SAMPLE DETAILED LESSON EXEMPLAR IN ENGLISH (IDEA)
Learning Area: (What subject are you teaching?)
Learning Delivery Modality: (What learning delivery modality will be used to accomplish the lesson?
Choose among face-to-face training, online learning, virtual classrooms, blended learning, and mobile
learning.)
School: Grade Level:
LESSON Teacher: Section:
EXEMPLAR Teaching Date: Quarter:
Teaching Time: Number of Days:
I. OBJECTIVES
At the end of the lesson, the learners are expected to:
1. cognitive learning objective;
2. a ective learning objective; and
3. psychomotor learning objective.
NOTE: You may write more than three objectives.
A. Content Standards
(These are statements of the core content regarding knowledge or skills students
should learn and understand, found in the K to 12 Curriculum Guide in English.)
B. Performance Standards
(These are the work that a learner is expected to be able to do, found in the K to 12
Curriculum Guide in English)
C. Most Essential Learning Competencies (MELC)
(These are de ned as what the students need, considered indispensable, in the
teaching-learning process to build skills to equip learners for subsequent grade levels
and, subsequently, for lifelong learning. If available, write the attached enabling
competency/ies in DepEd MELC: K-12 Most Essential Learning Competencies
2023-2024.)
D. Enabling Competencies
(If available, write the attached enabling competency/ies. These are prerequisite skills,
knowledge, and values needed by learners in learning or understanding the target
competencies.)
II. CONTENT (What is the topic?)
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages - (These can be found in K to 12 Teacher’s Guide (TG)
Uploads & MELC-Based TG in depedclub.com.)
b. Learner’s Material Pages - (These can be found in the Learner’s Guide section in
depedtambayan.org.)
c. Textbook Pages - (You may use any textbooks that are allowed and published by
the Department of Education.)
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d. Additional Learning Materials from Learning Resources - (You may use any
textbooks or internet sources you may nd helpful in teaching the topic.)
B. List of Learning Resources for Development and Engagement Activities
(You may use any textbooks or internet sources you may nd helpful in creating the
development and engagement activities.)
NOTE: Please use the APA Style of Citation and Referencing, 7th Edition. Suppose
you don’t have any materials to put on each item, write N/A.
IV. PROCEDURES
Teacher’s Activity Students’ Activity
I - INTRODUCTION
a. Introductory/Preliminary Tasks (5 mins.) - This part introduces the lesson content. Although at
times optional, it is usually included as a warm-up activity to give the learners zest for the incoming
lesson and an idea of what is to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
Contents
i. Greetings
ii. Prayer (optional)
iii. Checking of Attendance
iv. Presentation of Classroom Rules (optional)
v. Energizer (optional)
vi. Review of the Previous Lesson
vii. Presentation of Lesson Objectives
Sample Text:
i. Greetings
“Good morning, class!”
“Good morning, Sir!”
ii. Prayer
“Before we start our lesson, let us pray. Michael,
kindly lead the opening prayer.”
“Of course, Sir. Let us bow our heads and feel the
presence of the Lord. In the name of the Father,
and of the Son, and of the Holy Spirit, Amen…”
(The student continues the prayer.)
“Thank you, Michael!”
iii. Presentation of Classroom Rules:
“Here are our classroom rules.” (The teacher
posts the classroom rules on the board.)
(The students read the rules in chorus.)
NOTE: Always use the present tense of the verb
when creating sentences enclosed inside
parentheses.
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Teacher’s Activity Students’ Activity
b. Activity/Strategy (10 mins.) - This is a direct, purposeful experience and an interactive strategy to
elicit the learner’s prior learning experience. It serves as a springboard for new learning. It illustrates
the principle that learning starts where the learners are. Clear instructions should be considered in
this part of the lesson. (This is also known as the Motivation.)
Sample Text:
TALKASTIC BOARD GAME
INSTRUCTION: The teacher asks students to create groups of 5 or 6. Using the Talkastic Board
Game, students roll the dice, make a question, and answer it. Accordingly, their partner responds until
they go around the entire game board. (The teacher can modify the topics on the board and the rules.)
The teacher moves around and observes how each group carries out the task. Moreover, the teacher
reminds the students to be open to their classmates. Remind them to respect their classmates’ ideas,
opinions, and preferences.
Teacher’s Activity Students’ Activity
(The teacher posts the board game on the board.)
“Can you see it now?”
“Yes, Sir.”
INSTRUCTIONAL MATERIAL # ___
Teacher’s Activity Students’ Activity
D - DEVELOPMENT
c. Analysis (5 mins.) - Essential questions are included to guide the teacher in clarifying key
understandings about the topic. Critical points are organized to structure the discussions, allowing
the learners to maximize interactions and share ideas and opinions about expected issues.
A ective questions are included to elicit the learners' feelings about the activity or the topic. The
last questions or points taken should lead the learners to understand the new concepts or skills to
be presented in the next part of the lesson.
Sample Text:
(The teacher asks the volunteers to write the
questions they raised during the activity and write
them on the board. They facilitate this activity so
that students will be able to see the various
questions representing all wh-questions.)
Provide sample answer here.
“Class, ho How do you think wh-questions are
formulated?”
“What do you think is the structure when
formulating wh-questions? Write your
observations on the board.”
“How do wh-questions contribute to the
attainment of certain communicative situations?”
“Go back to the questions written on the board.
Are those questions correctly formulated? Why or
why not?”
“What have you learned from the sharing of your
classmates based on the topics from the talkastic
board?”
“How important is it to construct appropriate wh-
questions to achieve speci c tasks?”
“How do you describe your overall experience of
the activity?”
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Teacher’s Activity Students’ Activity
d. Abstraction (15 mins.) - This outlines the key concepts, essential skills that should be enhanced,
and the proper attitude that should be emphasized. This is organized as a lecturette (individual,
paired, small group) that summarizes the learning highlighted from the activity, analysis, and new
inputs in this part of the lesson.
Sample Text:
(The teacher discusses key concepts through a
slideshow presentation. Students’ formulated
rules during the activity is reinforced by the
teacher and they also correct misconceptions, if
any.)
(The student reads the rst slide.) “What are wh-
“Class, who wants to read the contents of the rst questions? These are…”
slide? Yes, Paula.”
Provide sample answer here.
“Why is understanding of the stucture and
purpose of wh-questions important?
“Why is it important to ask questions?”
Teacher’s Activity Students’ Activity
E - ENGAGEMENT
e. Application (10 mins.) - This part ensures the commitment of the learners to do something to
apply their new learnings in their environment.
Sample Text:
MOCK INTERVIEW
INSTRUCTION: With a partner, students are instructed to take turns interviewing each other about
their chosen topics—hobbies, interests, family, etc.
INTERVIEW SHEET
Name of Interviewer:
Name of Interviewee:
Questions:
1. What ______________________ ?
2. Who ______________________ ?
3. When ______________________ ?
4. Where ______________________ ?
5. Why ______________________ ?
6. How ______________________ ?
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Teacher’s Activity Students’ Activity
A - ASSIMILATION
f. Assessment (10 mins.) - This part is for the teacher to assess whether learning objectives have
been met for a speci ed duration, remediate and enrich with appropriate strategies as needed, and
evaluate whether learning intentions and success criteria have been met.
NOTE: Formative assessment may be given before, during, or after the lesson.
ASK ME!
INSTRUCTION: Students are instructed to write at least 1-2 questions for each person. All wh-
questions must be used in this activity.
1. your mother
a. __________
b. __________
2. the Vice-President of the Philippines
a. __________
b. __________
NOTE: Provide the answer key and rubrics for each assessment activity.
Teacher’s Activity Students’ Activity
g. Assignment (2 mins.) - Choose any from what is given below:
i. reinforcing or strengthening the day’s lesson
ii. enriching or inspiring the day’s lesson
iii. enhancing or improving the day’s lesson
iv. preparing for the new lesson
h. Re ection/Wrap-Up/Concluding Activity (3 mins.) - Describe how you will complete the lesson
and bring the work to a conclusion/end. This can be done by
i. summarizing and recapitulating
ii. providing a brief but e ective closing activity, such as a strong quitation, a short song, an
anecdote, parable, or a letter that inspires the learners to do something to practice their new
learning.
Sample Text:
“Before we end this class, please answer the
following questions on a piece of paper.”
Today, I learned that _____.
After the discussion, I realized that _____.
The part of the activity that is di cult for me is
_____.
Name: School:
Year: Section:
Contact Number: Email Address:
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