Name of Teacher Grade/Year Level

Learning Area: Quarter:

Content Standard:

Performance Standard:

Learning Competency:

Code:
Lesson Topic: Duration (minutes/hours)

Key
Understanding
s to be
developed

Learning Knowledge
Objectives
Skills

Attitudes

Resources
Needed

Elements of Methodology
the Plan

Preparations Motivation/ Teacher’s Activity Student Activity

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

Presentation Activity
- (How will I This is an
present the new interactive
lesson? strategy to elicit
learner’s prior
- What learning
experience. It
materials will I serves as a
use? springboard for
new learning. It
- What illustrates the
generalization / principle that
learning starts
concept
where the learners
/conclusion are. Carefully
/abstraction structured activities
should the such as individual
or group reflective
learners arrive
exercises, group
at? discussion, self-or
group assessment,
(Showing/ dyadic or triadic
Demonstrating/ interactions,
Engaging/ Doing puzzles, simulations
/Experiencing or role-play,
/Exploring cybernetics
/Observing exercise, gallery
- Role-playing, walk and the like
dyads, dramatizing, may be created.
brainstorming, Clear instructions
reacting, interacting should be
- Articulating considered in this
observations, part of the lesson.
finding, conclusions,
generalizations,
abstraction
Analysis
- Giving suggestions,
reactions solutions Essential questions
recommendations) 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 Application

- What practice This part is

structured to
exercises/applic
ensure the
ation activities commitment of the
will I give to the learners to do
learners? something to apply
their new learning
(Answering practice in their own
exercise environment.
- 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.)
Assess- Assessment Matrix
ment
Levels of Assessment What will I assess? How will I assess? How will I score?

Knowledge
(Refer to
(refers to the substantive content of the
DepED curriculum, facts and information that the
Order No. student acquires)

73, s. What do we want students to know?

2012 for
(relevance and adequacy)
the
examples) 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 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)
(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 student’s performance of
authentic tasks)

Assign- Reinforcing the day’s

lesson
ment

Enriching the day’s lesson

Enhancing the day’s

lesson

Preparing for the new

lesson