Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph
COURSE GUIDE
MODULE IN SS19- PRODUCTION OF SOCIAL STUDIES INSTRUCTIONAL MATERIALS
2ND YEAR BSED – SOCIAL STUDIES

Module 3: PLANNING, DEVELOPMENT, PRODUCTION AND EVALUATION OF INSTRUCTIONAL DESIGNS IN SOCIAL STUDIES
Intended Learning Outcomes: At the end of this module, the student must have:
1. defined the term instructional design and enumerated its functions and purpose using chart analysis;
2. identified and explain the parts of a lesson plan in Araling Panlipunan using table and example;
3. explained the steps in planning and instruction using table and example;
4. compared and differentiated traditional lesson plans from backward lesson plan using the guided questions, and
5. constructed a lesson plan based on Grade 7 to 10 lessons in Araling Panlipunan.

A. Introduction
Instructional design is a technology for the development of learning experiences and environments which promote the acquisition of specific
knowledge and skill by students. It is the art and science of creating an instructional environment and materials that will bring the learner from the state of
not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical
research in the areas of cognition, educational psychology, and problem solving. Instructional Design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and
the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all
instruction and learner activities.
The instructional design theory is theory that offers explicit guidance on how to better help people learn and develop. The kinds of learning and
development may include cognitive, emotional, social, physical and spiritual…There are two major aspects of any instructional situation: the conditions
under which the instruction will take place and the desired outcomes of the instructions.

Instructional design is a technology which incorporates known and verified learning strategies into instructional experiences which make the
acquisition of knowledge and skill more efficient, effective, and appealing.

B. Activity No. 1: Let Us Find Out!

 Instruction: Using your own words define instructional design and enumerate its functions and purpose using the chart below. Write your answers on
the space provided.
Instructional design is defined as a systematic
process that is employed to develop education and

Definition of training programs in a consistent and reliable fashion

(Reiser, Dempser, 20017). Instructional design is the
Instructional process of applying our understanding of how people
learn to drive our decisions about instructional
Design strategies and sequences to meet learning needs. It is
the method of creating learning programs that most
effectively help learners achieve the learning
outcomes by drawing on adult learning theory and

The function of instructional design they are

tasked with redesigning courses, developing entire
Functions of courses or curriculums, and creating training
materials such as teaching manuals and student
Instructional guides. They also create the learning experience

Instructional Design based on learning outcomes and objectives,

assessments, and evaluation criteria.
Design

The purpose of instructional design is to create

instructions that are effective, efficient, appealing, and
cost-effective. Also, to "identify the skills, knowledge,
Purpose of and attitude gaps of a targeted audience and to create
effective learning courses and materials to meet their
Instructional intended goals." Moreover, the goal of instructional
design is to engage, encourage, and motivate learners
Design to gain deeper, more significant, and more meaningful
levels of understanding and knowledge by improving
the learning acquisition process.
B. Activity No. 2: Let’s Us Make a Plan!
Instructions: Using the table and example as your guide identify and explain the parts of the lesson plan.
Parts of the Lesson Plan
Example: Layunin or Learning Objectives
I. Layunin or Learning Objectives
A. Pamantayan sa Pagganap/ Performance Standard
B. Kasanayan sa Pagkatuto/Learning Skills
II. Nilalaman/ Content
III. Kagamitang Panturo/Teaching Materials
A. References
B. Other Instructional Materials
C. Value Focus
I. Procedure
A. Balik-Aral/ Review
B. Paghahabi sa layunin ng aralin (Pagganyak)/Motivation
Explanation
Learning objectives are a way for teachers to structure, sequence, and plan out learning goals
for a specific instructional period, typically for the purpose of moving students toward the
achievement of larger, longer-term educational goals such as meeting course learning
expectations, performing well on a standardized test, or graduating from high school prepared
for college.
A learning objective is an outcome statement that captures specifically what knowledge, skills,
attitudes learners should be able to exhibit following instruction.
Performance Standards are concrete statements of how well students must learn what is set
out in the content standards, often called the "be able to do" of "what students should know
and be able to do" Performance standards specify "how good is good enough."
"Learning skills" is a term that describes the tasks involved in learning, including time
management, note-taking, reading effectively, study skills, and writing tests.
The term content knowledge refers to the body of knowledge and information that teachers
teach and that students are expected to learn in a given subject or content area, such as
English language arts, mathematics, science, or social studies.
Teaching materials is any collection of materials including animate and inanimate objects and
human and non-human resources that a teacher may use in teaching and learning situations
to help achieve desired learning objectives.
References are things like encyclopedias, dictionaries, handbooks, almanacs, and guides. They
are typically books or e-books that are not meant to be read cover-to-cover, but rather, are
consulted to gather specific pieces of information or to find quick facts.
Instructional materials are those materials used by a teacher to simplify their teaching. They
include both visual and audio-visual aids and could either be concrete or non-concrete. These
instructional materials bring life to learning by stimulating students to learn.
Value focus is a description of what the lesson or unit is trying to accomplish. It conveys the
core concepts that you want students to develop in the learning section of the lesson plan
lesson procedure is essentially step-by-step instructions that walk you through everything from
the time students enter the classroom until the bell rings at the end of the period.
A review of previous learning at the start of each lesson is one way to strengthen students'
retention of knowledge.
Motivation is a psychological state within each student of wanting to learn what the instructor
wants to teach. As such, motivation should not be a mere gimmick at the lesson's start; it
must be an attitude sustained throughout the lesson. When lapses occur the lesson cannot
continue according to plan.
 C. Pag- uugnay ng mga halimbawa sa bagong aralin
( Presentation)
D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong
kasanayan (Modeling)
Presented the principles, concepts and facts by instructor and verbal learning, listening and
take notes from comprehensive are the fundamentals of this method explaining and describing
the phenomena by the teacher has a major role.
Modelling is an instructional strategy in which the teacher demonstrates a new concept or
approach to learning and students learn by observing.

E. Paglilinang sa Kabihasahan/ Discussion A discussion will draw out multiple explanations, enabling students to ask questions they may
not have asked if they were working individually, deepening their understanding. Whole-group
discussions can last for a whole lesson, or form part of a lesson.

F. Paglalapat ng aralin sa pang araw araw na buhay Provides activities that help learners apply their learning to new situations or contexts beyond
(Application/Valuing) the lesson and connect it to their own lives.

G. Paglalahat ng Aralin (Generalization) Generalization is the phase of learning where behavior occurs under different conditions other
than those taught (people, settings, etc.). To help students maintain skills being taught and to
encourage use of the skills in a variety of situations, generalization strategies are included in
the lesson plan.

H. Pagtataya ng Aralin/Evaluation
Evaluation is comparing a student's achievement with other students or with a set of
standards. Effective assessment is a continuous process. It's not simply something that's done
at the conclusion of a unit of study or at the end of a lesson. Specifically, there are three types
of evaluation used in the classroom. These are summative evaluation, formative evaluation
and diagnostic evaluation.

I. Karagdagang gawain para sa takdang aralin ( Assignment) Assignments are the tasks given to students by their teachers and tutors to complete in a
defined time. They can also be referred to as the work given to someone as a part of learning.

C. Activity No. 3: Let us follow the Steps!

Instruction: Using the table and example as your guide explain each steps in planning and instruction in making your lesson plan.

Steps in Planning and Instruction Explanation

Example: Identify the learning objectives  Before you plan your lesson, you will first need to identify the learning objectives for the lesson. A
learning objective describes what the learner will know or be able to do after the learning experience
rather than what the learner will be exposed to during the instruction (i.e. topics).
  Typically, it is written in a language that is easily understood by students and clearly related to the
program learning outcomes.
1. Identify the Learning Objectives
2. Plan the Specific Learning Activities
3. Plan to Assess Student Understanding
4. Plan to Sequence the Lesson in an Engaging
and Meaningful Manner
5. Create a Realistic Timeline
6. Plan for a Lesson Closure

C. Analysis
Instruction: using the Venn Diagram, compare and differentiate Traditional Lesson Plan from Backward Lesson Plan and answer the following guide
questions.
Traditional Lesson Plan Backward Lesson Plan

1. What is traditional lesson plan?

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
 ________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Rubric 4 3 2 1
Organization of Ideas
Content
Total

2. What is backward lesson plan?

________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Rubric 4 3 2 1
Organization of Ideas
Content
Total
3. How does traditional lesson Plan differ from Backward Lesson Plan?
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Rubric 4 3 2 1
Organization of Ideas
Content
Total
4. In what particular aspects of learning and instructional planning will these plans contribute to an effective delivery of the lesson in standard of
teaching?
 ________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Rubric 4 3 2 1
Organization of Ideas
Content
Total
C. Abstraction
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and
delivering instructional products and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective,
appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining
the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable
and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model
with the five phases: analysis, design, development, implementation, and evaluation.
As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently constructivism
has influenced thinking in the field. This can be attributed to the way it emerged during a period when the behaviorist paradigm was dominating
American psychology. There are also those who cite that, aside from behaviorist psychology, the origin of the concept could be traced back to
systems engineering. While the impact of each of these fields is difficult to quantify, it is argued that the language and the "look and feel" of the
early forms of instructional design and their progeny were derived from this engineering discipline. Specifically, they were linked to the training
development model used by the U.S. military, which were based on systems approach and was explained as "the idea of viewing a problem or
situation in its entirety with all its ramifications, with all its interior interactions, with all its exterior connections and with full cognizance of its place in
its context.

The role of systems engineering in the early development of instructional design was demonstrated during World War II when a
considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests
for assessing a learner's abilities were used to screen candidates for the training programs. After the success of military training, psychologists began
to view training as a system and developed various analysis, design, and evaluation procedures. In 1946, Edgar Dale outlined a hierarchy of
instructional methods, organized intuitively by their concreteness. The framework first migrated to the industrial sector to train workers before it
finally found its way to the education field.
A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Then,
you can design appropriate learning activities and develop strategies to obtain feedback on student learning. Having a carefully constructed lesson
plan for each 3-hour lesson allows you to enter the classroom with more confidence and maximizes your chance of having a meaningful learning
experience with your students. A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives, and means to accomplish them, and is by no
means exhaustive. A productive lesson is not one in which everything goes exactly as planned, but one in which both students and instructor learn
from each other. You may refer to an example of a 3 hour lesson plan.

Listed below are 6 steps for preparing your lesson plan before your class.
1) Identify the learning objectives. The objectives must be clear to students. They ALL must know WHAT they are learning and WHY
they are doing it. They also need to see the point of the objectives in the bigger picture; that is, how they relate to the last lesson’s
learning, the course they are following and the big overall goal. This means that you can’t simply write the objectives on the board and
hope that the students copy them down. It implies that you have fully explained them in context; the students have engaged with
them and can explain them to any observer.
2) Plan the specific learning activities. It is the learning activities in a unit that are used to teach the students the things that we
want them to know, understand and be able to do. It is useful to keep in mind that if you want your students to be able to do
something, you must make sure that you teach them how, especially when it is an element of an assessment task. For example, if you
have an assessment task that requires students to write an essay, then it will be important for the learning activities in your unit to
include elements and aspects of essay writing skills, including critical analysis, presenting arguments, supporting ideas with evidence
etc.
Regardless of where and when learning activities that make up a high impact learning experience take place, they all have a set of
common features.
a) They are planned in advance
b) They have clearly defined session/module outcomes
c) The focus is on what the students are doing (they are engaged in active, authentic learning)
d) Students receive feedback on their learning as part of the experience
3) Plan to assess student understanding. Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for
students to demonstrate and practice the knowledge and skills articulated in the learning objectives, and for instructors to offer
targeted feedback that can guide further learning. Planning for assessment allows you to find out whether your students are learning.
It involves making decisions about:
 the number and type of assessment tasks that will best enable students to demonstrate learning objectives for the lesson
o Examples of different assessments
o Formative and/or summative
  the criteria and standards that will be used to make assessment judgements
o Rubrics
 student roles in the assessment process
o Self-assessment
o Peer assessment
 the weighting of individual assessment tasks and the method by which individual task judgements will be combined into a final
grade for the course
o information about how various tasks are to be weighted and combined into an overall grade must be provided to students
 the provision of feedback
o giving feedback to students on how to improve their learning, as well as giving feedback to instructors how to refine their
teaching
4) Plan to sequence the lesson in an engaging and meaningful manner. Robert Gagne proposed a nine-step process called the events of
instruction, which is useful for planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s Revised
Taxonomy of Educational Objectives (link) aids in designing engaging and meaningful instruction.
5) Create a realistic timeline. A list of ten learning objectives is not realistic, so narrow down your list to the two or three key concepts,
ideas, or skills you want students to learn in the lesson. Your list of prioritized learning objectives will help you make decisions on the
spot and adjust your lesson plan as needed. Here are some strategies for creating a realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time for each
 When you prepare your lesson plan, next to each activity indicate how much time you expect it will take
 Plan a few minutes at the end of class to answer any remaining questions and to sum up key points
 Plan an extra activity or discussion question in case you have time left
 Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive rather than
sticking to your original plan
6) Plan for a lesson closure. Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for both
instructors and students.
You can use closure to:
 Check for student understanding and inform subsequent instruction (adjust your teaching accordingly)
 Emphasise key information
 Tie up loose ends
 Correct students’ misunderstandings
 Preview upcoming topics
Your students will find your closure helpful for:
 Summarizing, reviewing, and demonstrating their understanding of major points
  Consolidating and internalising key information
 Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
 Transferring ideas to new situations

Traditional lesson planning begins with teachers looking at standards and learning objectives, and then planning their instructional
activities based on those standards. Assessment is often an afterthought, and if implemented at all, it is not always tied directly to the standards or
the activities that the students went through. Research strongly suggests, however, that as teachers, we need to begin by looking at the standards
and develop content objectives and plan our assessments first. These planned assessments must evaluate whether or not our students mastered the
content. Only once the assessments have been planned, can we truly plan the most effective instructional activities.
As teaching moves further into the 21st century it continues to evolve and change. In order to design lessons with measurable results,
teachers need to shift their thinking. Collaboration, along with the integration of content and technology, are the trends that now drive most
planning sessions. One useful method for planning meaningful lessons is backwards design. With it, teachers can integrate subject matter with
technology and critical thinking activities. The idea behind backwards design is to teach and plan towards the “end goal” or learning point.

The premise of backwards design is simple: planning starts with the focus on the end product. As educators, we cannot decide which
materials or methods to utilise during instruction until we have pinpointed specific concepts and skills we want our students to learn. By focusing on
the required end result, Backwards design allows the educator to address what the student needs to learn and what data can be
collected to show that the “end goal” has been achieved, while thinking about how to ensure students learn effectively.

The process is logical – if teachers focus on the desired learning then the appropriate teaching methods will follow. With backwards design,
teachers shift their thinking from a content-focused design to a result-focused approach. In this way, the integration of different subject matter and
the use of technology become organic in the design of the unit. Backwards design focuses on the destination and then plans the route, rather than
the other way around.
Backwards Design Step One: Effective Learning Objectives
Whether you use Common Core standards, or your own state standards, you undoubtedly have very specific content standards for which you
are responsible for teaching. The first step in backwards design is to take a look at those standards and create a more student-centred learning
objective. This is one of the critical differences between traditional planning and backwards planning. Traditional planning is focused on the
teaching aspect of standards….in other words, what do I need to teach? In contrast, backwards planning is focused on student learning…in other
words, what do my students need to learn or be able to do?

D. Application
Instruction: Construct Lesson Plan based on Grade 7-10 Lessons in Araling Panlipunan. Choose a specific grade level and grading period (7-10). Use
the sample below as your guide in the construction of your lesson plan.
 Sample Lesson Plan Format
Banghay Aralin sa Araling Panlipunan 9
Unang Markahan: Mga Pangunahing Konsepto ng Ekonomiks
Aralin Bilang 1

I. LAYUNIN
A. Pamantayang Pangnilalaman
Naipamamalas ng mag-aaral ang pag-unawa sa mga pangunahing konsepto ng Ekonomiks bilang batayan ng
matalino at maunlad ng pang-araw-araw na pamumuhay.

Naisasabuhay ang pag-unawa sa mga pangunahing konsepto ng Ekonomiks bilang batayan ng matalino at
B. Pamantayan sa Pagganap
maunlad na pang-araw-araw na pamumuhay.

Nailalapat ang kahulugan ng ekonomiks sa pang araw – araw na pamumuhay bilang isang mag-aaral at kasapi ng
pamilya at lipunan.
Code: AP9MKE-Ia-1
C. Kasanayan sa Pagkatuto 1. Naibibigay ang kahulugan ng salitang ekonomiks
2. Nakagagawa ng pagpapasya tungkol sa pang araw – araw na pamumuhay bilang isang mag – aaral,
kasapi ng pamilya at lipunan
3. Napahahalagahan ang katuturan ng ekonomiks bilang bahagi ng pamumuhay ng tao.

II. NILALAMAN KAHULUGAN AT KAHALAGAHAN NG EKONOMIKS

III. KAGAMITANG PANTURO
Sanggunian Araling Panlipunan Modyul Para sa Mag-aaral ph. 12-16
Iba pang Kagamitang Panturo Kartolina/ Manila paper , pentel pen , powerpoint , learning module

PAMAMARAAN
Balik Aral sa mga unang natutunan
 Photo-Suri:
Masdan at suriin ang mga sumusunod na larawan.

https://tinyurl.com/hsc9q9o

Paghahabi sa layunin ng aralin (Pagganyak)

https://tinyurl.com/z3phw8m

https://tinyurl.com/hsc9q9o
https://tinyurl.com/zwomha
Ano ang mensaheng ng sa larawan?
 THINK, PAIR, AND SHARE p. 13
Suriin ang bawat aytem sa una at ikalawang kolum. Pagpasyahan kung ano ang pipiliin mo sa Option A at B. Isulat
sa ikatlong kolum ang iyong desisyon at sa ikaapat na kolum ang dahilan ng iyong naging pasya.
Option A Option B SAGOT DAHILAN
1. Pagpapatuloy Pagtatrabaho
ng pag-aaral sa pagkatapos ng
kolehiyo highschool
2. Paglalakad Pagsakay ng
Pag- uugnay ng mga halimbawa sa bagong aralin papunta sa jeep o tricycle
( Presentation) paaralan papunta sa
paaralan
3. Paglalaro sa Pagpasok sa
parke klase
4. Pananaliksik sa Pamamasyal sa
aklatan parke
5. Pakikipag Paggawa ng
kwentuhan sa takdang aralin
kapitbahay
a. Bakit kailangang isaalang – alang ang mga pagpipilian sa paggawa ng desisyon?
b. Ano ang iyong naging batayan sa paggawa ng desisyon? Naging makatwiran ka ba sa iyong pasya?
Pagtatalakay ng bagong konsepto at paglalahad ng
bagong kasanayan No I (Modeling)

Gawain 3. BAITANG NG PAG-UNLAD p. 14

Isulat sa kahon sa kanan ng larawan ang kaalaman kung ano ang kahulugan at kahalagahan ng ekonomiks sa
pang-araw-araw na pamumuhay bilang isang mag-aaral, kasapi ng pamilya, at lipunan.

Ano ang kahalagahan ng

Pagtatalakay ng bagong konsepto at paglalahad ng ekonomiks sa iyong pang Initial na Kaalaman
bagong kasanayan No. 2. – araw – araw na __________________________
( Guided Practice) pamumuhay ??bilang __________________________
isang mag – aaral ?at __________________________
kasapi ng pamilya at __________________________
lipunan ______________________

Paglilinang sa Kabihasahan
(Tungosa Formative Assessment)
( Independent Practice )
Paglalapat ng aralin sa pang araw araw na buhay
(Application/Valuing)
Paglalahat ng Aralin (Generalization)
Pagtataya ng Aralin
Karagdagang gawain para sa takdang aralin
( Assignment)
Bilang isang mag – aaral, kasapi ng pamilya at lipunan mahalagang matutunan ko ang kahalagahan ng ekonomiks
sa aking pang araw-araw na pamumuhay dahil_____________________________________
______________________________________________________________________________________________
______________________
Bilang isang mamamayang Pilipino, ano ang iyong pananaw sa kaugnayan at kahalagahan ng ekonomiks sa
pang araw-araw na pamumuhay?
Sa kabuuan, ano ang konsepto ng Ekonomiks. Paano ka makatutulong sa pag-unlad ng pambansang ekonomiya.
Panuto : Isulat kung TAMA o MALI ang isinasaad ng mga sumusunod na pangungusap.
1. Ang ekonomiks ay tumutukoy sa paggawa ng tao ng tamang desisyon sa gitna ng maraming pamimilian. (tama)
2. Ang ekonomiks ay galing sa salitang Latin na oikonomia. (mali)
3. Ang ekonomiks ay sangay ng Agham Panlipunan na nag – aaral sa walang katapusang pangangailangan ng tao.
(tama)
4. Ang pagpapasya ng sambahayan ay maaring nakatuon sa kung magkano ang ilalaan sa pangungunahing
pangangailangan na nakapagbibigay ng kasiyahan sa pamilya. (tama)
5. Nakatuon ang ekonomiks sa pagsasagawa ng tao ng desisyon bilang solusyon sa suliranin ng bansa. (tama)
Kasunduan :
Ibigay ang kahulugan ng mga sumusunod na salita.
1. choice
2. trade – off
3. opportunity cost
4. marginal thinking
5. incentives
*Sanggunian: DepEd – Ekonomiks , Modyul Para sa Mag – aaral , pahina 17
 Sample Lesson Plan in the K to 12 Revised Basic Education Curriculum
Banghay Aralin sa Araling Panlipunan: _____
Markahan: _________
Aralin Bilang: _______
I. LAYUNIN

A. Pamantayang Pangnilalaman

B. Pamantayan sa Pangganap

C. Kasanayan sa Pagkatuto

II. NILALAMAN

III. KAGAMITANG PANTURO

A. Sanggunian

B. Iba pang Kagamitang Panturo

IV. PAMAMARAAN
A. Balik-aral sa mga unang natutunan

B. Paghahabi sa layunin ng aralin (Pagganyak)

C. Pag- uugnay ng mga halimbawa sa bagong aralin ( Presentation)

D. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No I

(Modeling)
E. Pagtatalakay ng bagong konsepto at paglalahad ng bagong kasanayan No. 2. (
Guided Practice)
F. Paglilinang sa Kabihasan(Tungosa Formative Assessment)( Independent
Practice )
G. Paglalapat ng aralin sa pang araw araw na buhay (Application/Valuing)

H. Paglalahat ng Aralin (Generalization)

I. Pagtataya ng Aralin

J. Karagdagang gawain para sa takdang aralin (Assignment)

 Note: Download the Curriculum Guide (CG), Teacher Guide and Learners Module of Araling Panlipunan in your chosen grade level as your basis in your
lesson plan.

E. Evaluation
Instruction: Using a video type set up; conduct a demonstration teaching based on the lesson plan with focus on the display of traditional and innovative
instructional materials that develop critical, creative thinking and higher-order thinking skills of your learners. This graded based on the given rubrics.
Rubric Scoring for Demonstration Teaching of Mr./Ms. ______________________
Beginning Developing Accomplished Exemplary
CRITERIA Rubric Score
4 6 8 10
Lesson Plan
1. Standards (Timeliness)
2. Objectives
3. Materials/Technology
4. Introduction
5. Procedures
6. Assessment
7. Closure
8. Differentiation
9. Correctness/Neatness
10. Quality writing
Greatly
Did not meet Exceeds
Lesson Presentation Below Expectation Meets expectation Exceeds
expectation Expectation Total
( Criteria) 12 14 expectation
8 16
20
Demonstrates Demonstrates Demonstrates
Demonstrates below
Demonstrates ve mastery of above/adequate above average masterful
average knowledge
1. Knowledge of Subject Matter subject matterry poor knowledge of subject knowledge of knowledge of
of subject matter
matter subject matter subject Matter
Demonstrates
Demonstrates a superior
Demonstrates below
Demonstrates poor ability Demonstrates average above average ability to
2. Communication Skills average ability to
to communicate with the ability to communicate ability to communicate/
( Clarity) communicate with
audience with the audience communicate the teacher is
the audience
bwith the audience easily
understood
 Demonstrates
Demonstrates
Demonstrates below Demonstrates an an extremely
Demonstrates an poor above average
3. POISE /CONFIDENCE average display of average display of poised and
display of confidence poise and
confidence confidence confidence
confidence
demeanor
Demonstrates
Demonstrates
superior
Demonstrates below Demonstrates above average
Demonstrates poor ability ability to use
average ability to use averageability to use ability to use
4. Method of Presentation to use creative and effective creative and
creative and effective creative and effective creative and
teaching methods effective
teaching methods teaching methods effective teaching
teaching
methods
methods
Speaks using Speaks using
Speaks using below
Speaks using poor Speaks using average above average superior
5. Voice average modulation
modulation of volume and modulation of volume level of modulation modulation of
of volume and with
with clarity and with clarity of volume and volume and
clarity
with clarity with clarity
The teacher
The teacher has The teacher has has superior
The teacher has
6. Effective use of The teacher has poorability below average ability above average ability to use
average ability to use
Materials/Technology to use IMs for effective to use IMs for ability to use IMs IMs for
IMs for effective
conduct of class effective conduct of for effective effective
conduct of class
class conduct of class conduct of
class
The teacher
The teacher has The teacher has The teacher has has superior
below average ability average ability to above average ability to
7. Activity-based/Student- The teacher has poor ability
to conduct student- conduct student- ability to conduct conduct
Centered presentation to conduct student-centered
centered - centered - student-centered - student-
-differentiated class activity
differentiated class differentiated class differentiated centered -
activity activity class activity differentiated
class activity
Total