2. A teaching activity is like implementing
a miniscule curriculum. A Daily
Lesson is based on a planned or
written curriculum, which will be put to
action by the teacher in the classroom.
Before the lesson ends the teacher must
find out if the students have truly
learned.
3. DepED Order No. 70 s. 2012
Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the
needed information and guide from the Teacher Guide (TG) and Teacher Manual
(TM) reference material with page number, interventions given to the students and
remarks to indicate how many students have mastered the lesson or are needing
remediation.
However, teachers with less than 2 years of teaching experience shall be required
to prepare Daily Lesson Plans which shall include the following:
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
4. Starting the Class Right: Laying Down the
Curriculum Plan
A Teacher must have written a lesson plan. The main parts of
lesson plan are:
(1)Objectives or Intended learning outcomes (ILO)
(2)Subject Matter (SM)
(3)Procedure or Strategies of Teaching
(4)Assessment of Learning outcomes (ALO) and;
(5)Assignment or Agreement
5. I. Intended Learning Outcomes
(ILO).
Are the desired Learning that will be the focus of
the lesson.
Learning Outcomes are based on Taxonomy of
Objectives presented to us as Cognitive, Affective
and Psychomotor.
Bloom’s Taxonomy has been revisited by his own
student, Lorin Anderson, and David Krathwohl.
7. Revised Bloom’s Taxonomy
Categories Example Key Words
Remembering. Recall or retrieve previous learned
information
Defines, describes, identifies, labels, lists, outlines,
selects, states
Understanding. Comprehend meaning, translation,
state problem in own words, making meaning.
Comprehends, explains, distinguishes, estimates,
gives examples, interprets, predicts, rewrites,
summarizes
Applying. Use concept is new situation, applies what
has been learned in new situation
Applies, changes, computes, operates, constructs,
modifies, uses, manipulates, prepares, shows, solves
Analyzing. Separate materials or concepts into
competent parts so that the organization is clear.
Distinguishes between facts and differences
Breaks down, compares, contrasts, diagrams,
differentiates, discriminates, identifies, infers,
outlines, relates, selects, separates
Evaluating. Make judgements about the value of
ideas or materials.
Appraises, compares, criticizes, defends, describes,
discriminates, evaluates, interprets, justifies,
summarizes
Creating. Build a structure or pattern from various
elements. Put parts together to create a whole, to
Composes, compiles, designs, generates, modifies,
organizes, rearranges, reorganizes, revises, rewrites,
9. Levels of Knowledge
1. Factual Knowledge- ideas, specific data or information
2. Conceptual Knowledge- words or ideas known by
common name, common features, multiple specific
examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to
function together.
3. Procedural Knowledge- how things work, step-by-step
actions, methods of inquiry.
4. Metacognitive knowledge- knowledge of cognition in
general, awareness of knowledge of one’s own cognition,
thinking about thinking.
10. Specific
Measurable
Attainable
Result
Oriented/
Outcomes
Time bound
I. Subject Matter or Content. (SM)
comes from a body of knowledge that
will be learned through the guidance of
the teacher. Subject matter is the WHAT
in teaching. In a plan, this is followed by
the references.
II. Procedure or Methods and
Strategies. This is the crux ofcurriculum
implementation. How a teacher will put
life to the intended outcomes and the
subject matter to be used depends on
this component.
11. Approaches and Methods Used for Teaching
Different Kinds of Learners (Corpuz &
Salandanan, 2013)
1.Direct
Demonstration
Methods
Guided
Exploratory/Discovery
Approach
Problem-b ased Learning
(PBL)
Project Method
2. Cooperative
Learning Approches
Peer Tutoring
Learning Action Cells
Think-Pair-Share
17. Methods and materials must
implement the plan: Taking action
Example No. 1: Lesson using
basic steps and parts as
prescribed by DepEd Order 70 s,
2012 for teachers, two years and
less in service.
18. Lesson Plan in Science
I. Objectives/Intended Learning
Outcomes
1. Tell that force is applied to move objects.
2. Describe that pushing or pulling with a force moves
objects.
3. State that if force moves the object away from the person it
is a push.
4. State that if the force moves the object towards the person,
it is pull.
19. II. Subject Matter
A. Topic: Pushing or Pulling Moves Objects
B. Reference: Bilbao, P. (2020) Exploring Science with Fun
C. Science Concepts:
1. Objects move when force is applied to it.
2. A push is a force that moves objects away.
3. A pull is a force that moves the object near.
D. Science Processes: Observing, Inferring, Making Operational
Definition
E. Materials: Real objects like chairs, tables, books, stones, big boxes
and pictures.
20. III. Procedure
A. Preparatory Activity
1. Review of Prior Learning/Past Lesson
B. Lesson Proper
1. Motivation
1.1 Bring children to observe outside the classroom to identify
things or objects that are moving.
1.2 Ask the children to report their observation in the class.
2. Pre-laboratory Activities
2.1 Let the learners recall the standards during a laboratory activity.
2.2 Present all the materials needed.
2.3 Distribute activity sheet to each group.
21. a) 3. Laboratory Activity
3.1 Using the activity as a guide, each group work cooperatively.
3.2 Activity 1: Force: Can it Push or Pull?
3.3 Each group records observation for exhibit and reporting.
4. Post-laboratory Activity
4.1 After the report, display the work in front of the classroom.
4.2 Analyze each group result with the whole class.
4.3 Make agreements on the results that lead to conceptualization.
5. Conceptualization
5.1 Throw the following questions to the class to elicit their formed
concepts.
a. What is needed to move the object from one place to another?
(Force is needed to move the object.)
b. How will you move with a force if you want the object to go far
from you? (Push the object away.)
c. How will you move with a force, if you want the object to move
near you? (Pull the object near.)
22. 6. Application
6.1 Do you have enough force to push the wall? Try it.
6.2 Do you have enough force to pull a box? Try it.
6.3 Do you have enough force to push a chair? Try it.
IV. Assessment of Learning Outcomes
Circle the letter of the correct answer.
1. If you throw a ball to a classmate, what force will you apply?
a. Push b. Pull c. Slide
2. You want the chair to be nearer you, so your best friend can sit, what will you
do?
a. Pull the chair b. Push the Chair c. Carry the chair
3. A table is blocking the way. You wanted to remove it farther to provide a
passage. What will you do?
a. Break the table b. Push the table to the side c. Pull the table
23. a) 4. What do you need in order to move an object away
or near you?
a. Force b. Food c. Water
5. Can your force move everything?
a. Yes b. No c. Not sure
V. Assignment
At home, list four objects that you can push or
pull. What did you use to pull or push the
objects?
24. Finding out what has been achieved:
Assessing achieved outcomes
At the end of the activity, the teacher will find out if the
intended learning outcomes (ILO) have been converted into
achieved learning outcomes (ALO).
Tests and other tools are utilized at the end of the lesson to
identify this. What Knowledge, Process Understanding and
Performance (KPUP) are demonstrated by the learners? The
rule of thumb is what has been taught should be measured, to
find out if the intended outcomes set at the beginning has
been achieved.
