Instructional Plan Template

Name of Teacher
Learning Area:
Competency:
Lesson No.
Key
Understandin
gs to be
developed
Learning
Objectives

Grade/Year Level
Quarter:
Duration
(minutes/hours)

Knowled
ge
Skills
Attitudes

Resources
Needed
Elements of the Plan
Preparations
- How will I make
the learners ready?
- How do I prepare
the learners for the
new lesson?
(Motivation
/Focusing
/Establishing Mindset /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?

Presentation
- (How will I
present the new
lesson?
- What materials
will I use?
- What
generalization
/concept
/conclusion
/abstraction should
the learners arrive
at?
(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)

Methodology

Motivation/Introd
uctory Activity

This part introduces the

lesson content.. it
serves 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
learners 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

Module No.:

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
- What practice
exercises/applicatio
n activities will I
give to the
learners?
(Answering practice
exercise
- Applying learning in
other situations/actual
situations/real-life
situations
- Expressing ones
thoughts, feelings,
opinions, beliefs
through artwork,
songs, dances, sports
- Performing musical
numbers/dances,

Application
This part is structured to
ensure the commitment
of the learners to do
something to apply their
new learning in their
own environment.

manipulative activities,
etc.)

Assess
-ment
(Refer
to
DepED
Order
No. 73,
s. 2012
for the
exampl
es)

Assessment Matrix
Levels of Assessment

Knowledge
(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
(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 students
ability to process and make
sense of information, and may

What will I
assess?

How will I
assess?

How will I score?

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 students performance of
authentic tasks)

Assignment

Reinforcing the days

lesson
Enriching the days
lesson
Enhancing the days
lesson
Preparing for the
new lesson