Calayan Educational Foundation, Inc.

Professional Education Uniting Program

NAME: MARICRIS L. ESTEPA SCORE:
COURSE AND YEAR: UNITING PROGRAM DATE: 11 MAY 2024

Activity Sheet
Teacher as Designer of the Curriculum

I Obtain a copy of a lesson plan in your field of specialization. Analyze the sample you
secured and give your suggestions based on the principles that you have learned on the
module.

Components Copy from the Sample Your Comments/Suggestions

Title of the Lesson Plan Banghay Aralin sa Araling No further comments in the title of the
Panlipunan 9: Ekonomiks Detailed Lesson Plan (DLP) since it
already specified the specific subject,
grade level and the specific topic of the
DLP. The title of the lesson being the
heading is observably stated in a general
form because the succeeding section will
gradually present the specifics/details of
the lesson plan.
Intended Learning A. Pamantayang The ILO presented the performance,
Outcomes/Objectives Pangnilalaman content standards and expected learning
B. Pamantayang competencies in line with the Curriculum
Pagganap guide recommended by DepEd.
C. Mga kanayan sa As to the Tiyak na Layunin, the teacher
pagkatuto (mula sa intends to measure the cognitive ability of
MELC) the learners by explaining the relationship
D. Tiyak na layunin between pag-iimpok and pamumuhunan.
1. Natatalakay ang It measures the understanding, not just
ugnayan ng pag- the recall of concepts, since by
iimpok at explaining/discussing the relationship,
pamumuhunan; there needs to be understanding of the
2. Natataya ang concepts. As to the second objective,
kahalagahan ng since it pertains to the intended learning
tamang outcome in the affective domain, natataya
pagbabadyet at can also be replaced with other word such
pag-iimpok as napahahalagahan. Another objective
can be added to assess the ILO on the
psychomotor domain
Content/Subject Matter Paksa: Ugnayan ng pag- The content/subject matter is relevant to
iimpok at pamumuhunan the economics as the subject and the ILO.
It is clearly focused on the relationship of
Mga kagamitang panturo: pagiimpok and pamumuhunan which are
1. Mga pahina sa reflected to the two (2) ILO above.
gabay ng guro As to the references, the teacher
a. LRMDS Teacher’s indicated the materials used in the DLP.
Guide o Gabay sa In writing references, the author of the
Pagtuturo Yunit 3 – material or the publications should have
Ugnayan ng been indicated. Though there are already
Pangkalahatang contextualized DLP, it is still suggested
Kita, Pag-iimpok at that books be considered a reference
Pagkonsumo material to ensure variety of point of views
b. BE-LCP Most in drafting the DLP.
Essential Learning
Competencies
(MELCs) Pahina 54
c. Prototype and
Contextualized

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 Calayan Educational Foundation, Inc.
Professional Education Uniting Program
d. Lesson Plan (DLPs)
Araling Panlipunan
9 (Ikatlong
Markahan), Pahina
23-27
2. Mga pahina sa
kagamitang
pangmag-aaral
a. Ekonomiks,
Araling
Panlipunan
Modyul para sa
Mag-aaral,
Pahina 259-268
b. Gawaing
Pagkatuto
Bilang 6, Pag-
iimpok at
Pamumuhunan
3. Mga pahina sa
teksbuk
a. Ekonomiks,
Araling
Panlipunan
Modyul,
(Bagong
Edisyon),
Pahina 287-301
4. Karagdagang
kagamitan mula sa
portal ng Learning
Resources o
nilalaman
a. LRMDS Sample
Daily Lesson
Log 0 gnayan
ng
Pangkalahatang
Kita, Pag-iimpok
at Pagkonsumo
5. Iba pang
kagamitang panturo
➢ Manila Paper,
Marring Pen,
Adhesive Tape,
Larawan,
Larawan sa
pagganyak,
laptop projector
o TV monitor
Methods/Strategies 1. Balitaan: Sabihin It is good that the teacher begins the
ang mga balitang lesson through Balitaan as it
may kinalaman sa contextualizes the topic in the real-life
ekonomiks o situation. Further, it is a good strategy to
ekonomiya ng deliver the lesson from general to
bansang Pilipinas. specific.

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 Calayan Educational Foundation, Inc.
Professional Education Uniting Program
2. Pagbabalik-aral: There are several approaches that the
GNI vs. GDP teacher indicated in his DLP which
3. Pagganyak: includes inquiry-based, reflective and
Kilalanin ang collaborative approaches. With these
larawan at buuin approaches, it will foster cooperation
ang word puzzle (pangkatang gawain), competition
4. Pagpapaliwanag ng (paghula sa word puzzle, bukas na
layunin ng aralin talakayan) and individualism (worksheet:
5. Pag-uugnay ng mga pagpuno ng impormasyon sa table).
halimbawa sa These formative activities can effectively
bagong aralin measure the ILO stated above. Though
6. Pangkatang the teacher should manage the time in
Gawain (Pagbuo ng doing the activities since this is assumed
graphic organizer) to be a one-hour class.
7. Bukas na talakayan
at pagsusuri ukol sa
Habits of Wise
Saver
8. Paglinang sa
kabihasnan sa
pamamagitan ng
pagpuno ng
impormasyon sa
table
9. Paglalapat ng aralin
sa pangaraw-araw
na buhay:
Pagbibigay ng
pormula sa pag-
iimpok (Integrasyon
sa Mathematics,
ESP, TLE)
10. Paglalahat ng
aralin: Pagkumpleto
ng concept map na
nagpapahiwatig ng
kahalagahan ng
pag-iimpok.
Evaluation/Assessment Pagtataya ng aralin: The formative assessments conducted
Pagtukoy kung tama o mali through activities as mentioned above are
ang mga pangungusap at effective means to provide feedback to
kung ito man ay mali, the students on their learning from
ipaliwanag kung bakit ito concept to concept. These true/false
mali at itama ang questions involve not only
salita/mga salita. recalling/remembering the concepts
1. Ang perang taught but on a higher level which is
naimpok sa bangko understanding. It is also in line with the
ay kumikita ng ILO since these are situational/practical
interes. statements which they can relate to. Also,
2. Kapag nagsara ang before the student can say that the
bangko, ang perang statement is correct/wrong, they have to
naimpok ay hindi na relate the concepts of pag-iimpok,
makukuha. pagkonsumo and pamumuhunan.
3. Ang gastos ng tao As a suggestion, the teacher can have an
ay dapat nakabatay assignment for the students to get their
sa matalinong allocation for consumption and expenses,
the estimated income and savings so

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 Calayan Educational Foundation, Inc.
Professional Education Uniting Program
pagdedesisyon sa they can have the actual experience on
kaniyang kita. their budget at home. Through this, they
4. Mahalaga ang may can be aware on their expenses and
ipon para may consumption which can lead to a more
magagamit kung concrete understanding on how one
kinakailangan. contributed to the over-all economic
5. Hindi masama ang process. This is also beneficial to the
pagiging impulse student for a more contextualized
buyer dahil learning.
nasusunod mo ang
uso at gusto mo.

Part II Give a narrative example of the type of curriculum design in K to 12.

Type of Curriculum Design in K to 12 Examples

Subject-Centered Design/Approach
Learner-Centered Design/Approach
The K to 12 curriculum has a focus on the subjects that will
be taught to the learners which is a characteristic of a
subject-centered design/approach. It answered the simple
questions for both the learners and the teachers, “what
subjects are you teaching and what subjects are you
taking?” The learning areas are well-defined from
Kindergarten to Senior High School. For instance, in JHS,
there are eight learning areas which include - English,
Filipino, Mathematics, Science, Araling Panlipunan,
Edukasyon sa Pagpapakatao, MAPEH and Technology
and Livelihood Education. In SHS, there are different tracks
and strands to choose from to ensure the focus on the
particular discipline. The curriculum also has in-placed
Curriculum Guide with program standards, learning area
standards, course description, key stage standards,
content standards and performance standards. There are
also supporting/supplemental policies for assessment,
crafting of DLP/DLL and among others. These are
manifestations of subject-focused approach.
The use of constructivism principle and differentiated
instruction are features of the K to 12 curriculum which are
anchored with the Learner-Centered Design/Approach.
The K to 12 curriculum views learners as active
constructors of knowledge. This means that learners
should be actively involved in the teaching-learning
process. The teachers’ role shifted from being the sources
of knowledge to being facilitators of knowledge. Being
active constructors of knowledge as the underlying
principle of the curriculum, it has the same values with the
learner-centered design/approach that the center of the
educational process is the child/learner.

Learner-Centered Design/Approach also believes teachers

should consider using differentiated instruction or teaching
as recognition on the uniqueness of every learner. This is
the same feature of the K to 12 curriculum wherein
teachers are encouraged to differentiate their teaching in
order to help different kinds of learners meet the outcomes
in each lesson. They should provide multiple learning
options in the classroom so that learners of varying

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Professional Education Uniting Program
interests, abilities and needs are able to take in the same
content appropriate to their needs.
Problem-Centered Design/Approach One of the important procedures in lesson planning which
are expected to be implemented by the teachers pursuant
to DepEd DO 42, s. 2016 or the Policy Guidelines on DLP
for K to 12 Education Program is finding practical
applications of concepts and skills in daily living which can
develop appreciation and valuing for students’ learning by
bridging the lesson to daily living. Provided that K to 12
curriculum is based on a constructivist philosophy, learning
by doing or experiential learning are teaching-learning
strategies that are commonly-used. By so doing, the
Problem-centered design/approach comes in wherein, in
order to develop the critical thinking and problem-solving
skills of the learners, they are exposed and made to reflect
about life situations, contemporary life problems, areas of
living and among others.

Reference: Bilbao, P. et.al (2015). Curriculum Development for Teachers. Metro Manila: Lorimar
Publishing House

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