Writing My First Learning

Learning Task
8 PLAN
PPST Domain 4 Domain 4. Curriculum and Planning

4.1.1 Prepare developmentally sequenced

teaching and learning
process to meet curriculum strands
Strands requirements.
4.2.1 Identify learning outcomes that are aligned
with learning
competencies.

6.2.f Demonstrate a variety of thinking skills in

Program Outcomes of planning, monitoring,
Teacher Education assessing, and reporting learning processes
and outcomes

3.B.1 Acquire mastery or subject matter

Competency Framework for
CFS Southeast Asian Teachers for
AT the 21st Century
3.B.3 Communicate at learners' level
3.B.8 Manage dassroom activities
4.C.3 Prepare lesson plan based on syllabus and
time frame
4.C.4 Consider diversity of learners in preparing
lesson plans
4.C.5 Select the right methodologies according to
subjects and
learners' level

Desired Learning Outcomes

• Identify learning outcomes that are aligned with competencies
• Prepare developmentally sequenced teaching and learning process to meet
curriculum requirements

Essential Questions
• What are the important considerations in preparing a developmentally sequenced
teaching and learning?
• When do we say that learning outcomes are aligned with learning competencies to
meet curriculum requirements?

Understandings
Lesson Plan/Learning Plan is the blue print of the daily activities in the teachinglearning
process.
• It guides the teacher on the instructional activities he/she will implement in class.

Teaching Internship 58
 • This is an important component in the instructional process.
• This will help teachers become systematic and organized and on track/on task while
teaching.
• This will aid the teachers to teach MORE and DO MORE and will help her/his learners
attain the outcomes set for the day.
• This will help the teachers plan differentiated activities to cater to diverse types of
learners.
• This gives a sense of direction in relation to the curriculum map and teaching guides
prepared for the subject.
• It also serves as practical and useful basis for future plans.
• It gives the teacher more confidence in carrying out the daily tasks.

Parts of the Daily Lesson Plan (DLP Dep Ed 42.5, 2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures:
A. Before the lesson - Opening of the lesson
• conduct/review of the previous lesson
• clarify concepts of the previous lessons
• introduce the connection of the new and past lesson
• state the new lesson objectives
• Check background knowledge of the learners
– connect lesson to what is already known
– get learners' interest in the new lesson, to start up and warm up activities
– provides the learners opportunity to ask questions about the lesson
B. The Lesson Proper - Middle or main part of the lesson
• explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
• convey new information to the learner provide feedback
• regularly check for learners' understanding
C. After the Lesson - Closing or end of the lesson
• do wrap-up activities
• provide summary of the lesson or ask students to summarize the key
concepts and activities
• reinforce what the teacher has taught and what the learners have completed
Note: Assessment Methods are integrated in the DLP to regularly check the understanding
of the lesson
- Formative Assessment to be done before, during or after the lesson.
V. Assignment (OPTIONAL) - It should be related to the lesson. It should allow learners
to master what was learned.
N.B. Read Dep Ed Order 329 s. 2010
VI. Remarks
 – This is to document specific instances that result in the continuation of the
lesson in cases of:
– re-teaching
– insufficient time
– transfer of lesson to the following day as a result of class suspension

VII. Reflection (to be filled out after the lesson by the teacher intern)
• To write parts of the lesson that went well or the parts that were weak, and write
briefly about it/them
• To share their thoughts and feelings about the lesson that were successfully
implemented, need improvement or could be adjusted in the future.
• To talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson.
Teachers who have been in the service for at least one (1) year, handling learning
areas with available LMS and TGs provided by the DeEd shall not be required to write the
DLP instead they shall be required to fill out a weekly Daily Lesson Log (DLL).
 My Performance Tasks

Performance Request a sample lesson plan or a Daily Learning Plan

Task 1 from your CT. Study each part carefully. Paste it here.
Question: Is the learning plan developmentally sequenced to meet
curriculum requirements? Explain.

The learning plan is developmentally sequence to meet curriculum

requirements because the order of activities that keeps learners
engaged in the content and purposely scaffolds learners towards
achieving the lesson’s objectives by maximizing allotted class time.
It makes learning activities contextualized, if possible, tailor-made
for the context of situation and the type of learners that she has. It
also provides assessment activities to identify learners’ learning
status and, at the same time, create appropriate instructional
decisions.

Insights on the Daily Learning Plan

As a teacher, I need to prepare a lesson plan that fits to the

learners’ level, needs, interests, teaching situations, and the
teachers understanding of how learners learn best, the time and
the resources available. Lesson planning is very important in the
lives of teachers because it helps them conduct lesson in an orderly
fashion and it allows students to know what they are going to learn
and on how it fits into their needs.

What is the impact of this to me as a teaching intern?

Planning a lesson is not only worth doing, but worth doing well.
First of all, a planned lesson is just better. If you are good at
teaching unplanned lessons, you will be even better at teaching
with a plan. There are several reasons why a planned lesson is
better. One of them is that having a lesson plan helps me maintain
focus. With a classroom full of children, with their short attention
spans and their natural desire to disrupt anything and everything,
it is very easy for a lesson to be sidetracked or derailed completely,
and the best way for me, the teacher, to steer the lesson back on
course is if you happened to have brought your map along with you.

A lesson plan keeps me on track and keeps the kids on track, but it
also helps outside the context of the lesson itself. Lesson planning
lets me track progress and problems. With planned lessons, I have
actual paperwork of everything I’ve taught, so I can refer back to it
later. If kids aren’t learning a particular point, I know which lesson
plan to amend, which helps I learn from my own mistakes and
missteps. If kids learn something really well, I can look at that
lesson and figure out what about it really worked. I can start to
learn to be a better teacher overall and for each particular class,
and I don’t have to do it via memory.
Performance Make your Daily Learning Plan (DLP) outline using the
Task 2 given template. Prepare a developmentally sequenced
Learning Plan with learning outcomes aligned with the
learning competencies.

Subject Area: Trigonometry

TOPIC/Learning Content: The Pythagorean Theorem

To illustrate the following measures of position:

Learning Competencies
quartiles, deciles and percentiles. M10SP-IVa-1

Learning Outcomes What to attain or realize?

The learner demonstrate sunderstanding of key

Content Standards
concept of parallelograms and triangle similarity.

The learner is able to investigate, analyze, and

solve problems involving parallelogram and
Performance Standards
triangle similarity through appropriate and
accurate representation.

Learning resources What to use?

• Teacher’s Guide in Math Gr. 9, p. 356-357

• Mathematics 9: Learner’s Materials (389-
392)
• Math 9 by Orlando A. Oronce and Marilyn
O. Mendoza (pages 348 - 352)
• https://www.depednegor.net
• patreon.com/Teded
• https://www.ixl.com
• Visual aids, Speaker and Activity Sheets

Procedures What to do?

Before the lesson What was our topic last meeting?
• Triangle Proportionality Theorem

Can you State Triangle Proportionality Theorem?

Triangle proportionality Theorem
If a line parallel to one side of a triangle intersects
the other two sides, then it divides those sides
proportionally.

Present the objectives to be achieved at the end

of the lesson:
• State the Pythagorean Theorem.
• Prove the Pythagorean Theorem.
• Develop patience and perseverance in
solving problems using Pythagorean
Theorem.

(Story Telling)

There was a boy name David. David and his family

was living
besides a big tree and a river. His father was a
carpenter, and that makes David also wanted to
become an Engineer. He shows more interest
 about mathematics, he always apply mathematics
on the things that he usually uses.
One day, while David was playing his kite on the
other side of the river, it was accidentally stuck at
the top of the tree. Luckily he was able to
measure the length of the thread he uses before
playing which measures 20 meters.
Then, since, he has been crossing the bridge for a
long time, he
already knew the length of the bridge which is 12
meters.
Until one day, when he was about to cross the
bridge going to
school, he noticed that the bridge was already
destroyed. He doesn’t want to be absent on that
day cause they will have an exam. And suddenly a
great idea came to his mind. He needs to cut the
tree to replace the bridge. But he was not sure
that the length of the tree is longer or equal to
the length of the bridge. How could David make
sure that if he cut the tree it would reach to the
other side of the bridge?

(He is going to find the length of the tree)

(Discuss the Pythagorean Theorem)
Pythagorean Theorem

(Recall the name of the sides of a right triangle)

Hypotenuse
The longest side of a right triangle, opposite to
the right angle.
The other two sides of a right triangle is called
legs.

The lesson proper

(Discuss the proof of Pythagorean Theorem)

HINTS STATEMENTS REASONS

1. Describe
triangles LMN,
MKN and LKM Right Triangle
when an Similarity
altitude MK is Theorem
drawn to its
hypotenuse.
2. Write the
proportion Special
involving the Property of
geometric Equality
means r and s.
3. Cross
Cross-
multiply the
Multiplication
terms of the
Property of
proportions in
Proportion
statement 2.
4. Add s2 to the
Addition
both sides of r2
property of
= ut in
Equality
statement 3
5. Substitute s2
on the right
side of
statement 4 Substitution
suing its
equivalent from
statement 3.
6. Factor the Common
right side of Monomial
statement 5. Factoring
7. Substitute u
+ v in
Segment
statement 6 by
Addition
its equivalent
Property
length in the
figure.
8. 8.Simplify
Product Law of
the right side of
Exponents
statement 7.

(Solve the height of the tree)

Le
ng (2
th 0
of m)
th

Tree
re
ad

Bridge (12 m)
Let:
c be length of the thread
b length of the bridge
a height of the tree

Formula:
c2 = a2 + b2
202 = a2 + 122
202 - 122 = a2
400 -144 = a2
256 = a2
√256 = √a2
16= a

Therefore, the height of the tree is 16 meters.

 (Group the students into three groups. The bases
of the groupings would be the colors of trips of
papers during their attendance)

Group 1:
Bella is admiring a statue in Lowell park from 16
feet away. If the distance between the top of the
statue to Bella’s head is 20 feet, how much taller
is the statue?

Group 2:
A bird was sitting in 8 feet away from a mango
tree and flew 17 feet to reach at the top of the
tree. How tall is the tree?

After the lesson Group 3:

The foot of a ladder is placed 6 feet from a wall. If
the top of the ladder rests 8 feet up on the wall,
how long is the ladder?

How would you able to apply your knowledge

about Pythagorean Theorem in real world?

What is formula of Pythagorean Theorem?

c2 = a2 + b2
Who can state the Pythagorean Theorem?
Pythagorean Theorem
The square of the hypotenuse in a right triangle is
equal to the sum of the squares of the legs.
Performance Write your Daily Learning Plan. Get your topic/content
Task 3 from your Cooperating Teacher. Follow the DLP format.
Write your plan on the space provided.

Subject Area: Mathematics

TOPIC/Learning Content: Geometry

The learner visualizes and describes the different

Learning Competencies solid figures: cube, prism, pyramid, cylinder,
cone, and sphere. M6GE-IIIa-27

Learning Outcomes What to attain or realize?

The learner demonstrates understanding of solid

Content Standards
figures.

The learner is able to construct and describe the

Performance Standards different solid figures: cube, prism, pyramid,
cylinder, cone, and sphere.

Learning resources What to use?

• Teacher’s Guide in Math Gr. 7, p. 360, 363

• 21 st Century Mathletes 6, pp. 166-199
• Mathletes 6 textbook, video clip, power
point presentation

Procedures What to do?

Before the lesson • Prayer
• Greetings
• Checking of attendance

Mental Computation: Solving for Perimeter and

Area

Game 1
a) Divide the class into 6 groups. (per column)
b) Teacher provides an illustration board for each
group.
c) Teacher flashes a picture of a plane figure with
given measurements of sides.
14 cm

5 cm

d) The first student from each group solves for the

perimeter and area of the given figure. He/she
writes his/her answer on the illustration board
provided for each group.
e) The first to give the correct answers (with the
proper labels) and raises his/her board first, gets
2 points.
f) Continue the game until everyone in the column
has participated.
g)The group with the most number of points wins.
 2. Review the previous lesson.

Give 2 examples.

The lesson proper Imagine that we have an aquarium and a wooden

box. If we will fill up both of them with water until
they become entirely full, which of them will take
more amount of water? Explain.

Based on the illustration, the aquarium will take a

greater
amount of water as compared to the wooden box
because it has more space to hold more amount of
water. These objects are examples of solid figures.
(Show the video of the song “3D
shapes I know”)

The big box below is another example of a solid

figure. What kind of solid figure is this?

Look at the illustration of the box and try to

answer the ff. Question.

What is the shape of the bottom part of box? Is it

the same with the shape of the top part? What is
the right side of the box? Does it have same shape
with the one on the left side?
Do the back and front sides of the box have the
same shape?
Objects in the real world are called three-
dimensional if they have length, width and height.
In Mathematics, the three- dimensional objects
are known as solid figures.

Discuss the content on pages 189- 193 of their

Mathletes Textbook
 Discuss the solid figures:

Identify the spatial figure

represented by the following:
1. ball
2. globe
3. funnel
4. test tube
5. tent
6. dice

Group Activity: Give 5 objects that are models of

the following spatial figures:
1. cone
2. cylinder
3. cube
4. prism
5. sphere

What are the different spatial figures. Describe

each one.
What are their common characteristics? Give
examples of real life objects that represent each
spatial figure.

After the lesson Assessment

A. Draw in your notebook objects that resemble
the following space figures.

1)

2)

3)

4)

5)

B. Name the spatial figures that resemble the

following
objects below:

1) box
2) ball
3) dice
4) ice cream cone
5) globe
6) tin can
7) camping tent
8) funnel
9) water pipe
10) glass
 s

My Assessment Tasks

Choose the letter of the correct answer.

1. Which is a blueprint of the daily instructional activities of
the teacher?
A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials

2. Which refers to the materials used to enrich classroom

instruction?
A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources

3. Which can be given as an optional activity to reinforce

students' learning?
A. Art work C. Assignment
B. Activities D. Assessment

4. Why is Learning Plan important?

A. It keeps teachers on cue.
B. It is a requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.

5. Which plan is used by teachers who are new in the service

or those who have less than a year of teaching
experience?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities

6. Which assessment task is aligned to this competency:

"identify a classroom routine?
A. Is classroom routine necessary for class order and
discipline?
B. Give an example of a classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?
 My Learning Artifact(s)

Request three (3) samples of Learning Plans from various schools with
different formats. You may also wish to surf the net for some samples.
Acknowledge the source.

Learning Plan # 1 from:

Ofhel Del Mundo
Master Teacher from DepEd
 Learning Plan #2 from:
Wilson S. Parayaoan
Teacher III from Malaya Elementary School
 Learning Plan #3 from:
Belen P. Pito
Fatima National High School
 My Scoring Rubric

Approaching Meets Does Not Meet

Meets Standard
INDICATORS Standard of Acceptable Acceptable
of Excellence
Excellence Standard Standard

CRITERIA
4 3 2 1
• Has all the • Has some • Has minimal • No aspect of
aspects of aspects of aspects of work work meets
work that work that that meet level level of
exceed level of exceed level expectation. expectations.
Performance
expectation. of expectation.
• With some • Has errors
Tasks
• Shows • Demonstrates errors and omissions and
exemplary solid MASTERY is misconceptions
performance performance not thorough
and
understanding

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

The piece/s of The piece/s of The piece/s of The piece/s of the

evidence of evidence of evidence of piece/s of
learning is/ are learning is/are learning is/are evidence of
Learning
aligned with aligned with aligned with ONE learning is/are
Artifacts
learning SOME of the of the learning NOT aligned with
outcomes. learning outcomes. the learning
outcomes. outcomes.

The learning The learning The learning tasks The learning

Creativity and tasks are done tasks are done are done quite tasks are poorly
Resourcefulness very creatively creatively and creatively and done and need
and resourcefully. resourcefully. resourcefully. improvement.

The assigned The assigned The assigned The assigned

learning tasks learning tasks learning tasks are learning tasks
Submission of are submitted on are submitted a submitted 2 days are submitted 3
Requirements or before the day after the after the deadline. days or more
deadline. deadline. after the
deadline.

MY TOTAL SCORE

___________________________
Signature of Practicum Supervisor