Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 13 Learning Area: Practical Research 2 Grade Level: 12 Quarter: I Duration: 1hr
Learning Code:
Competency/ies: Illustrates and explain conceptual framework CS_RS12-If-j-6
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be
Developed The Formulation of Conceptual Framework.

Domain Adapted Cognitive Process Dimensions (D.O. No. 1. Objectives

8, s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve,
of knowing The learner can recall information and retrieve recognize, duplicate,
something with relevant knowledge from long-term memory list, memorize, repeat,
familiarity gained describe, reproduce
through experience Understanding interpret, exemplify, Discuss and Explain the conceptual
or association The learner can construct meaning from oral, classify, summarize, framework.
written and graphic messages infer, compare, explain,
paraphrase, discuss
Skills Applying execute, implement,
The ability and The learner can use information to demonstrate, dramatize, Illustrate the conceptual framework
capacity acquired undertake a procedure in familiar situations interpret, solve, use,
through deliberate, or in a new way illustrate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts compare, contrast, organize,
smoothly and and determine how they relate to one outline, attribute, deconstruct
adaptively carryout another, and to the overall structure and
complex activities or purpose
the ability, coming coordinate, measure, detect,
from one's
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
knowledge, practice, describe, critique, appraise,
aptitude, etc., to do decisions
evaluate
something generate, hypothesize, plan,
Creating
The learner can put elements together to design, develop, produce,
form a functional whole, create a new construct, formulate,
product or point of view assemble, devise
Attitude Categories: List of Attitudes:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
feelings or attention confidence, Wellness,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Respect, Honesty, Personal
areas. identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
A settled 2. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
way of learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
thinking or outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
feeling respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
about Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet,
someone or Positive vision, Acceptance,
help, label, perform, practice, present, read, recite, report, select, tell, write
something, 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent ,
typically one ranges from simple acceptance to the more complex state of Gratitude, Tolerant,
that is commitment. Valuing is based on the internalization of a set of specified Cautious, Decisive, Self-
reflected in values, while clues to these values are expressed in the learner's overt Control, Calmness,
a person’s behavior and are often identifiable. Responsibility,
behavior Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Accountability,
follow, form, initiate, invite, join, justify, propose, read, report, select, Industriousness, Industry,
share, study Cooperation, Optimism,
4. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent,
values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
culture, Globalism,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Compassion, Work Ethics,
defend, explain, formulate, generalize, identify, integrate, modify, order,
Creativity, Entrepreneurial
organize, prepare, relate, synthesize
Spirit, Financial Literacy,
5. Internalizing values - (Characterization): Has a value system that controls Global, Solidarity, Making a
their behavior. The behavior is pervasive, consistent, predictable, and most stand for the good,
importantly, characteristic of the learner. Instructional objectives are Voluntariness of human act,
concerned with the student's general patterns of adjustment (personal, Appreciation of one’s rights,
social, emotional). Inclusiveness, Thoughtful, Display
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous, cooperation
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest,
While
Authority, Hardworking,
Realistic, Flexible,
discussing.
Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

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

3. Learning Resources A. Reference: Practical Research for SHS 2 by Amadeo Cristobal Jr.
and Maura Cristobal, Ed.D.
B. Materials: Laptop, TV, Power point presentation
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Review on the statement of the problem,
content. Although at times optional, it is usually included to serve as a warm-up and Methodologies and Processes in
activity to give the learners zest for the incoming lesson and an idea about what it to
conducting the research.
follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. The students will be asked what they
would like come up as an output of their
research. Then the discussion will follow.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior Group Activity wherein each group will
learning experience. It serves as a springboard for new learning. It illustrates the produce or make a conceptual framework
principle that learning starts where the learners are. Carefully structured activities
about the research: the input, the process,
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, and the output.
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide 1. How do you find the activity?
for the teacher in clarifying key understandings about the topic at hand. Critical points
2. How did you conceptualize your
are organized to structure the discussions allowing the learners to maximize
interactions and sharing of ideas and opinions about expected issues. Affective research?
questions are included to elicit the feelings of the learners about the activity or the 3. What do you consider as your
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.
input? process? output?
4. What can you say about the
conceptual framework of the
research?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills Conceptual framework is one of the
that should be enhanced, and the proper attitude that should be emphasized. This is important elements of research. It provides
organized as a lecturette that summarizes the learning emphasized from the activity,
an explanation of the scope and range of a
analysis and new inputs in this part of the lesson.
concept or construct and discussed cases
to have combine two or more theories. It
comprises the input, the process, and the
output of the research.

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

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

Essay, Picture Analysis, Comic Strip, Panel
Conferencing
Discussion, Interview, Think-Pair-Share,
(Teachers talk to and question learners
Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
 c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model,
Products
Artwork, Multi-media Presentation, Product
(Teachers judge the quality of products
made in technical-vocational subjects
produced by learners according to
agreed criteria)

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

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

4.7 Assignment (____ 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

Identify the different terms that are
used in your study and give the
operational definition of each.

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song,
an anecdote, parable or a letter that inspires the learners to do something to practice their
new learning.

5. 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.

6. 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: Nelson G. Loon School: Ramon M. Durano Sr. MNHS
Position/Designation: Teacher III Division: Danao City
Contact Number:09239600367 Email address: nelsonloon@yahoo.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
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Practical Research 2 Grade Level: 12 Quarter: I Duration: 1hr
Learning Code:
Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 2. Objectives
8, s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve,
of knowing The learner can recall information and retrieve recognize, duplicate,
something with relevant knowledge from long-term memory list, memorize, repeat,
familiarity gained describe, reproduce
through experience Understanding interpret, exemplify,
or association The learner can construct meaning from oral, classify, summarize,
written and graphic messages infer, compare, explain,
paraphrase, discuss
Skills Applying execute, implement,
The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar situations interpret, solve, use,
through deliberate, or in a new way illustrate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts compare, contrast, organize,
smoothly and and determine how they relate to one outline, attribute, deconstruct
adaptively carryout another, and to the overall structure and
complex activities or purpose
the ability, coming coordinate, measure, detect,
from one's
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
knowledge, practice, describe, critique, appraise,
aptitude, etc., to do decisions
evaluate
something generate, hypothesize, plan,
Creating
The learner can put elements together to design, develop, produce,
form a functional whole, create a new construct, formulate,
product or point of view assemble, devise
Attitude Categories: List of Attitudes:
Growth in 5. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
feelings or attention confidence, Wellness,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Respect, Honesty, Personal
areas. identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
A settled 6. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
way of learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
thinking or outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
feeling respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
about Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet,
someone or Positive vision, Acceptance,
help, label, perform, practice, present, read, recite, report, select, tell, write
something, Determined, Independent ,
7. Valuing - Attaches to a particular object, phenomenon, or behavior. This
typically one Gratitude, Tolerant,
ranges from simple acceptance to the more complex state of
that is Cautious, Decisive, Self-
commitment. Valuing is based on the internalization of a set of specified
reflected in Control, Calmness,
values, while clues to these values are expressed in the learner's overt
a person’s behavior and are often identifiable. Responsibility,
behavior Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Accountability,
follow, form, initiate, invite, join, justify, propose, read, report, select, Industriousness, Industry,
share, study Cooperation, Optimism,
8. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent,
values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
culture, Globalism,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Compassion, Work Ethics,
defend, explain, formulate, generalize, identify, integrate, modify, order,
Creativity, Entrepreneurial
organize, prepare, relate, synthesize
Spirit, Financial Literacy,
5. Internalizing values - (Characterization): Has a value system that controls Global, Solidarity, Making a
their behavior. The behavior is pervasive, consistent, predictable, and most stand for the good,
importantly, characteristic of the learner. Instructional objectives are Voluntariness of human act,
concerned with the student's general patterns of adjustment (personal, Appreciation of one’s rights,
social, emotional). Inclusiveness, Thoughtful,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous,
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected 7. Maka-Diyos
principles or attention Love of God, Faith, Trusting,
standards of Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
behavior; identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
one's 2. Responding to Phenomena - Active participation on the part of the
judgment of learners. Attends and reacts to a particular phenomenon. Learning
what is outcomes may emphasize compliance in responding, willingness to
important in respond, or satisfaction in responding (motivation). 8. Maka-tao
life. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
for human rights, Gender
greet, help, label, perform, practice, present, read, recite, report,
Go beyond equality, Family Solidarity,
select, tell, write
learner’s life Generosity, Helping, Oneness
3. Valuing - Attaches to a particular object, phenomenon, or behavior.
on earth, This ranges from simple acceptance to the more complex state of 9. Makakalikasan
include commitment. Valuing is based on the internalization of a set of Care of the environment,
more than specified values, while clues to these values are expressed in the Disaster Risk Management,
wealth and learner's overt behavior and are often identifiable. Protection of the
fame, and Environment, Responsible
Behavioral Verbs: work, complete, demonstrate, differentiate, Consumerism, Cleanliness,
would affect
explain, follow, form, initiate, invite, join, justify, propose, read, Orderliness, Saving the
the eternal
report, select, share, study ecosystem, Environmental
destiny of
4. Organization - Organizes values into priorities by contrasting sustainability
millions.
different values, resolving conflicts between them, and creating a 10. Makabansa
unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism
Intentionally
synthesizing values. and Appreciation of Heroes,
add values
to yourself Behavioral Verbs: adhere, alter, arrange, combine, compare, National Unity, Civic
and to your complete, defend, explain, formulate, generalize, identify, integrate, Consciousness, Social
students, modify, order, organize, prepare, relate, synthesize responsibility, Harmony,
everyday. 5. Internalizing values - (Characterization): Has a value system that Patriotism,
controls their behavior. The behavior is pervasive, consistent, Productivity
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise, serve,
solve, verify
2. Content
3. Learning Resources

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Review on the statement of the problem,
content. Although at times optional, it is usually included to serve as a warm-up and Methodologies and Processes in
activity to give the learners zest for the incoming lesson and an idea about what it to
conducting the research.
follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. The students will be asked what they
would like come up as an output of their
research. Then the discussion will follow.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior Group Activity wherein each group will
learning experience. It serves as a springboard for new learning. It illustrates the produce or make a conceptual framework
principle that learning starts where the learners are. Carefully structured activities
about the research: the input, the process,
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, and the output.
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide 5. How do you find the activity?
for the teacher in clarifying key understandings about the topic at hand. Critical points
6. How did you conceptualize your
are organized to structure the discussions allowing the learners to maximize
interactions and sharing of ideas and opinions about expected issues. Affective research?
questions are included to elicit the feelings of the learners about the activity or the 7. What do you consider as your
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.
input? process? output?
8. What can you say about the
conceptual framework of the
research?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills Conceptual framework is one of the
that should be enhanced, and the proper attitude that should be emphasized. This is important elements of research. It provides
organized as a lecturette that summarizes the learning emphasized from the activity,
an explanation of the scope and range of a
analysis and new inputs in this part of the lesson.
concept or construct and discussed cases
to have combine two or more theories. It
comprises the input, the process, and the
output of the research.

.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
d) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral Group Activity
recorded, based on assessment criteria) 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
Conferencing
Discussion, Interview, Think-Pair-Share,
(Teachers talk to and question learners
Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
 f) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model,
Products
Artwork, Multi-media Presentation, Product
(Teachers judge the quality of products
made in technical-vocational subjects
produced by learners according to
agreed criteria)

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

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

4.7 Assignment (____ 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

Identify the different terms that are
used in your study and give the
operational definition of each.

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song,
an anecdote, parable or a letter that inspires the learners to do something to practice their
new learning.

11. 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.

12. 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: Nelson G. Loon School: Ramon M. Durano Sr. MNHS
Position/Designation: Teacher III Division: Danao City
Contact Number:09239600367 Email address: nelsonloon@yahoo.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