Instructional Plan Template (1)

1

Instructional Instruction al Plan (iPlan) Template Name of Teacher Learning Area: Competenc: Le!!on No. " &e 'nder!tandin g! to (e developed Learning )(*ective!

Grade/Year Level Quarter: #uration $minute!/hour!%

&no+led ge ,-ill! Attitude!

e!ource! Needed lement! of the 0lan Preparations - How will I make the

Methodolog

Motivation/ntroduc tor Activit

learners ready?  Thi! part part introduce! introduce! the - How do I prepare the le!!on content.. it i! !erve! learners for the new a! a +arm2up activit to give lesson? the learner! 3e!t for the (Motivation (Motivation /Focusing incoming le!!on and an idea  /Establishing  /Establishing Mind-set Mind-set a(out +hat it to follo+. )ne  /Setting the Mood Mood principle in learning i! that  /Quieting /Creating /Creating Interest Interest learning occur! +hen it i! - Building Background conducted in a plea!ura(le Experience  and comforta(le  !ctivating "rior atmo!phere. #no$ledge/!pperception %evie$  &rill' - How will I connect my new lesson with the past  lesson?

Presentation - (How will I  present the new lesson? - What materials will I use? - What generalization  /concept  /conclusion  /abstraction should the learners arrive at? (Sho$ing/ &eonstrating/ Engaging/ &oing  /Experiencing  /Experiencing /Exploring /Exploring  /)bserving

 !ctivit*   Thi! i! an interactive interactive !trateg to elicit learner4! prior learning e5perience. t !erve! a! a !pring(oard for ne+ learning. t illu!trate! the principle that learning !tart! +here the learner! are. Carefull !tructured activitie! !uch a! individual or group re6ective e5erci!e!7 group di!cu!!ion7 !elf2or group a!!e!!ment7 dadic or triadic interaction!7 pu33le!7 !imulation! or role2pla7 c(ernetic! e5erci!e7 galler +al- and the li-e ma (e created. Clear in!truction! !hould (e con!idered in thi! part of the le!!on.

Module No.:

8 - %ole-pla*ing+ d*ads+ draati,ing+ brainstoring+ reacting+ interacting - !rticulating observations+ nding+ conclusions+ generali,ations+ abstraction - .iving suggestions+ reactions solutions recoendations'

 !nal*sis !!ential 9ue!tion! are included to !erve a! a guide for the teacher in clarifing -e under!tanding! a(out the topic at hand. Critical point! are organi3ed to !tructure the di!cu!!ion! allo+ing the learner! to ma5imi3e interaction! and !haring of idea! and opinion! a(out e5pected i!!ue!. Aective 9ue!tion! are included to elicit the feeling! of the learner! a(out the activit or the topic. The la!t 9ue!tion! or point! ta-en !hould lead the learner! to under!tand the ne+ concept! or !-ill! that are to (e pre!ented in the ne5t part of the le!!on.

 !bstraction  Thi! outline! the -e concept!7 important !-ill! that !hould (e enhanced7 and the proper attitude that !hould (e empha!i3ed. Thi! i! organi3ed a! a lecturette that !ummari3e! the learning empha!i3ed from the activit7 anal!i! and ne+ input! in thi! part of the le!!on.

Practice - What practice eercises/applicatio n activities will I give to the learners?

 !pplication  Thi! part i! !tructured to en!ure the commitment of the learner! to do !omething to appl their ne+ learning in their o+n environment.

(!ns$ering practice exercise - !ppl*ing learning in other situations/actual situations/real-lie situations - Expressing one0s thoughts+ eelings+ opinions+ belies through art$ork+ songs+ dances+ sports - "eroring usical nubers/dances+ anipulative activities+ etc1'

Assess -ment $efer to

A!!e!!ment Matri5 Level! of A!!e!!ment

Knowledge ( reers to the substantive content o the curriculu+ acts and inoration that

;hat +ill  a!!e!!<

=o+ +ill  a!!e!!<

=o+ +ill  !core<

> #ep# )rder No. ">7 !. 8?18 for the e5ampl e!%

the student ac2uires' 3hat do $e $ant students to kno$4 (relevance and ade2uac*' 5o$ do $e $ant students to express or  provide evidence o $hat the* kno$

Process or Skills (reers to skills or cognitive operations that the student perors on acts and inoration or the purpose o constructing eanings or understandings1' Skills as evidenced b* student0s abilit* to process and ake sense o inoration+ and a* be assessed in the ollo$ing criteria6 understanding o content and critical thinking

Understanding(s) (reers to enduring big ideas+ principles and generali,ations inherent to the discipline+ $hich a* be assessed using the acets o understanding or other indicators o understanding $hich a* be specic to the discipline

Products/performances (Transfer of Understanding) (reer to the real-lie application o understanding as evidenced b* student0s perorance o authentic

tasks'

Assignment

einforcing the da4! le!!on nriching the da4! le!!on nhancing the da4! le!!on 0reparing for the ne+ le!!on