning emphasized from
the activity, analysis and
new inputs in this part of the
lesson.

Practice
- What practice
exercises/applicatio
n activities will I
give to the
learners?

Application
This part is structured to
ensure the commitment of
the learners to do something
to apply their new learning
in their own environment.

(Answering practice
exercise
- Applying learning in other
situations/actual
situations/real-life
situations
- Expressing ones
thoughts, feelings, opinions,
beliefs through artwork,
songs, dances, sports
- Performing musical
numbers/dances,
manipulative activities,
etc.)

Assess
-ment
(Refer
to

Assessment Matrix
Levels of Assessment

Knowledge
(refers to the substantive content of the
curriculum, facts and information that

What will I
assess?

How will I
assess?

How will I score?

3
DepED
Order
No. 73,
s. 2012
for the
exampl
es)

the student acquires)

What do we want students to know?
(relevance and adequacy)
How do we want students to express or
provide evidence of what they know

Process or Skills
(refers to skills or cognitive operations
that the student performs on facts and
information for the purpose of
constructing meanings or
understandings.)
Skills as evidenced by students ability
to process and make sense of
information, and may be assessed in
the following criteria: understanding of
content and critical thinking

Understanding(s)
(refers to enduring big ideas, principles
and generalizations inherent to the
discipline, which may be assessed using
the facets of understanding or other
indicators of understanding which may
be specific to the discipline

Products/performances
(Transfer of
Understanding)
(refer to the real-life application of
understanding as evidenced by
students performance of authentic

tasks)

Assignment

Reinforcing the days

lesson
Enriching the days
lesson
Enhancing the days
lesson
Preparing for the
new lesson