1. Mandaue City Comprehensive National High School - K to 12 iPlan Grade ___
Name of
Teacher:
Date Section Day Time Date Section Day Time
Program/ Learning
Area:
Unit of
Competency:
Quarter:
Module Title: Module
No.
Lesson No.
Duration
(Minutes/Hours)
Key Unders tandings
to be developed
Learning
Objectives
Knowledge
Ski lls
Attitudes
Resources
Needed
Material s /Handouts Software Tool s Equipment
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/Appercepti
on - Review – Drill)
- How will I connect
my new lesson with
the past lesson?
Introductory
Activity(Optional)
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
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.
Activity
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 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.
Preparations
- (How will I present the
new lesson?
- What materials will I use?
- What generalization
/concept /conclusion
/abstraction should the
learners arrive at?
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
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2. (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)
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 one’s
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.
Assessment
(Refer to DepED
Order No. 73, s.
2012 for the
examples)
Levels of
Assessment
Assessment Matrix
What will I assess? How will I assess? How will I score?
Knowledge (15%)
(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(25)
(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
student’s ability to
process and make
sense of information,
and may be assessed
in the following
criteria: understanding
of content and critical
thinking
Understanding(s)
(30%)
(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)

3. Products/performanc
es (30%)
(Transfer of
Understanding)
(refer to the real-life
application of
understanding as
evidenced by student’s
performance of
authentic tasks)
Assignment
Reinforcing
the day’s
lesson
Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for
the new
lesson
Concluding
Activity(Optional)
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.
Wrap-up
Finale
Remarks:
*You may add extra paper if necessary.
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