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Instructional Plan (iPlan) Template
Name of Teacher
Learning Area:
Competency:
Lesson No. 8
Key
Understandings
to be developed
Learning Knowledge
Objectives 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
Mind-set /Setting the Mood
/Quieting /Creating Interest -
Building Background Experience –
Activating Prior
Knowledge/Apperception - 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)
Grade/Year Level
Quarter: Module No.:
Duration (minutes/hours)
Methodology
Motivation/Introductory
Activity
This part introduces the lesson
content.. it is 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 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
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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 ensure the
commitment of the learners to do
exercises/application
something to apply their new
activities will I give to the learning in their own environment.
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.)
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
curriculum, facts and information that the student
DepED acquires)
Order No. What do we want students to know?
73, s. 2012 (relevance and adequacy)
How do we want students to express or provide
for the evidence of what they know
examples) 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
ment lesson
Enriching the day’s lesson
Enhancing the day’s lesson
Preparing for the new
lesson