Building & Enhancing New Literacies Across Curriculum

Unit 5: Integrating Different Literacies in Teaching the Content Areas

In today’s technology-mediated society, students must be taught of latest literacies in

order to be prepared in carrying out instruction task for a would-be teacher of 21 st century
learners. As educators of the country’s contributor of economic and professional development,
building the learners of today with 21 st century literacies should commence in the classroom
setting. Integrating 21st century literacies in lesson planning of content areas is one role a would-
be teacher should be equipped of. Acquiring knowledge on 21 st century literacies from the
previous units has prepared you in this unit specific to writing lesson plan in the content areas.
In line with lesson planning, would-be teachers have to be equally knowledgeable on the
how’s and what’s of a lesson plan. Developing skills in writing lesson plan with an integrated
21st century literacy trains and leads would-be teachers to a world of diverse workforce in a
technology facilitated employment.

Learning Competencies
In this lesson, you are expected to:
 explain importance of lesson planning in instruction
 create sample lesson plan/log with integrated literacy for a specific content area
 identify the parts of detailed, semi-detailed lesson plan and daily lesson log (DLL)
 recognize features of DLP and DLL

Presentation of Content

The Importance of New Literacy Skills in the 21st Century Classroom

Shellow, 2016, published an online article in which she stated that in today’s ever-
evolving, technological society, having new literacy skills is not an option – it’s a
must. Furthermore, she presented in the article the definition of 21st century literacies by the
National Council of Teachers of English (2013) as the ability to:

● Develop proficiency and fluency with the tools of technology;

● Build intentional cross-cultural connections and relationships with others so to pose and
solve
problems collaboratively and strengthen independent thought;

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● Design and share information for global communities to meet a variety of purposes;
● Manage, analyze, and synthesize multiple streams of simultaneous information;
● Create, critique, analyze, and evaluate multimedia texts;
● Attend to the ethical responsibilities required by these complex environments. (NCTE,
2013)

Moreover, she discussed that in order to be successful in today’s society, one must be
prepared to learn, adapt to, and use new literacies. Since many of these new literacies are tied to
proper use of technology, regular instruction and practice in how to use technology platforms is
paramount. As such, teachers in all content areas must focus on teaching new literacy skills in
their classrooms.

In closing, she mentioned that it is no secret that new literacy skills are essential to
success in a student’s life. Whether that student attends college or immediately enters the
workforce, they will need new literacy skills. They will need to know how to communicate and
collaborate with people who might work in the cubicle next door, or in Hong Kong. They will
need to interpret and synthesize a wealth of information, much of which will come to them
digitally. Most importantly, they will need to do this in an ethical and professional manner – both
in their personal and professional lives. To not teach these skills to students puts them at a huge
disadvantage. As a teacher, the regular incorporation of new literacies and technology into
classroom is a must. The purpose of education is to prepare students for their future. Without
regularly incorporating new literacy skills into their daily instruction, we are failing our students.

Integrating different literacies in teaching the content areas

As mentioned in unit 4, the common content areas in the basic education curriculum,
elementary and secondary, are English (or English language arts), Mathematics, Science, and
Social Studies (or now called Makabayan).

Along these content areas, classroom teacher can integrate different literacies in
organizing the contents inside the lesson planning. When the content in the lesson plan for
specific content area is organized with applied appropriate literacy, then there is an integration.
Interdisciplinary feature of the K t0 12 curriculum has been widely used by basic education
teachers in their learning activities of planned lesson. For an instance, when an English teacher
prepares a lesson plan in English reading 2, reading piece may emanate from Araling
Panlipunan/Social Studies with end goal of developing basic literacy, comprehension literacy
and critical thinking skills during HOTS questioning. In like manner, integration of social
literacy can be made possible during collaborative work required of the learners.

As expounded in the study of Kong, (2014), school education in the twenty-first century
is expected to equip students with both domain knowledge and the twenty-first century skills in
order to meet the requirements of a vigorously changing society (Chan, 2010;Gut, 2011). In
today’s modern classroom setting with diverse learners’ interest and ability, those highly-skilled
in digital literacy can excellently display their understanding of the lesson discussed when asked
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to work on a group output of a digitized graphic organizer concept presentation. For example, a
mathematics 3 teacher in her organized content of a lesson plan on the topic place value includes
an activity requiring the pupils to draw different pictures or shapes with concrete presentation of
thousands, hundreds, tens and ones using their laptops or they may be brought to the computer
laboratory. This learning activity in one subject may demonstrate the use of the two features of
the K to 12 curriculum. It is an integration of multidisciplinary and interdisciplinary. The
computer teacher who teaches the topic introduction to Microsoft word 2007 software may be
aware of the topic place vale discussed by the mathematics teacher. The former may be requiring
the pupils to draw shapes with concrete presentation of place value using the MS word office.
The multidisciplinary and interdisciplinary features with an integration of digital literacy,
collaboration and communication and other literacies is an example of integration of different
literacies in teaching mathematics. The integration further enhances understanding of the
concepts discussed mathematics and computer.

Wei, (2013) in the study of Montalto, (1978) stated that multicultural education is a
specific educational strategy in which the student’s cultural background is viewed as positive and
essential in developing classroom instruction and a desirable school environment. Wei further
mentioned that in most of American schools, they develop effective instructional strategies to
implement the essential principles of multicultural education; they pay more attention to the
cultural democracy, instilling the ideology of racial, gender, and status equality into the students’
minds; they advocate promoting students’ critical thinking, pursuing cooperative learning
strategy.

How do global literacy and multicultural literacy be integrated in classroom teaching and
learning? In lesson planning, contents may be organized that may present these literacies in the
lesson proper, learning activities, warm up activity or instructional materials. For example, when
a grade 2 teacher discusses in Araling Panlipunan/Social Studies the topic “Mga Institusyon sa
Komunidad”, it may be included in the lesson plan a warm activity of different pictures of
building representing different religion in the country or in the world. For global literacy
integration, present a post questions of the pictures about what are the differences and
similarities do people show along practice, behavior and beliefs. Then a critical thinking
triggering question on what must be done with the differences and why? When an answer favors
a peaceful solution then such integration leaves a positive impact to every individual in the class.
Furthermore, when learning activity is planned, a group work that requires them to draw
different institutions in the community, present the role of each community and how do all
communities work together to create humane and just community. In the utilization of
multicultural literacy in this activity, different clothes worn by people of different religions may
also me simulated by the group members whose institution or komunidad is the church.

The integration of different literacies in teaching the content areas is dependent on how
teachers organize the content of their lesson plans. Using different activities in a multiethnic
classroom fosters feelings of belongingness and encourages learners to share their owned culture.

In summary, from an online article, for teachers with a classroom full of students of
different backgrounds, the responsibility to connect with them goes beyond simply knowing
where they’re from, or what their favorite subjects are. These teachers must strive to understand

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their students in a more holistic way, incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and focused on learning.

The Importance of Planning

As presented in https://www.tesol.org/docs/default-source/books/14002_lesson-
planning_ch-1, lesson planning is at the heart of being an effective teacher. It is a creative
process that allows teachers to synthesize understanding of content areas lessons and its
pedagogy with knowledge of earners, the curriculum, and the teaching context. It is a time when
teachers envision the learning they want to occur and analyze how all the pieces of the learning
experience should fit together to make that vision a classroom reality. There are a number of
benefits to writing a lesson plan.
First, lesson planning produces more unified lessons ( Jensen, 2001). It gives teachers the
opportunity to think deliberately about their choice of lesson objectives, the types of activities
that will meet these objectives, the sequence of those activities, the materials needed, how long
each activity might take, and how students should be grouped. Teachers can reflect on the links
between one activity and the next, the relationship between the current lesson and any past or
future lessons, and the correlation between learning activities and assessment practices. Because
the teacher has considered these connections and can now make the connections explicit to
learners, the lesson will be more meaningful to them.
The lesson planning process allows teachers to evaluate their own knowledge with
regards to the content to be taught (Reed & Michaud, 2010). If a teacher has to teach, and is not
sure of the rules if this is grammar lesson or not sure of facts if this is history, geography or other
facts-related lessons, the teacher would become aware of this during lesson planning and can
take steps to acquire the necessary information. The opportunity that lesson planning presents to
evaluate one’s own knowledge is advantageous to teachers.
A teacher with a plan, then, is a more confident teacher ( Jensen, 2001). The teacher is
clear on what needs to be done, how, and when. The lesson will tend to flow more smoothly
because all the information has been gathered and the details have been decided upon
beforehand. The teacher will not waste class time flipping through the textbook, thinking of what
to do next, or running to make photocopies. The teacher’s confidence will inspire more respect
from the learners, thereby reducing discipline problems and helping the learners to feel more
relaxed and open to learning.

Lesson planning and its importance

 Lesson planning is one way of planning instruction.

 Lesson planning is a way of visualizing a lesson before it is taught.
 According to Scrivener (2005), planning a lesson entails “prediction, anticipation,
sequencing, and simplifying.”
 Lesson planning is a critical part of the teaching and learning process.

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 A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured.
 Lesson plans help teachers be more effective in the classroom by providing a detailed
outline to follow each class period.
 A lesson plan is a teacher’s detailed description of the course of instruction or ‘learning
trajectory’ for a lesson.
 A daily lesson plan is developed by a teacher to guide class learning. Details may vary
depending on the preference of the teacher, subject being covered, and the needs of the
students.
 A lesson plan is the teacher’s guide for running the particular lesson, and it includes the
goal( what the students are supposed to learn), how the goal will be reached( the method,
procedure) and a way of measuring how well the goal was reached ( test, worksheets,
homework etc.)

 Lesson planning is important because it gives the teacher a concrete direction of what
she/he wants to take up for the day. Research has shown that student learning is
correlated to teacher planning. One major explanation is that when plan is ready, teachers
can focus on its implementation. When teachers do not have to think so much about what
they need to do next they are able to focus on other parts of the lesson.

 Lesson planning is important because it helps teachers ensure that the day-to-day
activities that go on in their classrooms are providing students with an adequate level of
long –term progress toward the goals outlined in their scope and sequence, as well as
their individual education plans when necessary.

Objective of Lesson Planning

 The objective of lesson planning is learning.

 Lesson planning helps teachers set learning targets for learners.
 It also helps teachers guarantee that learners reach those targets.
 By planning lessons, teachers are able to see to it that daily activities inside the classroom
lead to learner progress and achievement or the attainment of learning outcomes.

Importance of Lesson Planning

 Planning lessons increases a teacher’s chances of carrying out a lesson successfully. It

also allows teachers to be more confident before starting a lesson
 Lesson planning inculcates reflective practice as it allows teachers to think about their
teaching.
 By planning lessons daily, teachers are able to think about and reflect on different
strategies that work inside the classroom including research-based strategies.

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 Making a habit of lesson planning ensures that teachers truly facilitate learning and
respond to learners’ needs inside the classroom.
 Additionally, lesson planning helps teachers’ master learning area content.
 Through the preparation of effective lesson plans, teachers are able to relearn what they
need to teach.
 In the classroom, well-prepared teachers show ownership of the learning area they teach.
 Lesson planning helps teachers know their learners and teach what students need to learn
and therefore ensures curriculum coverage.

Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality
teaching and learning in schools

Instructional Planning

 DepEd recognizes that instructional planning is essential to successful teaching and

learning, (Deped Order 42, s. 2016)

 It is the process of determining what learning opportunities students in school will have
by:
a) planning the content of instruction
b) selecting teaching materials,
c) designing the learning activities and grouping methods, and
d) deciding on the pacing and allocation of instructional time (Virginia Department of
Education)
 Research shows that effective teachers organize and plan their instruction. (Misulis
1997; Stronge 2007) With content and performance standards and learning competencies
firmly articulated in the K to 12 curriculum, it is easier for teachers to carry out both
short-term and long-term instructional planning.

Instructional Planning

Increases a teacher’s chance of carrying out a lesson successfully.

Allows teachers to be more confident before starting a lesson.
Inculcates reflective practice as it allows teachers to think about their teaching.
Facilitates learning and respond to learner’s needs inside classroom.
Helps teachers relearn what they need to teach.
Helps teacher’s master learning area content and sense of ownership.
Helps teachers know their learners, teach what students need to learn – ensures
curriculum coverage.
Helps teachers identify expectations for learners, choose the materials & organize the
sequential activities.

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Instructional Process

 According to Airasian (1994), the instructional process is made up of three (3) steps:
(1) planning instruction;
(2) delivery of instruction; and
(3) assessment of learning
 This means that teaching begins even before a teacher steps in front of a class and
begins
a lesson.
 This also means that teachers are expected to be able to organize and develop a plan
for
teaching, implement that plan, and measure how effectively they implemented a plan.

Legal Basis

 Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997
through Board Resolution No. 435 by the Board of Professional Teachers.

“Every teacher shall uphold the highest standards of quality education, shall make
the best preparations for the career of teaching, and shall be at his best at all times
in the practice of his profession.”

 This policy is therefore meant to support teachers in upholding quality education

standards by affirming the importance of instructional planning through Daily Lesson
Log (DLL) or Detailed Lesson Plan (DLP) preparation. These guidelines ultimately aim
to assist teachers in not only effectively managing instruction but also managing the
performance of one of their core functions, which is to facilitate learning inside their
classrooms.

DO 42, S. 2016 – POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K

TO 12 BASIC EDUCATION PROGRAM

June 17, 2016

DO 42, s. 2016
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents

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Public and Private Elementary and Secondary Schools Heads

All Others Concerned

1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.
These guidelines aim to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of learning.
Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) and
provides teachers with an opportunity for reflection on what learners need to learn, how learners
learn, and how best to facilitate the learning process. These guidelines also aim to empower
teachers to carry out quality instruction that recognizes the diversity of learners inside the
classroom, is committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications technologies (ICTs),
and enables the teacher to guide, mentor, and support learners in developing and assessing their
learning across the curriculum.
4. These guidelines will remain in force and in effect unless sooner repealed, amended, or
rescinded. All issuances inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary

DLL and DLP

 Daily Lesson Log (DLL)

a. template teachers use to log parts of their daily lesson

b. covers a daily /weeks’ worth of lessons Parts: Objectives, Content, Learning
Resources, Procedures (10 parts), Remarks and Reflection

 Detailed Lesson Plan (DLP)

a. teacher’s “roadmap” for a lesson

b. contains a detailed description of the steps a teacher will take to teach a particular

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topic/lesson

Who are required to prepare a DLL/DLP?

 Teachers with at least one (1) year of teaching experience, including teachers with private
school and higher education institution (HEI) teaching experience, shall not be required
to make a Detailed Lesson Plan (DLP).
 Teachers who have been in the service for at least one (1) year, handling learning areas
with available LMs and TGs provided by the Department shall not be required to prepare
a DLP. Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
 Teachers are allowed to work together in preparing DLPs and DLLs. Seasoned or veteran
teachers shall also mentor new or novice teachers in the preparation of DLPs and DLLs.
 Newly-hired teachers without professional teaching experience shall be required to
prepare a daily Detailed Lesson Plan (DLP) for a year.
 Applicant teachers as well as teachers in the service including Master Teachers who will
conduct demonstration teaching shall be required to prepare a DLP.
 Newly-hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the
Results-based Performance Management System (RPMS) in a year shall no longer be
required to prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time that their RPMS
assessment has improved.
 However, when new content is integrated into the curriculum, all teachers are required to
write a detailed lesson plan for that content or subject matter.

Parts of the Lesson Plan

The most effective lesson plans have six key parts:

 Lesson Objectives
 Related Requirements
 Lesson Materials
 Lesson Procedure
 Assessment Method
 Lesson Reflection

Detailed Lesson Plan (https://www.slideshare.net/junniesalud/detailed-lesson-plan-english-math-science-filipino)

A Detailed Lesson Plan in ______
Prepared by:
I. Objectives

At the end of the lesson, the students will be able to:

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1.
2.
3.

II. Subject Matter

Solar System
Reference/s: Textbook and page/s
Materials:
Values:

III. Procedure

A. Learning Activities

Teacher’s Activity Students’ Activity

Greetings, setting up classroom and learners’
readiness, warm up

B. Lesson Proper
Presentation

Motivation

Discussion

Generalization

Application

IV. Evaluation

V. Assignment

Semi Detailed Lesson Plan (https://www.slideshare.net/erman21/subject-area-lesson-plan)

Semi Detailed Lesson Plan in ______

Prepared by:
I. Objectives

At the end of the lesson, the students should be able to:

1.
2.
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3.

II. Subject Matter

III. Materials

IV. Procedure

A. Preparation
B.
Greetings and setting the room and students ready

B. Motivation

C. Lesson Proper

D. Activity

E. Generalization

G. Evaluation

V. Assignment

Banghay Aralin sa Araling Panlipunan 9 (https://www.slideshare.net/ishshah1/banghay-aralin-sa-araling-panlipunan-9)

I. Layunin
II.
Matapos and aralin, ang mga mag-aaral ay inaasahan:
1.
2.
3.

III. Nilalaman
IV.
Paksa:
Kagamitan:
Sanggunian:

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III. Pamamaraan

1. Panimulang Gawain

2. Paglinang ng Aralin

a. Mga Gawain (Aktibiti)

3. Pagtatalakay

a. Pagsusuri (Analisis)

4. Pangwakas na Gawain
a. Paghahalaw (Abstraction)

a.1 Paglalahat
a.2 Pagpapahalag
a.3 Paglalapat (Aplikasyon)

IV. Pagtataya

V. Takdang Aralin

DETAILED LESSON PLAN (DLP) (Department of Education)

I. Objectives

A. Content Standards
B. Performance Standards
C. Learning Competencies

II. Content

III. Learning Resources

IV. Procedures

A. Before the Lesson

B. During the Lesson
C. After the Lesson
V. Assignment (optional)

VI. Remarks

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VII. Reflections

 Before the Lesson

o This is the lesson opening or the “beginning” of lesson implementation.

o Before the actual lesson starts, the teacher can do a variety of things including but
not limited to the following:
a) review the previous lesson/s;
b) clarify concepts from the previous lesson that learners had difficulty
understanding;
c) introduce the new lesson;
d) inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e) state the new lesson’s objectives as a guide for the learners.
o This part of the lesson is the time to check learners’ background knowledge on the
new lesson.
o It can also be a time to connect the new lesson to what learners already know.
o It is during this time that teachers are encouraged to get learners to be interested
in the new lesson through the use of “start-up” or “warm-up” activities.
o Teachers should also allow learners to ask questions about the new lesson at this
time to assess if learners understand the purpose of learning the new lesson.

 The Lesson Proper

o This is the “middle” or main part of the lesson. During this time, the teacher
presents the new material to the class.
o This is the time when a teacher “explains, models, demonstrates, and illustrates
the concepts, ideas, skills, or processes that students will eventually internalize”
(Teach for America 2011).
o This is also the part of the lesson in which teachers convey new information to the
learners, help them understand and master that information, provide learners with
feedback, and regularly check for learners’ understanding.
o If teachers require more time to teach a certain topic, then this part of the lesson
can also be a continuation of a previously introduced topic.

 After the Lesson

o This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.

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o Teachers can provide a summary of the lesson or ask students to summarize what
they have learned. Teachers can also ask learners to recall the lesson’s key
activities and concepts.
o The lesson closing is meant to reinforce what the teacher has taught and assess
whether or not learners have mastered the day’s lesson.

 Assessment Methods

o Integrated into a DLP are assessment methods used by the teacher to regularly
check understanding of the material being tackled.
o Formative assessment of student learning may be done before, during, and after a
lesson and should be carried out to measure attainment of the lesson objectives.

 Procedures

o Teachers may utilize procedures that are generally recognized and accepted in
their field of specialization.
o The procedure will also depend on instructional strategies and methods that a
teacher will use to teach the lesson.
o Flexibility is encouraged in the implementation of the DLP procedure.
o Changes in the procedure are allowed based on time constraints or when
adjustments in teaching are needed to ensure learners’ understanding.

 Remarks

o Part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of:
reteaching,
insufficient time,
transfer of lessons to the following day as a result of class suspension,
etc.

 Reflection

o This part of the DLP should be filled-out right after delivery of the lesson.
o Teachers are encouraged to think about their lessons particularly the parts that
went well and the parts that were weak and write about it briefly.
o In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented, need
improvement, or could be adjusted in the future.
o As in the DLL, teachers can also talk about their learners who did well in the
lesson and those who need help.

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What is DLL?

 Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson.

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Flexibility Clause

 Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go
through all ten (10) parts of the DLL in every lesson. Teachers need to ensure that the
procedures of the lesson lead to the achievement of the stated objectives.

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BANGHAY-ARALIN SA ARALING PANLIPUNAN 2

(IPED Lesson Plan )
Dumagat Remuntado ng Rizal
Unang Markahan

Aralin 1.3: Kahalagahan ng Komunidad

I. Layunin

a. Naipapaliwanag ang kahalagahan ng komunidad na kinabibilangan.

b. Natutukoy ang mga uri ng pamumuhay sa komunidad naayon sa kanyang kapaligiran.
c. Naiuugnay ang mga uri ng pamumuhay ayon sa kinaroroonan ng komunidad na
kinabibilangan.

II. Paksang-Aralin
Kahalagahan ng Komunidad
Sanggunian: Grade 2 CG AP2KOM-Ia-2, Yugto ng Buhay, IKSP, Elders

Kagamitan: Larawan ng iba’t ibang komunidad, ilustrasyon, mga kuwento (Big books)

Integrasyon: Filipino, MTB-MLE, ESP

III. Pamamaraan:

A. Panimulang Gawain Aralin

1. Pagtukoy sa mga pumasok

Nandito – weyo ok
Wala dito – eyen
2. Balik-aral:
Ipakita ang mga larawan kung saan maaaring matagpuan ang isang komunidad.
3. Paghahawan ng Balakid:
Magpakita ng larawan ng mga katutubong Dumagat Remuntado na nangingisda,
nagtatanim at nangangaso. Itanong kung saan ginagawa ang mga ito.
4. Pagganyak na tanong:
Bakit mahalaga ang komunidad?

B. Paglalahad:
a. Ipaskil sa pisara ang komunidad na matatagpuan sa iba’t- ibang lokasyon.
Komunidad sa tabing ilog/dagat
Komunidad sa kapatagan
Komunidad sa kabundukan
Komunidad sa talampas

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Komunidad sa lungsod
Komunidad sa industrial
b. Itanong:
1. Anong komunidad ang nakikita niyo sa unang larawan? Pangalawa?
Pangatlo? Pang-apat? Panglima? Pang-anim?
2. Sa iyong palagay, saan nanggagaling ang ikinabubuhay ng mga taong
nakatira sa
Komunidad sa tabing ilog/dagat
Komunidad sa kapatagan
Komunidad sa kabundukan
Komunidad sa talampas
Komunidad sa lungsod
Komunidad sa industrial
c. Isulat sa pisara ang mga kasagutan ng bawat mag-aaral at pag-usapan ito.

C. Panlinang na Gawain:

1. Gawain A:
Pag-aralan ang komunidad sa tabing ilog na kinabibilangan ni Bodoy, isulat sa kahon ang
mga gawain o hanapbuhay na maaaring gawin ng mga tao na bumubuo sa komunidad.
Tumawag ng bata upang isulat ito sa pisara.

Si Bodoy Si Bodoy ay anak ng mag- asawang Lubigan at Ligaya. Nakatira sila sa tabi ng ilog
kasama ng mga iba pang pamilya. Tuwing umaga isinasama siya ng kanyang ama na si Lubigan
na mangisda kasama ang iba pang tatay at mga kaibigan niyang bata. May iba iba silang
pamaraan upang makapanghuli ng isda. Ang tatay ni Baye ay magaling manisid gamit ang
kanyang pana at antipara. Pamimislay ang tawag sa kanyang paraan ng pangingisda. Si inay
naman ay nakakapanghuli ng isda sa pamamagitan ng paggamit ng katsa. Pananalap ang tawag
sa ginagawa niya. Maya-maya sumisigaw si Bodoy..itay! itay! Nasaan si Ayo? Nagaalalang
tanong sa itay. Ah, si Ayo naroon sa may maliit na balon nanunublang siya. Ano po ang
nanunublang itay? Tanong ni Bodoy. Dinikdik niya ang bunga ng kamaysa at pinatulay niya ang
katas ng kamaysa sa boho para mahilo ang mga isda at madali niya itong mahuli. Ganon po ba
itay. Tara na…yaya ni Talon a tatay ni Baye. Kasya na itong nahuli kong hipon para sa aming
agahan. Mayamaya’y masayang nanakbo din si ayo na may nahuling dalawang palos. Puno
naman ang maliit na lagayan ni Totoy sa nasalap niyang beya.

2. Gawain B:
Mula doon sa mga naisulat na sagot ng mga mag-aaral ay tumawag muli ng boluntaryo
upang ipaliwanag ang sagot sa pamamagitan ng gabay na tanong.
a. Bakit pangingisda ang iyong nasabi na hanapbuhay ng mga komunidad na nasa
tabing ilog/dagat?
b. Sino ang mga kadalasang ang komunidad ay nasa tabing ilog/dagat?

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 Building & Enhancing New Literacies Across Curriculum

c. Ano-ano ang mga uri ng pangingisda na ginagawa ng mga katutubong Dumagat

Remuntado?
D. Pangkatang Gawain:

Pangkat 1.
Magpakita ng illustrasyon. Mula sa mga karanasan niyo at ang nakikita niyo sa
larawan, ano kaya ang maaaring gawin ng mga taong nakatira sa
komunidad na nasa kabundukan upang mapakain ang kanilang pamilya.Iguhit ito
at ipaliwanag sa harap ng klase.
Pangkat 2.
Pag-aralan ang larawan ng komunidad na nasa kapatagan, lungsod at industrial.
Isulat ang mga ito sa ibaba ng larawan at ipaliwanag sa harapan kung
bakit? Pangkat 3.
Pag-aralan ang larawan ng komunidad na nasa talampas. Ano-ano ang mga
gawaing maaari nilang gawin upang mapanatiling buhay ang kanilang
pamilya. Isulat ang mga ito sa ibaba ng larawan at ipaliwanag sa harapan
kung bakit?

Pagkatapos ipaliwanag ng bawat grupo ang gawa nila, sagutin ang mga gabay na tanong:
1. Ano-ano ang mga ikinabubuhay ng mga komunidad na nasa
kabundukan? Bakit? Tignan ang Gawain ng pangkat 1.
2. Bakit ibang trabaho naman ang hanapbuhay ng mga nasa komunidad ng
kapatagan, lungsod at industrial? Pangkat 2
3. Ano-ano ang mga makikita at mayroon sa kapatagan, lungsod at industrial?
4. Sino-sino ang mga bumubuo ng komunidad sa talampas sa pangkat 3?
5. Bakit ang uri ng hanapbuhay ay iba-iba?

Tandaan Natin: Ang hanapbuhay ng bawat komunidad ay naaayon sa kinaroroonang kapaligiran.

Ang kapaligiran o komunidad ang nagpapanatili ng pagiging malusog at patuloy na daloy ng
buhay.

E. Paglalahat:

Ano ang kahulugan ng komunidad?

Ano-ano ang mga bumubuo ng komunidad?
Saan maaaring matagpuan ang komunidad?

IV. Pagtataya:

Piliin sa kahon ang mga hanapbuhay ng mga tao ayon sa komunidad na kinabibilangan.

Pangingisda pagtatanim pangangaso pagtitinda inhenyero

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 Building & Enhancing New Literacies Across Curriculum

___________________ 1. Komunidad sa lungsod

____________________ 2. Komunidad sa kapatagan
____________________ 3. Komunidad sa industriyal
____________________ 4. Komunidad sa kabundukan
____________________ 5. Komunidad sa tabing ilog

V. Takdang aralin:

Iguhit ang iyong komunidad. Isulat ang mga bagay na gusto mong baguhin sa inyog
komunidad.

Rubrics:

5- malinis, kaakit-akit, malinaw at makatotohanan ang pagguhit. Angkop ang kulay sa

inilalarawan.
4- Malinaw at malinis ang pagkakaguhit ngunit hindi angkop ang ginamit na kulay sa
inilalarawan.
3. Malinaw at malinis ang pagguhit ngunit hindi angkop ang kulay na ginamit. Hindi
nakakatawag pansin.
2. Malinaw at malinis ang pagguhit ngunit walang kulay.
1. Bahagyang malinaw at walang kulay ang iginuhit.

Monday Tuesday Wednesd

I. OBJECTIVE/S A. Oral Language A. Reading A. Fluency

1. Talk about famous people. Comprehension 1. Read words wi
B. Listening 1. Identify sequence of consonant blend d
Comprehension events. B. Grammar
1.Note significant details 1. Use appropriate
from a selection heard. signals to show se
C. Attitude events.
1.Show interest in listening C. Writing and
to a biography. Composition
1. Write about an
using sequence si
A. Content Standard/s A. Oral Language A. Reading A. Fluency
1. Demonstrates Comprehension 1. Demonstrates
understanding of verbal cues 1. Demonstrates understanding tha
for clear expressions of understanding of different is stress-timed lan

21
 Building & Enhancing New Literacies Across Curriculum

ideas. linguistics nodes to achieve accuracy

2.Demonstrates comprehend various texts. automaticity.
understanding of verbal and B. Grammar
non-verbal cues for effective 1. Demonstrates c
oral presentation. of the convention
3. Demonstrates standard English g
understanding of information and usage when w
derived from multi-media speaking.
sources for clear and creative C. Writing and
presentation. Composition
B. Listening 1. Demonstrates
Comprehension understanding of
1. Demonstrates a process.
understanding of the 2. Demonstrates
elements of informational understanding of
text for comprehension. importance of usi
2. Demonstrates sources of inform
understanding of text types support writing.
to construct feedback.
C. Attitude
1. Demonstrates
understanding of non-verbal
cues to communicate with
others.
2. Demonstrates
understanding of verbal and
non-verbal elements of
communication to respond
back.

B. Performance Standard/s A. Oral Language A. Reading A. Fluency

1. Actively participates in
oral theme-based activities.
2.Efficiently delivers oral
presentations.
3. Creatively presents
information using broadcast
media.
B. Listening
Comprehension
1. Recalls details , sequence
of events and shares ideas on
text listened to.
2. Identifies story perspective
and text elements.
C. Attitude
Comprehension 1. Reads aloud tex
1. Use linguistic cues to accuracy and auto
appropriately construct B. Grammar
meaning from a variety of 1. Speaks and and
texts for a variety of using good comm
purposes. the convention of
English.
C. Writing and
Composition
1. Uses a variety o
strategies to write
informational and
compositions.
2. Uses varied sou
information to sup

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 Building & Enhancing New Literacies Across Curriculum

1. Applies knowledge of writing.

non-verbal skills to show
respect when communicating
with others.

C. Learning Competency/ies 1.Use appropriate expression 1. Identify sequence of 1. Read aloud gra
to talk about famous places. events. texts accurately.
EN4OL-IIIb-2 EN4RC-IIIc-3 EN4F-IIIc-3
2. Point out details from a 2. Use appropriate
biographical account. signals to show th
EN4LC-IIIc-3 of events in senten
3. Show interest in reading a EN4G-IIIc-3
biography. 3. Write simple se
EN4A-IIIc-3 using sequence si
EN4WC-IIIc-3

II. CONTENT Biography: “Who is Randy Time Connectors

Halasan?”

A. References
1. Teacher’s Guide pp.232-233 233-234 234-236
2. Learner’s Material pp. 244 248
3. Textbook pages
4. Additional Material
from Learning Resource
(LR) Portal
B. Other Learning Chart Chart, pictures
Resources
IV. PROCEDURES
A. Reviewing previous Pre-Listening Activities Review: Phonics drill on dr.
lesson or presenting 1.Oral Language Activity Recall the important 1. Reading of words
the new lesson. ( See page 244 of LM under details in the biography of 2.Reading of a short
Think and Tell) Randy Halasan
2. Unlocking of word
difficulties. Pupils look for
word/words in the paragraph
that have similar meaning to
the underlined word.

B. Establishing a Motivation: Motivation:

purpose for the lesson Who do you admire most? Who is Randy Hala
Why do you admire the you recall the signif

23

C. Presenting
Examples/ instances of
the new lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing
mastery(Leads to
Formative Assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson
I. Evaluating learning
Building & Enhancing New Literacies Across Curriculum
person?
Teacher presents the motive
question.
Listening Activity
Teacher will read to the
class the biography of Randy
Halasan on page 245 of LM.
Post Listening Activity
Pupils will answer the
questions on page 246of LM
under Talk About It
Who is Randy Halasan? Why
he has been given a world-
known award?
events in his life?
( Teacher make a lis
pupil’s responses )
Teacher will assign group Pupils will read the
tasks to the pupils. then teacher will ask
See page 233 to 234 of like:
TG Which of these even
Randy’s life happen
second? third? etc.
( All the responses w
written on the board
connectors.)
Group presentation of Teacher will say to t
outputs. Events do follow a c
sequence. The seque
events in a story is t
which things happen
What words are used
the order of events i
of Randy?
( Teacher writes the
responses)
Teacher will say aga
class : These are cal
words. They signal t
Guided Practice:
Pupils will do the a
page 248 of LM und
Some More
What does sequenc
mean?What words a
show the order of ev
Write the appropriat
events using the sign
to complete each sen
_____, Buboy plant
_____, out came a ti
_____, it had more l
taller branches.
24
 Building & Enhancing New Literacies Across Curriculum

_____, it had fruits.

J. Additional activities
for application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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
teaching 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?
Source: https://rethink.software/cloud/preview?link=573ec5d1-079b-4546-8e41-70e1e157fa66

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 Building & Enhancing New Literacies Across Curriculum

Application

Choose a
Then select a competency of your choice. Create both detailed lesson plan and semi detailed
lesson plan. Integrate appropriate 21st literacy for that competency in the learning activities or
whichever part of the lesson plan where the identified literacy is fitting or technology literacy in
the delivery of the lesson plan.

Rubric for Lesson Plan Development

Beginning Developing Accomplished

Instruction Goals and Instructional goals and
Objectives objectives are not stated.
Learners cannot tell what is
expected of them. Learners
cannot determine what they
should know and be able to
do as a result of learning
and instruction.
Instructional Strategies Instructional strategies are
missing or strategies used
are inappropriate.
Assessment Method for assessing
student learning and
evaluating instruction is
missing.
Technology Used Selection and application of
technologies is
inappropriate (or non-
existent) for learning
environment and outcomes.
Material list is missing.
Materials Needed
Lesson plan is unorganized Lesson plan is organized, but not
Organization and and not presented in a neat professionally presented.
Presentation manner.
Instructional goals and objectives are Instructional goals and objectives are Instruc
stated but are not easy to understand. stated. Learners have an clearly
Learners are given some information understanding of what is expected of unders
regarding what is expected of them. them. Learners can determine what them. L
Learners are not given enough they should know and be able to do they sh
information to determine what they as a result of learning and as a res
should know and be able to do as a instruction. instruc
result of learning and instruction.
Some instructional strategies are Most instructional strategies are Instruc
appropriate for learning outcome(s). appropriate for learning outcome(s). for lea
Some strategies are based on a Most strategies are based on a based o
combination of practical experience, combination of practical experience, experie
theory, research and documented theory, research and documented docum
best practice. best practice.
Method for assessing student Method for assessing student Metho
learning and evaluating instruction is learning and evaluating instruction is learnin
vaguely stated. Assessment is present. Can be readily used for clearly
teacher dependent. expert, peer, and/or self-evaluation. be read
and/or
Selection and application of Selection and application of Selecti
technologies is beginning to be technologies is basically appropriate techno
appropriate for learning environment for learning environment and learnin
and outcomes. Technologies applied outcomes. Some technologies Techno
do not affect learning. applied enhance learning. learnin
Some materials necessary for student Most materials necessary for student All ma
and teacher to complete lesson are and teacher to complete lesson are and tea
listed, but list is incomplete. listed. clearly
Lesson plan is organized and neatly Compl
presented. organi

Retrieved from- http://www.dr-hatfield.com/science_rules/Rubric%20for%20Lesson%20Plan.pdf

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 Building & Enhancing New Literacies Across Curriculum

Feedback/Assessment

Read the questions below and provide the information asked for about Lesson plan, DLP and
DLL.

 What is Lesson plan?

 Importance of lesson planning

 Discuss DLP and DLL

 Recall the important parts of DLP and DLL, then discuss briefly what is to be included in
each part. Use two column table for this task.

 Provide a specific content area, identify a topic and discuss how an appropriate literacy
be integrated in the lesson planning.

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 Building & Enhancing New Literacies Across Curriculum

References

Gallego, Margarita R. Rodríguez. 2007. Lesson planning in Primary and Secondary Education.
https://www.researchgate.net/publication/269463679_Lesson_planning_in_Primary_and_Second
ary_Education

Kong, Siu-cheung. 2014. Developing Information Literacy and Critical Thinking Skills through
Domain Knowledge Learning in Digital Classrooms: An Experience of Practicing Flipped
Classroom Strategy. DOI: 10.1016/j.compedu.2014.05.009

Shelow ,Gaby .2016. The Importance of New Literacy Skills in the 21st Century Classroom.
https://thecurrent.educatorinnovator.org/the-importance-of-new-literacy-skills-in-the-21st-
century-classroom

Wei, Li. 2013. Integration of Multicultural Education into English Teaching and Learning: A
Case Study in Liaoning Police Academy. Theory and Practice in Language Studies, Vol. 3, No.
4, pp. 612-619. http://www.academypublication.com/issues/past/tpls/vol03/04/09.pdf

_____________. 2017. Lesson Planning for DepEd Teachers.

https://www.slideshare.net/janisary/lesson-planning-for-deped-teachers

http://mpbou.edu.in/slm/B.Ed_SLM/bedteb3u4.pdf

https://www.tesol.org/docs/default-source/books/14002_lesson-planning_ch-1
https://www.aeseducation.com/blog/what-is-a-lesson-plan

https://www.slideshare.net/junniesalud/detailed-lesson-plan-english-math-science-filipino

https://www.slideshare.net/erman21/subject-area-lesson-plan

https://www.slideshare.net/ishshah1/banghay-aralin-sa-araling-panlipunan-9

https://www.accreditedschoolsonline.org/education-teaching-degree/multicultural-students/

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