SLRP Sample

2023 In-Service Training (INSET) for JHS Private School Teachers
“Achieving Students’ Mastery and Differentiating Instruction for Standards- based Learning Recovery”
STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE*
Directions:
Make a plan for undertaking learning recovery in your school by completing the table below. Check your plan for alignment across columns and review other
indicators given for the rubric of this plan.
SUBJECT: TLE- ICT GRADE: 8 QUARTER: 1st
TOPIC: Cascading Style Sheet TEACHER(S): Mrs. Arevalo, Ms. Estreber, Ms. Jaropojop, and Mr. Cabigas
1 2 3 4 5 6 7 8 9 10
Missed Current Existing Stand Alone Mastery Expectations Mastery Rubric Focus Intervention or Plan For Timeline
Standard Standard Curricula or Layered In & Skill Breakdown Expectations & Skill Remediation Curricula for
and LCs and LCs r *Standards/ Breakdown Strategies and r Teaching
Materials LCs that are stand *Standards/ Action Materials
alone LCs that are merged
(as stated in column 1) (as stated in column 4)
What previous What is the How is the Will the missed What is the mastery What is the mastery What rubric What intervention How will existing What month,
standard and standard and missed standard or partially expectation? Skills expectation? Skills required indicators closely or remediation curricular materials be unit/module,
LCs were learning or partially covered required to master the to master the missed or align? What will strategies, action, transferred, updated, and/or
missed or competencies at covered standard and missed or partially partially covered standard be the focus resources and tools or added to lessons will
partially the current standard and LCs stand alone covered standard and LCs and LCs merged with the indicators during will be used to accomplish the the missing
covered? grade level that LCs addressed in teaching, or that will be taught current grade level assessment? achieve mastery intervention or or partially
build on the in existing can it be layered separately? standard and LCs? and the rubric remediation action and covered
missed standard curricular in with current State the corresponding State the corresponding indicators? (e.g. integrate the missed or standard and
and LCs? materials? grade-level Learning Targets Learning Targets mini-lesson, partially covered LCs be
standard and interventions, RTI, standard and LCs? covered?
LCs? If merged, core, flex-day, after What resources are What is the
state the merged school) needed to check on time period
LC. What are the students’ progress to for doing the
explicit and mastery? actions and
systematic How can technology checking on
procedures and be used to follow-up results of
how is scaffolding on or enhance student assessment?
and mastery?
differentiation
done?
Previous Current In order for The N/A The students are *see rubric The Transferring, This will
Grade Level Grade Level the student previous expected to: below with intervention updating or be done
LC: LC: to insert the grade 1. Name the scoring or adding during the
TLE-ICTC TLE-ICTC internal, level’s basic criteria remediation curricular third week
P7-10CSSI P7-10CSSI external, partially structure of strategies materials will be of the first
IIc-2 Q3 c-2 Q1 and inline covered LC HTML. for using the done through quarter.
they need may be 2. Identify the basic activity
Identify the Inserting the to identify layered in basic structure of worksheet with
HTML inline, the basic teaching of structure of HTML with a steps that they
structures. internal and structure of the current HTML. Cascading need to fill in.
external HTML. grade 3. Use the basic Style Sheets.
CSS. level’s LC. structure of Resources to
HTML with (<!Doctype check on
Possible Cascading html>, student’s
Merged LC: Style Sheets. progress to
4. Use <html>, mastery will be
Use HTML appropriately <head>, Self-Evaluation
document the HTML <title>, through the use
inserting document <body>). of structure
internal, inserting the In Grade 8 given to
external, Cascading will be measure the
and inline. Style Sheet addressed by student’s
(internal, a series of readiness to
external, and scaffolded successfully do
inline). activities the task.
Corresponding which will
Learning Targets: lead to use
1. I can name appropriately
the basic the HTML
document
structure of with
HTML. Cascading
2. I can Identify Style Sheets.
the basic (Internal,
structure of external, and
HTML. Inline) based
3. I can use the on the basic
basic HTML structure of
document the HTML.
with
Cascading
Style Sheets.
4. I can use
appropriately
the basic
structure of
HTML
inserting
Cascading
Style Sheets.
(Inline,
External, and
Internal).
*adapted from National Institute for Excellence in Teaching (NIET)
TABLE OF REAL CRITERIA

PREVIOUS GRADE Readiness: The Endurance: The Assessment: The standard Leverage: The standard and LC
LEVEL standard and LC is standard and LC has a and LC are part of national are needed by or practiced in
STANDARDS AND required for learning lifelong application in assessments and tests like other subjects.
LCS MISSED OR skill in the next different real-world university admission exams.
PARTIALLY grade level. situations.
COVERED
Identify the HTML YES YES YES YES
structures.
RUBRIC WITH SCORING CRITERIA
Performance Indicator Emerging Developing Proficient Distinguish
Name the basic I can cite the I can cite the following I can name the basic I can name and recognize basic
structure of HTML. DOCTYPE part of parts of HTML structures (doc type, html, structures of HTML.
HTML structure. structures. title, body) of HTML.
Identify the basic I can cite the following I can name the basic I can identify the basic I can recognize the steps in
structure of HTML. parts of HTML structures of HTML. structure of HTML. inserting the style sheet (Inline,
structures External, and Internal).
Use the basic structure I can name the I can identify the steps I can use the basic structure I can use appropriately the steps in
of HTML with different parts of basic in structuring the of HTML with Cascading inserting style sheets.
Cascading Style Sheets structures of HTML. HTML with inserting Style Sheet.
the style sheet
Use the basic structure I can name the basic I can identify the basic I can use the basic structure I can use appropriately the HTML
of HTML with structure of HTML. structure of HTML. of HTML with Cascading document with Cascading Style
Cascading Style Style Sheets. Sheets. (Internal, external, and
(<!Doctype html>, Inline).
Sheets. (Internal, (<!Doctype html>, (<!Doctype html>,
Inline, and External). <html>, <head>,
<html>, <head>, <html>, <head>,
<title>, <body>).
<title>, <body>). <title>, <body>).
MASTERY LEARNING TARGETS (I SCAFFOLD TYPE: Chunking and Modelling Completion NUMBER OF
EXPECTATIONS FOR can + verb/skill + noun/fact) SCAFFOLD FORM: Procedural MEETINGS
PREVIOUS GRADE DIFFERENTATION: Content and Process
LEVEL’S MISSED
PARTIALLY COVERED
STANDARDS AND
COMPETENCIES
Identify the HTML 1. I can name the EXPLICIT AND SYSTEMATIC PROCEDURES: 2
structures. basic structure of (Quarter 1
Week 3)
HTML. MODELING PROCEDURES:
2. I can Identify the
basic structure of Meeting 1: HTML STRUCTURE
HTML.
3. I can use the basic
HTML document
with Cascading
Style Sheets.
4. I can use
appropriately the
basic structure of
HTML inserting
the Cascading
Style Sheets.
(Inline, External,
and Internal).
Figure 1: (HTML Structure)
OUTPUT 1
Face to face
1. The teacher demonstrates the basic structure of HTML (see figure
1).
2. Teacher: Class here is the sample structure of HTML document.
You can practice this using Notepad ++. You can visit this site.
HTML Styles CSS (w3schools.com)
3. To be guided please watch this video: 6: How Do We Include CSS
In Our HTML | Learn HTML and CSS | Learn HTML & CSS Full
Course - YouTube
Meeting 2: Inserting Cascading Style Sheets

Figure 2: (Inline CSS)
1. Here is the structure of Inline CSS (see figure 2).

2. First, is you have to construct the basic structure of HTML, and
insert Inline CSS within the body. For example, if you want to
change the color of the heading all you need to do is to type style
in the properties, like this (<h1 style="color:blue;">A
Blue Heading</h1>).
3. After that you can see the output using Inline CSS.
Output 2:
Figure 3: (Internal CSS)
1. Here is the structure of Internal CSS (see figure 3).

insert Internal CSS within the body. For example, the set text
color of all the <h1> elements to blue, and the text color all the
<p> elements to red. In addition, the page will be displayed with a
“powderblue” background color.
3. After that you can see the output using Internal CSS.
Output 3:
Figure 4: (External CSS)
1. Here is the structure of External CSS (see figure 4).

insert External CSS within the body. For example, is to use an
external style sheet, add a link to it in the <head> section of each
HTML page.
3. After that you can see the output using Internal CSS.
The external style sheet can be written in any text editor. The file must
contain any HTML code, and must be saved with a .css extension.
Here is what the “styles.css” file looks like.
Take note when we link our external css make sure that your file
name is the same with the href.
Step 1: Open another text editor.

Step 2: Do the basic structures of HTML.
Step 3: Insert the following syntax (<link rel=”stylesheet”
href=”styles.css”media=”screen”>).
Step 4: Link the file.
GUIDED PRACTICE PROCEDURE: HTML Structure

FACE TO FACE
HTML STRUCTURE
1. The teacher led instruction.
2. The teacher uses direct instruction to teach the whole class a
lesson through HTML Structure.
<!DOCTYPE html>
<html>
<head>
<title>HEADING EXAMPLE</title>
<h1> I love Computer Subject </h1>
</head>
<body>
<p></p>
</body>
</html>
3. Instruct the student to insert the Inline, External, and internal style
in the given example with the guide of the teacher to facilitate the
learners work.
Directions: Using this structure insert the different CSS style sheet.
Inline Activity
<!DOCTYPE html>
<html>
<head>
</head>
<body>
“Write your text here”
<p “Write your text here”>
</p>
</body>
</html>
Internal Activity
<!DOCTYPE html>
<html>
<head>
<style>
</head>
<body>
</body>
</html>
External Activity
<!DOCTYPE html>
<html>
<head>
</head>
<body>
</body>
</html>
INDIVIDUAL WORK PROCEDURES:

Directions: Using the worksheet below supply the different steps in basic
structuring of HTML document and inserting style sheet.
1. (Inserting Inline Style Sheet)

Show the figure of basic structure of HTML and insert the Inline
Style Sheet to the specific element.
Step 1:
<!DOCTYPE html>
<head>
Step 2: ______________________
Step 3: ______________________
</head>
<body>
Step 4: ___________________
</body>
</html>
2. (Inserting Internal Style Sheet)
Show the figure of basic structure of HTML and insert the
Internal Style Sheet to the specific element.
Step 1:
<!DOCTYPE html>
_____________________________________
<head>
Step 2: ______________________
Step 3: ______________________
</head>
<body>
Step 4: ___________________
</body>
</html>
3. (Inserting External Style Sheet)

Show the figure of basic structure of HTML and insert the
External Style Sheet to the specific element.
Step 1:
<!DOCTYPE html>_____________________________
<head>
Step 2: ______________________
Step 3: ______________________
</head>
<body>
Step 4: ___________________
</body>
</html>

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2023 In-Service Training (INSET) for JHS Private School Teachers

STANDARDS-BASED LEARNING RECOVERY PLAN (SLRP) TEMPLATE*

TABLE OF REAL CRITERIA

RUBRIC WITH SCORING CRITERIA

Performance Indicator Emerging Developing Proficient Distinguish

Figure 1: (HTML Structure)

Meeting 2: Inserting Cascading Style Sheets

Figure 2: (Inline CSS)

1. Here is the structure of Inline CSS (see figure 2).

Figure 3: (Internal CSS)

1. Here is the structure of Internal CSS (see figure 3).

Figure 4: (External CSS)

1. Here is the structure of External CSS (see figure 4).

Step 1: Open another text editor.

GUIDED PRACTICE PROCEDURE: HTML Structure

“Write your text here”

“Write your text here”

“Write your text here”

“Write your text here”

INDIVIDUAL WORK PROCEDURES:

1. (Inserting Inline Style Sheet)

3. (Inserting External Style Sheet)

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