Instructional Plan (iPan) Tool_v.

05

Instructional Planning is the process of systematically planning, developing, evaluating, and managing
the instructional process by using principles of teaching and learning (DepED Order No. 42, s. 2016).
iPlan No.: Learning Grade Level: Quarter: Duration: __mins.
Area:
Learning Competency/ies: Code:
(Taken from the Curriculum
Guide)
Key Concepts /
Understandings to be
Developed

I. Terminal Learning Objectives (TLO)

A. Cognitive Domain
Knowledge - The fact or condition of knowing something with familiarity gained through experience or association .
Category Behavioral Verbs What should learners know?
Creating generate, hypothesize, plan, design, develop,
The learner can put elements together to form produce, construct, formulate, assemble, devise
a functional whole, create a new product or
point of view
B. Psychomotor Domain
Skills (manual or physical skills) - The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and
adaptively carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something.
Category Behavioral Verbs What should learners do with what
they know?
Origination arrange, build, combine, compose, construct,
Creating new movement patterns to fit a create, design, initiate, make, originate
particular situation or specific problem.
Learning outcomes emphasize creativity based
upon highly developed skills.
C. Affective Domain
Attitude – The growth in feelings or emotional areas and a settled way of thinking or feeling about someone or something, typically one that is
reflected in a person’s behavior.
Category Behavioral List of Attitudes What Attitude can be integrated in
Verbs the lesson?
Internalizing values act, self-esteem, self-confidence, wellness, respect,
(Characterization): Has a discriminate, honesty, personal discipline, perseverance,
value system that controls
display, sincerity, patience, critical thinking, open-
their behavior. The
behavior is pervasive, influence, mindedness, interest, courteous, obedience,
consistent, and predictable. listen, hope, charity, fortitude, resiliency, positive
Instructional objectives are modify, vision, acceptance, determined, independent ,
concerned with the
perform, gratitude, tolerant, cautious, decisive, self-
student's general patterns
of adjustment (personal, practice, control, calmness, responsibility, accountability,
social, emotional). propose, industriousness, industry, cooperation,
qualify, optimism, satisfaction, persistent, cheerful,
question, reliable, gentle, appreciation of one’s culture,
revise, globalism, compassion, work ethics, creativity,
serve, entrepreneurial spirit, financial literacy, global,
solve, solidarity, making a stand for the good,
verify voluntariness of human act, appreciation of
one’s rights, inclusiveness, thoughtful,
seriousness, generous, happiness, modest,
authority, hardworking, realistic, flexible,
considerate,
sympathetic, frankness
D. Affective Domain
Values - A learner's principles or standards of behavior; one's judgment of what is important in life. It goes beyond the learner’s life on earth. It
includes more than wealth and fame, and would affect the eternal destiny of millions. It is advocated to intentionally in order to add value to people every
day.
Category Behavioral List of Values What Values can be integrated in the
Verbs lesson?
Internalizing values act, 1. Maka-Diyos
(Characterization): Has a discriminate, love of god, faith, trusting, spirituality, inner
value system that controls
display, peace, love of truth, kindness, humble
their behavior. The
behavior is pervasive, influence, 2. Maka-tao
consistent, and predictable. listen, concern for others, respect for human rights,
Instructional objectives are
modify, gender equality, family solidarity, generosity,
concerned with the
student's general patterns perform, helping, oneness
of adjustment (personal, practice, 3. Makakalikasan
social, emotional). propose, care of the environment, disaster risk
qualify, management, protection of the environment,
question, responsible consumerism, cleanliness,
revise, orderliness, saving the ecosystem,
serve, environmental sustainability
solve, 4. Makabansa
verify peace and order, heroism and appreciation of
heroes, national unity, civic consciousness, social
responsibility, harmony, patriotism,
productivity
II. Content:
III. Learning Resources:
IV. Procedures
1. Introductory Activity (__minutes). This part introduces the lesson content. Although at times optional, it is usually included to serve 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.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Instructions
Contextualization
C Remembering identify, retrieve, 1. What Local Heritage
Theme/s that can be used to
recognize, duplicate, list,
contextualize the lesson?
O memorize, repeat, A. Annual Rites (Festivals, and
describe, reproduce Rituals (Historical/Religious
G Understanding interpret, exemplify, Festivals, Local Cultural
Festivals, Local
classify, summarize, Delicacies/Products Festivals,
N infer, compare, explain, Rituals, Wedding Ritual, Palihi
paraphrase, discuss Ritual, Burial Ritual)
I Applying execute, implement, B. Literary Anthologies Written
In Local Language (BALITAW,
demonstrate, dramatize, BALAK, Folktales/ Short Stories,
T interpret, solve, use, Local Heroes)
illustrate, convert, C. Historical Events (Indigenous
I discover Materials, Indigenous Cultural
Communities/ Indigenous
Analyzing differentiate, distinguish, People, Indigenous Games)
V compare, contrast, D. Topography, Flora/ Fauna
organize, outline, (Falls, Mountains, River, Cave,
E attribute, deconstruct Trees, Flower, Fauna)
E. Food & Local products
Evaluating coordinate, measure, G. Role Model Family
detect, defend, judge,
argue, debate, describe, 2. What core/enduring values
that can be used to
critique, appraise,
contextualize the curriculum?
evaluate a) Maka-Diyos
P Perception choose, describe, detect, Love of God, Faith, Trusting,
differentiate, distinguish, Spirituality, Inner Peace, Love
of truth, Kindness, Humble
S identify, isolate, relate, b) Maka-tao
select Concern for Others, Respect for
Y Set begin, display, explain, human rights, Gender equality,
move, proceed, react, Family Solidarity, Generosity,
Helping, Oneness
C show, state, volunteer c) Makakalikasan
Guided copy, trace, follow, react, Care of the environment,
H Response reproduce, respond Disaster Risk Management,
Protection of the Environment,
Mechanism assemble, construct, Responsible Consumerism,
O dismantle, display, Cleanliness, Orderliness, Saving
fasten, fix, heat, the ecosystem, Environmental
M manipulate, measure, sustainability
d) Makabansa
mend, mix, organize, Peace and order, Heroism and
O sketch Appreciation of Heroes,
Complex overt Skills demonstrated are National Unity, Civic
T response the same with Consciousness, Social
responsibility, Harmony,
mechanism. However, Patriotism, Productivity
O adjective must be added
to indicate better, 3. What community situations
R quicker, and more can be used to contextualize
the curriculum?
accurate performance
 Adaptation alter, change, rearrange, a) weather condition/climate
b) traditions
reorganize, revise, vary,
c) beliefs
modify d) livelihood
A Receiving ask, choose, describe, e) advancement of technology
Phenomena erect, follow, give, hold,
F identify, locate, name,
point to, reply, select, sit,
F study, use
Responding to aid, answer, assist,
E Phenomena comply, conform,
discuss, greet, help,
C label, perform, practice,
present, read, recite,
T report, select, tell, write

I Valuing work, complete,

demonstrate,
V differentiate, explain,
follow, form, initiate,
E invite, join, justify,
propose, read, report,
select, share, study
Organization adhere, alter, arrange,
combine, compare,
complete, defend,
explain, formulate,
generalize, identify,
integrate, modify, order,
organize, prepare, relate,
synthesize
2. Activity/Strategy (__ minutes). This is a direct purposeful experience and an interactive strategy to elicit learner’s 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 ,
debates, journal writing, conferences, essays, stories, poems, storytelling, listening activities, reading, calculations, experiments, comparisons, number games, using
evidence, formulating and testing hypothesis, deductive and inductive reasoning, concept maps, graphs, charts, art products, metaphorical thinking, visualization
videos, slides, visual presentations, athletic activities, manipulatives, hands-on demonstrations, miming/mimicking/representing, playing music, singing, rapping,
whistling, clapping, analyzing sounds and music, community-involvement projects, cooperative learning, team games, per tutoring, social activities, sharing, student
choice, journal writing, self-evaluation, personal instruction, independent study, ecological field trips, environmental study, caring for plants and animals, outdoor
work, pattern recognition, and the like may be created. Clear instructions should be considered in this part of the lesson.
The Framework in Selecting Activities for Differentiated Instruction is presented below:
Climate Knowing the Assessment Learning Tasks
Learners
• Nurturing • Complex • Learning Styles • Traditional Assessments- refer to conventional methods of testing, usually TAPS
• Inclusive • Challenging • Thinking Styles standardized and use pen and paper with multiple-choice, true or false or • Total Group
• Multi-sensory • Questioning  Mastery Level of matching type test items. • Alone
• Stimulating Competency • Authentic assessments - refer to assessments wherein students are asked to • Paired
 Gender perform real-world tasks that demonstrate meaningful application of what they • Small Group
have learned.
The Instructional Strategy to be used could be as follows:
Constructivist Inquiry-Based Reflective Collaborative Integrative
• include activities that • utilized activities that are • include activities that • include • include • provide historical
promote active learning mentally engaging and promote deeper questions for activities and backgrounds for each
• use graphic Interesting exploration of the meaningful exercise for idea/skill
organizers to help • provide activities for practice content discussion group • include activities and
learners understand and feedback • promote divergent • integrate • encourage questions that require
the concepts • use questions that are thinking thought-provoking cooperation leaners to examine
• consider the thought-provoking • promote critical ideas and among students connections to other
background knowledge • use activities for thinking and creativity challenging • provide disciplines
and prior experiences differentiated learning • seek deeper activities opportunities for • use varied activities based
of the learners • provide examples, understanding and • allow the group planning on the learning styles
• include pre- explanations, and illustrations appreciation learners to do and of the learners
assessment activities that are relevant to the of concepts independent evaluation • focus on concept learning
contexts of the learners study
E n a b l e r s
Domain/ Behavioral Curriculum Learning Styles Gender and Learner Instructions for
Categories Verbs Contextualiza Characteristics Diverse
tion Visual Auditory Kinestheti Boys Girls Learners
Modality Modality c/Tactile
Modality
C Rememb identify, 1. Local Heritage - Learner - Learner’s - Learner - Show more - Generally
Theme/s can be remembers papers and starts a areas in the demonstra
ering retrieve, brain
used to informatio notebooks project te a focus
O recognize, contextualize the n better if always seem before dedicated to on verbal-
duplicate, lesson: he/she messy. reading the spatial- emotive
writes it - When directions. mechanical processing
G list,
 memorize, A. Annual Rites down. Iearner - Learner strengths - Girls are
(Festivals, and - Learner reads, hates to sit - Often generally
N repeat, misdiagnosed
Rituals looking at he/she at a desk for hardwired
describe, (Historical/Religio the person needs to use long periods with learning to be less
I reproduce us Festivals, Local helps keep his/her of time. disabilities impulsive,
Cultural Festivals, him/her index finger - Learner and attention- enabling
Understa interpret, deficit issues
Local focused. to track the prefers first them to sit
T nding exemplify, - Boys’ brains
Delicacies/Produc - Learner place on the to see still, focus,
classify, need more
ts Festivals, needs a line. something read, and
rest times
I summarize, Rituals, Wedding quiet place - Learner done and during a day write at an
infer, Ritual, Palihi to get my doesn’t then to do it of learning. earlier age
Ritual, Burial work done. follow him/herself. - Girls’
V compare, - Boys are
Ritual) - When a written - Learner hardwired to hardwiring
explain, B. Literary learner directions uses the trial be single-task demonstra
E paraphrase, Anthologies takes a well. and error focused tes
discuss Written In Local test, - If learner approach to - Many boys strength in
Language he/she can hears problem- have a multitaskin
Applying execute, (BALITAW, see the something, solving. difficult time g
implement, BALAK, Folktales/ textbook he/she will - Learner sitting still to - Girls, on
demonstrat Short Stories, page in remembers likes to read hear the the other
Local Heroes) his/her it. his/her teacher’s hands, are
e, story, as they
C. Historical head. - Writing has textbook more
dramatize, Events - Learner always been while riding are predispose
interpret, (Indigenous needs to difficult for an exercise movement- d to
driven
solve, use, Materials, write down the learner. bike.
(kinesthetic)
cooperativ
illustrate, Indigenous directions, - Learner - Learner e
in their
Cultural not just often takes negotiatio
convert, Communities/ take them misreads frequent
learning
n, have a
process
discover Indigenous verbally. words from study - “Boys do much
Analyzin differentiate People, - Music or the text- breaks. their best easier time
g , Indigenous backgroun (i.e.,“them” - Learner work when with
Games) d noise for “then”). has a teachers impulse
distinguish, D. Topography, distracts - Learner difficult time establish control,
compare, Flora/ Fauna learner would giving step- authentic and can sit
contrast, (Falls, Mountains, attention rather by-step purpose and “criss-
River, Cave, from the listens and instructions. meaningful, cross-
organize, real-life
Trees, Flower, task at learns than - Learner apple-
outline, Fauna) hand. reads and enjoys connections.” sauce” in
attribute, E. Food & Local - Learner learns. sports and (Gurian, the reading
2006).
deconstruct products doesn’t - Learner is does well at
- Topics of
circle with
G. Role Model always get not very several ease
Evaluatin coordinate, learning
Family the good at different - Girls tend
g measure, particularly
meaning of interpreting types of to
interesting to
detect, 2. Core/enduring a joke. an sports. boys include verbalize
defend, values that can - Learner individual’s - Learner ideas they during
be used to doodles body uses his/her problem
judge, can directly
contextualize the and draws language. hands when apply to their solving via
argue, curriculum: pictures on - Pages with describing lives (science cooperatio
debate, A. Maka-Diyos the small print things. projects n and
describe, Love of God, margins of or poor - Learner involving the interactive
Faith, Trusting, his/her quality has to germination learning
critique, of a seed,
Spirituality, Inner notebook copies are rewrite or
appraise, Peace, Love of pages. difficult for type his/her etc.).
evaluate truth, Kindness, - Learner learner to class notes - Allow boys
Humble has trouble read. to reinforce to choose
P Percepti choose, topics in
B. Maka-tao following - Learner’s the material.
on describe, Concern for lectures. eyes tire reading that
S detect, Others, Respect - Learner quickly, appeal to
them
differentiate for human rights, reacts very even though
(superheroes,
Y , Gender equality, strongly to his/her
nonfiction
Family Solidarity, colors. vision check-
distinguish, Generosity, up is always
works, etc.).
C identify, Helping, Oneness fine.
isolate, C.
H relate, Makakalikasan
Care of the
select environment,
O Set begin, Disaster Risk
display, Management,
M explain, Protection of the
Environment,
move, Responsible
O proceed, Consumerism,
react, show, Cleanliness,
T state, Orderliness,
Saving the
volunteer ecosystem,
O Guided copy, trace, Environmental
Respons follow, sustainability
R e react, D. Makabansa
Peace and order,
reproduce, Heroism and
respond Appreciation of
Mechani assemble, Heroes, National
Unity, Civic
sm construct,
Consciousness,
dismantle,
 display, Social
responsibility,
fasten, fix,
Harmony,
heat, Patriotism,
manipulate, Productivity
measure,
3. Community
mend, mix,
situations can be
organize, used to
sketch contextualize the
Complex Skills curriculum:
a) weather
overt demonstrat condition/climate
response ed are the b) traditions
same with c) beliefs
mechanism. d) livelihood
e) advancement
However, of technology
adjective
must be
added to
indicate
better,
quicker, and
more
accurate
performanc
e
Adaptati alter,
on change,
rearrange,
reorganize,
revise, vary,
modify
A Receivin ask, choose,
g describe,
F Phenom erect,
ena follow, give,
F hold,
identify,
E locate,
name, point
C to, reply,
select, sit,
T study, use
Receivin ask, choose,
I g describe,
Phenom erect,
V ena follow, give,
hold,
E identify,
locate,
name, point
to, reply,
select, sit,
study, use
Respondi aid, answer,
ng to assist,
Phenom comply,
ena conform,
discuss,
greet, help,
label,
perform,
practice,
present,
read, recite,
report,
select, tell,
write

Valuing work,
complete,
 demonstrat
e,
differentiate
, explain,
follow,
form,
initiate,
invite, join,
justify,
propose,
read,
report,
select,
share, study
Organiza adhere,
tion alter,
arrange,
combine,
compare,
complete,
defend,
explain,
formulate,
generalize,
identify,
integrate,
modify,
order,
organize,
prepare,
relate,
synthesize

Multiple Descriptions Instructions

Intelligences
Visual-Spatial Think in terms of physical space, as do architects and sailors. Very aware of their
environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can
be taught through drawings, verbal and physical imagery. Tools include models,
graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs.
Bodily- Use the body effectively, like a dancer or a surgeon. Keen sense of body awareness.
kinesthetic They like movement, making things, touching. They communicate well through body
language and be taught through physical activity, hands-on learning, acting out, role
playing. Tools include equipment and real objects.
Musical Show sensitivity to rhythm and sound. They love music, but they are also sensitive to
sounds in their environments. They may study better with music in the background.
They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out
time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
Interpersonal Understanding, interacting with others. These students learn through interaction.
They have many friends, empathy for others, street smarts. They can be taught
through group activities, seminars, dialogues. Tools include the telephone, audio
conferencing, time and attention from the instructor, video conferencing, writing,
computer conferencing, E-mail.
Intrapersonal Understanding one's own interests, goals. These learners tend to shy away from
others. They're in tune with their inner feelings; they have wisdom, intuition and
motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative
materials, diaries, privacy and time. They are the most independent of the learners.
Linguistic Using words effectively. These learners have highly developed auditory skills and
often think in words. They like reading, playing word games, making up poetry or
stories. They can be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape recorders, and
lecture.
Logical - Reasoning, calculating. Think conceptually, abstractly and are able to see and explore
Mathematica patterns and relationships. They like to experiment, solve puzzles, ask cosmic
l questions. They can be taught through logic games, investigations, mysteries. They
need to learn and form concepts before they can deal with details.
3. Analysis (__minutes). 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.
E n a b l e r s
Domain/Categories Behavioral Verbs Curriculum Essential/Main Questions
Contextualization (Aligned with content and
performance standards)
C Remembering identify, retrieve, recognize, duplicate, list, 1. What Local Heritage
Theme/s that can be used
memorize, repeat, describe, reproduce
to contextualize the lesson?
O Understanding interpret, exemplify, classify, summarize, infer, A. Annual Rites (Festivals,
compare, explain, paraphrase, discuss and Rituals
G (Historical/Religious
Applying execute, implement, demonstrate, dramatize, Festivals, Local Cultural
interpret, solve, use, illustrate, convert, Festivals, Local
N Delicacies/Products
discover
Festivals, Rituals, Wedding
Analyzing differentiate, distinguish, compare, contrast, Ritual, Palihi Ritual, Burial
I
organize, outline, attribute, deconstruct Ritual)
B. Literary Anthologies
T Evaluating coordinate, measure, detect, defend, judge, Written In Local Language
argue, debate, describe, critique, appraise, (BALITAW, BALAK,
I evaluate Folktales/ Short Stories,
Local Heroes)
C. Historical Events
V (Indigenous Materials,
Indigenous Cultural
E Communities/ Indigenous
People, Indigenous Games)
D. Topography, Flora/
P Perception choose, describe, detect, differentiate, Fauna (Falls, Mountains,
distinguish, identify, isolate, relate, select River, Cave, Trees, Flower,
S Fauna)
Set begin, display, explain, move, proceed, react, E. Food & Local products
show, state, volunteer G. Role Model Family
Y
Guided copy, trace, follow, react, reproduce, respond
2. What core/enduring
Response values that can be used to
C
Mechanism assemble, construct, dismantle, display, fasten, contextualize the
curriculum?
H fix, heat, manipulate, measure, mend, mix, a) Maka-Diyos
organize, sketch Love of God, Faith,
O Complex overt Skills demonstrated are the same with Trusting, Spirituality, Inner
response mechanism. However, adjective must be Peace, Love of truth,
Kindness, Humble
M added to indicate better, quicker, and more b) Maka-tao
accurate performance Concern for Others,
O Adaptation alter, change, rearrange, reorganize, revise, Respect for human rights,
vary, modify Gender equality, Family
Solidarity, Generosity,
T Helping, Oneness
c) Makakalikasan
O Care of the environment,
Disaster Risk Management,
Protection of the
R Environment, Responsible
A Receiving ask, choose, describe, erect, follow, give, hold, Consumerism, Cleanliness,
Phenomena identify, locate, name, point to, reply, select, Orderliness, Saving the
ecosystem, Environmental
F sit, study, use sustainability
Responding to aid, answer, assist, comply, conform, discuss, d) Makabansa
F Phenomena greet, help, label, perform, practice, present, Peace and order, Heroism
and Appreciation of
read, recite, report, select, tell, write
Heroes, National Unity,
E Civic Consciousness, Social
Valuing work, complete, demonstrate, differentiate, responsibility, Harmony,
C explain, follow, form, initiate, invite, join, Patriotism, Productivity
justify, propose, read, report, select, share,
3. What community
T study situations can be used to
Organization adhere, alter, arrange, combine, compare, contextualize the
I complete, defend, explain, formulate, curriculum?
a) weather
generalize, identify, integrate, modify, order, condition/climate
V organize, prepare, relate, synthesize b) traditions
c) beliefs
E d) livelihood
e) advancement of
technology
Transition Question
Statement
 Others
4. Abstraction (__minutes). 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 (individual, paired, small group) that summarizes the learning highlighted from the activity, analysis, and new inputs in this part of the
lesson.
1. Present here the key concepts/understanding you want the learners to develop. Do this in an interactive manner (direct
and purposeful experience for the learners).

2. Let the learners (Add here the objective for Knowledge) using the (state here what you will use: activity sheet, template,
table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

4. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

5. Application (__minutes). This part is structured to ensure the commitment of the learners to do something to apply their new learning in their own
environment.
1. Let the learners (Add here the objective for Skill) using the (state here what you will use: activity sheet, template, table,
etc.) with clear instructions provided.

2. When applicable, Let the learners (Add here the objective for Attitude) using the (state here what you will use: activity
sheet, template, table, etc.) with clear instructions provided.

3. When applicable, Let the learners (Add here the objective for Values) using the (state here what you will use: activity sheet,
template, table, etc.) with clear instructions provided.

6. Assessment (__minutes).
and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). The Teacher may choose any from the Assessment Methods below:
Assessment Methods
Are the ways you gather evidence of a
learner’s progress over time. The four
assessment methods commonly used
to find out what learners know and
understand (knowledge) and what
they can do (skills) are:
a) Observation
(Teachers make formal and informal
observations of learners’ performance
or behaviors based on assessment
criteria)
b) Talking to Learners /
Conferencing
(Teachers talk to and question
learners to gain insights on their
understanding and progress and to
clarify their thinking; often referred to
as conferencing)
c) Analysis of Learners’
Products
(Teachers judge the quality of
products created by learners
according to agreed criteria)
d) Tests
(Teachers set quizzes to determine
learners’ ability to demonstrate
mastery of a skill or knowledge and
understanding of content)
7. Assignment (__minutes). Fill-in below any of the four purposes of the assignment:
Assessment is for the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate
Sample Assessment Specific Instructions
Activities
Investigative activities,
Role Play, Oral
Presentations, Dances,
Musical Performances,
Skill Demonstrations,
Group Activities (e.g.
Choral Reading),
Debates, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiments
Hands-on Math
Activities, Written Work
and Essays, Picture
Analyses, Comic Strips,
Panel Discussions,
Interviews, Think-Pair-
Share Activities, Reading
Worksheets for all
learning areas, Essays,
Concept Maps/Graphic
Organizers, Projects,
Models, Artworks, Multi-
media Presentations,
Products made in
technical-vocational
learning areas
Skills Performance Tests,
Practicum, Pen and
Paper Tests, Pre and
Post Test, Diagnostic
Tests, Oral Tests

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

  Enhancing / improving the day’s lesson

 Preparing for the new lesson

8. Wrap-up/Concluding Activity (__minutes).

Describe how you will complete the lesson and bring the work to a
conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new
learning.
V. Remarks - Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.
(Note: This part is accomplished after lesson presentation.)

VI. Reflections - Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
(Note: This part is accomplished after lesson presentation.)
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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Bibliography

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others