DepEd K to 12 Lesson Plan Template

1. 1 Instructional Plan (iPlan) Template Name of Teacher Grade/Year Level Learning Area: Quarter:
Module No.: Competency: Lesson No. 7 Duration (minutes/hours) Key Understandings to be
developed Learning Objectives Knowledge Skills Attitudes Resources Needed Elements of the Plan
Methodology

Preparations - How will I make the learners ready? - How do I prepare the
learners for the new lesson? (Motivation /Focusing /Establishing Mind-set /Setting the Mood
/Quieting /Creating Interest - Building Background Experience Activating Prior
Knowledge/Apperception - Review Drill) - How will I connect my new lesson with the past
lesson? Motivation/Introductory Activity This part introduces the lesson content.. it is serves as a
warm-up activity to give the learners zest for the incoming lesson and an idea about what it to
follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.

Presentation - (How will I present the new lesson? - What materials will I use?
- What generalization /concept /conclusion /abstraction should the learners arrive at? (Showing/
Demonstrating/ Engaging/ Doing /Experiencing /Exploring /Observing - Role-playing, dyads,
dramatizing, brainstorming, reacting, interacting - Articulating observations, finding, conclusions,
generalizations, abstraction - Giving suggestions, reactions solutions recommendations)

Activity This is an interactive strategy to elicit learners prior learning experience. It

serves as a springboard for new learning. It illustrates the principle that learning starts where the
learners are. Carefully structured activities such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson. Analysis Essential questions are included to serve as a guide
for the teacher in clarifying key understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to maximize interactions and sharing
of ideas and opinions about expected issues. Affective questions are included to elicit the feelings
of the learners about the activity or the topic. The last questions or points taken should lead the
learners to understand the new concepts or skills that are to be presented in the next part of the
lesson.

Abstraction This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette
that summarizes the learning emphasized from the activity, analysis and new inputs in this part of
the lesson. Practice - What practice exercises/application activities will I give to the learners?
 Answering practice exercise - Applying learning in other
situations/actual situations/real- life situations - Expressing ones thoughts, feelings, opinions, beliefs
through artwork, songs, dances, sports - Performing musical numbers/dances, manipulative activities,
etc.) Application This part is structured to ensure the commitment of the learners to do something to
apply their new learning in their own environment. Assess- ment (Refer to DepED Order No. 73, s.
2012 for the examples) Assessment Matrix Levels of Assessment What will I assess? How will I assess?
How will I score? Knowledge (refers to the substantive content of the curriculum, facts and
information that the student acquires) What do we want students to know? (relevance and adequacy)
How do we want students to express or provide evidence of what they know Process or Skills (refers
to skills or cognitive operations that the student performs on facts and information for the purpose of
constructing meanings or understandings.) Skills as evidenced by students ability to process and make
sense of information, and may be assessed in the following criteria: understanding of content and
critical thinking Understanding(s) (refers to enduring big ideas, principles and generalizations inherent
to the discipline, which may be assessed using the facets of understanding or other indicators of
understanding which may be specific to the discipline Products/performances (Transfer of
Understanding) (refer to the real-life application of understanding as evidenced by students
performance of authentic tasks) Assign- ment Reinforcing the days lesson Enriching the days lesson
Enhancing the days lesson Preparing for the new lesson