Developing Lesson Exemplar

REGIONAL TRAINING ON SCIENCE CRITICAL CONTENT OF THE 21ST
CENTURY SKILLLS THROUGH LESSON EXEMPLAR
October 11- 13, 2019
The Ritz Hotel

Porras St. Cor. Villamor St., Barrio Obrero, Davao City
Jim Boy P. Pasia

Darly D. Lamentac
Emmanuel B. Clarion
Napdeo Natka E. Natad
Facilitators
DEPARTMENT OF EDUCATION
What makes a good
Instructional Plan?
Development of Lesson
Exemplar
(7Es focusing on 21 st Century Skills)
Session Objectives
At the end of the session, the participants are
expected to:
1. describe what makes a good instructional plan;
2. develop an evaluation tool (e.g. checklist, Likert-

type scale, etc.) that can be used for checking
instructional plans; and,
3. Share ways on providing technical assistance to

teachers to improve their skills in planning lessons.
A Question of Standards
learning Competency no. 1
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
Unpacked Competency 2
Unpacked Competency 1
Learning Target 1 learning Competency no. 3

Learning Target 2 Unpacked Competency 3
How do we keep the standards in mind?
CONTENT learning Competency no. 1

STANDARDS
PERFORMANCE
STANDARDS
How do we keep the standards in mind?
Unpacked Competency 1 Unpacked Competency 3
Learning Target 1 Unpacked Competency 2
Learning Target 2
What’s our point of reference?
THE CURRICULUM GUIDE!
Learning the code
Domain
Competency
S8ES-IId-19 number
Learning Area
Quarter
Week
Grade Level
Content The learners demonstrate understanding of different
Standards techniques to separate mixtures.
Performance The learners should be able to separate desired materials from
Standards common and local products.
Learning Enumerate techniques in separating mixtures such as picking,
Competencies winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
S6MT-Id-f-2
Unpacked Separate the components of common solid mixtures by picking.
Competencies Separate the components of common solid mixtures by
winnowing.
Separate insoluble solid in a liquid using decantation.
Separate immiscible liquids by using decantation.
Separate the components of common solid mixtures containing
magnetic and non-magnetic materials.
Separate insoluble solid from a liquid using filtration.
Demonstrate how a soluble solid is separated from a liquid
using evaporation.
Demonstrate how simple mixtures of fine and coarse particles
of solid materials are separated.
a framework to consider:
Unpacked Learning
Content Performance Learning
Learning Targets
Standards Standards Competencies
Competencies (KUD)
know
understand do
Always remember:
ALIGNMENT
Vertical Alignment
Horizontal Alignment
ACTIVITY No. 2: Evaluation Tool for Alignment
Working in your respective groups,

please make a 5-item tool for
assessing lesson plans with regard to
ALIGNMENT TO STANDARDS.
Why should we bother with assessment?
Formative Assessment Summative Assessment
Do teachers also need to plan for assessment?
1. gearing instruction towards what the

learners must demonstrate
2. progress charting
- focus NOT on “what I
have taught,” but rather
on “what the students
have learned”
3. holds teachers accountable for making
sure learning had taken place
Always remember:
CONGRUENCE
Unpacked Learning
Learning Formative
Learning Targets
Competencies Assessment
Competencies (KUD)
1. Labeling a
1. identify the diagram of
K - identify
parts of the the MRS &
the parts
describe the parts MRS and FRS FRS
U- classify
and functions of 2. describe the 2. Sorting out
parts as
the human functions of parts into
belonging to
reproductive the MRS MRS/FRS
MRS or FRS
system (a one-week 3. describe the 3. Illustrating
D - complete
competency) parts and missing
a diagram of
functions of parts of
the MRS
the FRS the
MRS/FRS
ACTIVITY No. 3: Evaluation Tool for
Congruence of Assessment and Targets
Working in your respective groups, please

make a 5-item tool for assessing lesson plans
with regard to CONGRUENCE OF ASSESSMENT
AND TARGETS/OBJECTIVES.
In a nutshell, we must be guided by the principles of Assessment:
1. Assessment should be aligned with objectives,

learning standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of
learners, hence, varied methods appropriate to the
type of learners are utilized.
4. The Formative Assessment should scaffold the
learners in Summative Assessment.
5. Assessment results should be used by teachers to
help students learn better.
6. Assessment involves both teachers and learners.
How can we help teachers and
students get from point A to
point B?
It’s all about the

STRATEGIES.
Elements of good teaching strategies:
• rooted on CONSTRUCTIVISM
• DEVELOPMENTALLY appropriate
• recognizes each learner’s ZPD
– each T-L event should be dedicated to
broadening a learner’s ZPD
• recognizes learners’ INDIVIDUAL DIFFERENCES
Notes on differentiation:
Notes on differentiation:
So far, we have gone through Standards, Assessment, and Strategies.
“Wiggins and McTighe (1998) suggest a

backward design model for planning that begins
NOT with the lesson, but with our expectations
for the END RESULT. There are three basic steps
to designing a lesson using backward design:
1. Identify the desired results.
2. Determine acceptable evidence.
3. Plan learning experiences and
instruction. (Tileston, 2004)”
The DLL/DLP format: Ano ba talaga?
4A MODEL
ACTIVITY
which consists of:
1. Priming activity
(motivation)
2. Activity for Concept
Building
ANALYSIS
APPLICATION 1
ABSTRACTION
APPLICATION 2
EXPLICIT TEACHING
Setting lesson goals
Modelling
(“I do”)
Guided Practice
(“We do”)
Independent Practice
(“You do”)
ACTIVITY No. 4: Evaluation
Tool for Congruence
of Assessment and Targets
Working in your respective groups,

please make a 5-item tool for assessing
lesson plans with regard to TEACHING
STRATEGIES AND DLL/DLP FORMAT.
APPLICATION
Share with the group some tips

on how you can provide on-time
technical assistance to a teacher
whom you found to be struggling
with his/her lesson planning.
Example of Lesson Exemplar
Explain how mutations may cause changes in the

structure and function of a protein.
(S10LT-IIIe-38)
RESOURCES
• DepEd Order No. 42, s 2016
• DepEd Order No. 8, s 2016
• Kto12 Curriculum Guides
• Instructional Planning and Delivery (Teach for
America, 2011)
• Reach Every Student Through Differentiated
Instruction
(http://www.edugains.ca/resourcesDI/Brochure
s/DIBrochureOct08.pdf)

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REGIONAL TRAINING ON SCIENCE CRITICAL CONTENT OF THE 21ST

CENTURY SKILLLS THROUGH LESSON EXEMPLAR

October 11- 13, 2019

The Ritz Hotel

Jim Boy P. Pasia

1. describe what makes a good instructional plan;

2. develop an evaluation tool (e.g. checklist, Likert-

3. Share ways on providing technical assistance to

Learning Target 1 learning Competency no. 3

CONTENT learning Competency no. 1

learning Competency no. 1

Unpacked Competency 1 Unpacked Competency 3

Learning Target 1 Unpacked Competency 2

THE CURRICULUM GUIDE!

Working in your respective groups,

Formative Assessment Summative Assessment

1. gearing instruction towards what the

Working in your respective groups, please

1. Assessment should be aligned with objectives,

It’s all about the

“Wiggins and McTighe (1998) suggest a

Setting lesson goals

Working in your respective groups,

Share with the group some tips

Explain how mutations may cause changes in the

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