Instructional Planning (iPlan) No.

1
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.:35 Learning Area: UNDERSTANDING CULTURE, SOCIETY AND POLITICS Grade Level: 11 Quarter:II Duration: 1 hr
Learning Competency/ies: PROMOTE PRIMARY EDUCATION AS A HUMAN RIGHT Code:
(Taken from the Curriculum Guide) UCSP11/12HSOIIg-27

Key Concepts / A. Importance of primary education

Understandings to be B. Education is a Human Right
C. Promote Primary Education
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare, A. Explain The importance of Primary
or association explain, paraphrase, discuss
graphic messages Education and Education is a
Human Right

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, Promote Primary Education
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open- DISCUSS POSITIVE
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous, VISION ON
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude, PRIMARY
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision, EDUCATION
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The stand for the good, Voluntariness of
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of one’s
learner. Instructional objectives are concerned with the student's general patterns of adjustment rights, Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for POINT SOME VIEWS FOR
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, Family HUMAN RIGHTS
simple acceptance to the more complex state of commitment. Valuing is based on the
important Solidarity, Generosity, Helping, ( EDUCATION )
internalization of a set of specified values, while clues to these values are expressed in
in life. Oneness
the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go
form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond
4. Organization - Organizes values into priorities by contrasting different values,
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is
life on
on comparing, relating, and synthesizing values. 3. Makakalikasan
earth,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Care of the environment, Disaster Risk
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Management, Protection of the
wealth relate, synthesize Environment, Responsible
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Consumerism, Cleanliness,
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Orderliness, Saving the ecosystem,
affect the characteristic of the learner. Instructional objectives are concerned with the student's Environmental sustainability
eternal general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, 4. Makabansa
millions practice, propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content HOW SOCIETY IS ORGANIZED ( EDUCATION )

3. Learning Resources PROJECTOR , LAPTOP, VIDEO FILE, BOOK

4. Procedures
4.1 Introductory Activity (_5___ minutes). This part introduces the lesson content. Although at Teacher shows a video clip about
times optional, it is usually included to serve 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 Heart of Innocence- A film on the
when it is conducted in a pleasurable and comfortable atmosphere.
Primary Education of India
https://www.youtube.com/watch?v=EYmA3leXHqI

4.2 Activity (_5___ minutes). This is an interactive strategy to elicit learner’s prior learning GROUPING
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts The learners are then grouped into 4 and share their
where the learners are. Carefully structured activities such as individual or group reflective exercises,
insights on the video.
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.
4.3 Analysis (__10__ minutes). Essential questions are included to serve as a guide for the QUESTIONING
teacher in clarifying key understandings about the topic at hand. Critical points are Teacher ask questions: (learners answer as a group)
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 1. What are the factors that hinder individuals
taken should lead the learners to understand the new concepts or skills that are to be
 presented in the next part of the lesson from accessing education?
5. Importance of primary education
6. Education is a Human Right 2. How is education related to poverty?
Promote Primary Education.
3. Is Education really necessary for us to become
a successful person?

4.4 Abstraction (_15___ minutes). 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 DISCUSSION
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
PRIMARY EDUCATION AS A HUMAN RIGHT

4.5 Application (_20___ minutes). This part is structured to ensure the commitment of the ESSAY WRITING
learners to do something to apply their new learning in their own environment.
1. ‘’PRIMARY EDUCATION AS A HUMAN RIGHT “

RUBRICS:
SO RELEVANT 4
RELEVANT 3
NOT SO RELEVANT 2
NOT RELEVANT 1

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group GROUP ACTIVITY ( SHARING OF INSIGHTS )
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical- 1. MULTI-MEDIA PRESENTATION
vocational subjects 2. ESSAY

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (_3___ minutes). Fill-in below any of the four purposes:
  Reinforcing / strengthening the day’s lesson
BRING ART MATERIALS and ½ WHITE CARTOLINA
FOR TOMMOROWS ACTIVITY

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (_2___ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, EDUCATION CAN BE BOTH EMPOWERING AND
parable or a letter that inspires the learners to do something to practice their new learning.
LIMITING DEPENDING ON HOW IT IS FACILITATED
IN A GIVEN SOCIETY

7. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

9. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

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
learning 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?

Prepared by:
Name: EPIFANIO P. BATO JR. School: KALANGAHAN NATIONAL HIGH SCHOOL
Position/Designation: T-1 Division: CEBU PROVINCE
Contact Number: 09229761742 Email address: junstone81@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
 Instructional Planning (iPlan) No. 2
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 36 Learning Area: UNDERSTANDING CULTURE, SOCIETY AND POLITICS Grade Level: 11 Quarter: II Duration:60
Learning Competency/ies: PROMOTE PRIMARY EDUCATIION AS A HUMAN RIGHT Code:
(Taken from the Curriculum Guide) UCSP11/12HSOIIg-27

Key Concepts / D. Importance of primary education

Understandings to be E. Education is a Human Right
F. Promote Primary Education
Developed
Domain Adapted Cognitive Process Dimensions 2. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare, Interpret the importance of Primary
or association explain, paraphrase, discuss
graphic messages Education and Education is a Human Right

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use, Express and promote Primary Education
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover through art
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 5. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 6. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant, Demonstrate
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control, sincerity in
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility, promoting primary
something behavior and are often identifiable. Accountability, Industriousness, education
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 8. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The stand for the good, Voluntariness of
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of one’s
learner. Instructional objectives are concerned with the student's general patterns of adjustment rights, Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 10. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting ,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 11. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, Family
simple acceptance to the more complex state of commitment. Valuing is based on the
important Solidarity, Generosity, Helping,
internalization of a set of specified values, while clues to these values are expressed in
in life. Oneness
the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go
form, initiate, invite, join, justify, propose, read, report, select, share, study 12. Makakalikasan
beyond
4. Organization - Organizes values into priorities by contrasting different values, Care of the environment, Disaster Risk
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is Management, Protection of the
life on
on comparing, relating, and synthesizing values. Environment, Responsible
earth,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Orderliness, Saving the ecosystem,
wealth relate, synthesize Environmental sustainability
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, 13. Makabansa Influence others in
affect the characteristic of the learner. Instructional objectives are concerned with the student's Peace and order, Heroism and promoting primary
eternal general patterns of adjustment (personal, social, emotional). Appreciation of Heroes, National education as a right
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
millions practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism,
Productivity

2. Content HOW SOCIETY IS ORGANIZED ( EDUCATION )

3. Learning Resources CARTOLINA, ART MATERIALS, SAMPLE POSTER AND SLOGAN

4. Procedures
4.1 Introductory Activity (_5___ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the RECAP OF YESTERDAYS LESSON
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
SHOW AN EXAMPLE OF A POSTER AND A SLOGAN
when it is conducted in a pleasurable and comfortable atmosphere.

4.2 Activity (_2___ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts TEACHER ASK THE STUDENTS TO GET AND PREPARE
where the learners are. Carefully structured activities such as individual or group reflective exercises,
THE MATERIALS THEY WERE ASSIGNED TO BRING
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.
13.3Analysis (__3__ minutes). 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 TEACHER ASK THE STUDENTS IF THEY KNOW WHAT
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 THEY WILL DO AND IN THIS TIME TEACHER ENTERTAIN
taken should lead the learners to understand the new concepts or skills that are to be QUESTIONS OF THE STUDENTS
presented in the next part of the lesson
4.4 Abstraction (_3___ minutes). This outlines the key concepts, important skills that should be GIVE INSTRUCTIONS FOR THE ACTIVITY AND GIVE IT’S
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that IMPORTANCE, PURPOSEAND PRESENTING OF RUBRICS
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
(POSTER MAKING AND SLOGAN)
lesson.
RUBRICS: 4 3 2 1
RELEVANCE :
CREATIVITY :
VISUAL IMPACT :
NEATNESS :

4.5 Application (_40__ minutes). This part is structured to ensure the commitment of the learners THEME:‘’PRIMARY EDUCATION AS A HUMAN RIGHT “
to do something to apply their new learning in their own environment.
SLOGAN/ POSTER MAKING

4.6 Assessment (_3__ minutes). For the Teacher to: a) Assess whether learning objectives have been met TEACHER TAKE A PICTURE OF THEIR WORK FOR
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate ASSESMENTPURPOSE AND
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
TEACHER WILL INSTRUCT THE STUDENTS TO
given before, during, or after the lesson). Choose any from the Assessment Methods below:
POST THEIR ART WORK AROUND THE SCHOOL
VICINITY

Assessment Method Possible Activities

d) Observation
(Formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
Investigation, Role Play, Oral Presentation, Dance,
Musical Performance, Skill Demonstration, Group POSTER MAKING, SLOGAN MAKING
Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science
Experiment

e) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

f) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (_2___ minutes). Fill-in below any of the four purposes:
  Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

READ ABOUT RELIGIONS AND BELIEF

4.8 Concluding Activity (_2___ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “EDUCATION IS A RIGHT NOT A PRIVILLEGE”
parable or a letter that inspires the learners to do something to practice their new learning.

14. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

16. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
H. No. of learners who
earned 80% in the
evaluation.

I. No. of learners who

require additional
activities for
remediation.

J. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

K. No. of learners who

continue to require
remediation.

L. Which of my
learning strategies
worked well? Why
did these work?
M.What difficulties did
I encounter which
my principal or
supervisor can help
me solve?

N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: EPIFANIO P. BATP JR. School: PUTAT NATIONAL HIGH SCHOOL
Co-author: Chalton Ca-adan Madridejos National High School
Position/Designation: T1 Division: CEBU PROVINCE
T1 CEBU PROVINCE
Contact Number: 09229761742 Email address: junstone81@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
4. Activity Sheet …
5. Formative Assessment …
6. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others