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Grade 8 ICT Lesson: Multimedia, Graphics, and Web Software Skills

Comprehensive Grade 8 lesson plan on multimedia, graphics, and web software covering editing workflows, safe web research, and responsible media use.

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GRADE 8 DAILY LESSON LOGS | ILAW Format Name of Lesson / Pangalan ng Aralin Multimedia, Graphics, and Web Software Learning Area / Asignatura TECHNOLOGY AND LIVELIHOOD EDUCATION - ICT 8 Term / Week Term 1 | Week 9 Grade Level and Section / Baitang/Pangkat Grade 8 | Section: ____________________ Teacher / Guro DepEd Club Team - DepEdclub.com No. of Sessions / Bilang ng Sesyon Session 1 / Unang Sesyon Session 2 / Ikalawang Sesyon Session 3 / Ikatlong Sesyon Session 4 / Ikaapat na Sesyon References / Mga Sanggunian (books, websites, toolkits, etc.) A. References - Department of Education. Grade 8 TLE-ICT Three-Term Budget of Work, First Term, Week 9: Multimedia, Graphics, and Web Software. - Grade 8 TLE-ICT Term 1 Week 9 Lesson Exemplar: Multimedia, Graphics, and Web Software. - DepEd Order No. 016, s. 2026, Guidelines on Lesson Planning and Learning Design, including the ILAW Framework and Lesson Planning Rubric. B. Other Materials - Teacher-prepared software-category cards, editing step cards, source-check checklist, safe-browsing scenarios, worksheets, practical checklist, and performance rubric. Declaration of AI use / Deklarasyon sa Paggamit ng AI (Example Only) AI was used for activity planning, research support, and reviewing the clarity, accuracy, and alignment of the lesson. The teacher remains responsible for contextualizing, validating, and delivering the final lesson based on learners' needs, language, and classroom realities. ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
- Cite how AI was used in the formulation of the lesson plan. See DO 3, 2026 Annex A. Intentions / Mga Layunin Develop a clear understanding of how multimedia, graphics, and web software differ in purpose, typical tools, and outputs, while recognizing responsible media-use practices. Apply a safe and organized basic photo-editing workflow by preserving the original image, then cropping, resizing, and adding readable text for a defined audience and purpose. Use focused search strategies, basic source-checking criteria, and safe browsing practices to gather and summarize information responsibly from at least two sources. Integrate image-editing and safe- web research skills in a one-page multimedia research output, communicate design and source decisions, and reflect on responsible software use. Learning Competency and Curriculum Standards / Kasanayang Pampagkatuto - Write the competency/ies from the curriculum that we are targeting, and the content or performance standards applicable to the sessions. Content Standard The learners demonstrate an understanding of software applications. Performance Standard The learners create videos with graphic design in a safe and responsible manner. Learning Competency The learners apply basic multimedia and graphics-editing skills and demonstrate responsible use of web and communication software. BOW Week 9 Coverage Multimedia, Graphics, and Web Software, with the required activities Photo Fun and Safe Surfer Challenge. Learning Objectives / Mga Tiyak na Layunin - Write the smaller knowledge, skills, or tasks from the competency that the learners will work on and be able to show by the end of the sessions. - Distinguish multimedia, graphics, and web software according to purpose, tool category, and typical output. - Identify common raster- image, vector-graphics, multimedia, browser, search, and communication tools. - Create or open a working copy of a teacher-approved image while preserving the original file. - Crop and resize the image appropriately, then add concise, readable, correctly spelled text. - Explain editing decisions and - Formulate focused search queries and refine them using specific keywords or quotation marks when helpful. - Evaluate at least two sources using Author/organization, Date, Purpose, Evidence, and Relevance (A-D-P-E-R). - Summarize findings in original - Create a one-page Safe Web Research Card with an edited image, a four-to-six sentence summary, source acknowledgments, and five safety reminders. - Present the output and explain one editing choice, one source- checking decision, and one ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
- Explain introductory concepts of pixels, paths, resolution, aspect ratio, JPEG, PNG, SVG, and responsible image use. improve the output using a peer quality-check checklist. wording, acknowledge sources, and identify at least five safe-browsing practices. responsible-use practice. - Revise the output from feedback and save it as evidence for the BOW My Ultimate Software Portfolio and Team Tech Expo. Learner Context / Konteksto ng Mag-aaral - Write your observations of your learners, and how they have been performing or responding to learning experiences recently. Include strengths, interests, and possible barriers to learning. (Example Only) Learners are generally interested in visual media, mobile applications, and online content. Many can open files, browse websites, and use basic productivity tools, but their experience with systematic image editing, source evaluation, attribution, file naming, and privacy protection varies. Strengths include curiosity, peer collaboration, and willingness to create digital outputs. Possible barriers include limited devices or connectivity, difficulty reading dense web pages, unfamiliarity with technical vocabulary, and a tendency to trust the first search result. The lesson therefore uses modeling, step cards, teacher-approved images and sources, peer support, oral or written response options, enlarged screenshots, and complete offline alternatives. Learning Experience / Karanasan sa Pagkatuto The four-session learning journey progresses from classification and responsible-media concepts to guided photo editing, safe web research, and an integrated multimedia output. Each session begins with retrieval or readiness checks, uses explicit modeling and guided practice before independent work, includes frequent checks for understanding, and provides device-based and offline options so all learners can participate meaningfully. Pre-Lesson / Bago ang Aralin - Describe how you will help the learners get ready for the lesson. Short Review and Media Detective Ask learners to recall Week 8 productivity applications used for documents, spreadsheets, and presentations. Show or distribute examples of an image editor, media player, browser, search tool, and communication platform. Before-and-After Image Talk Display an original and an edited version of the same teacher- approved photo. In pairs, learners identify what may have been cropped, resized, or added, and explain which version communicates the intended message more clearly. Review the rule: always edit a working copy, not the Safe, Unsafe, or Need More Information? Present three brief web situations, such as an unexpected download prompt, an official school advisory, and a page without an author or date. Learners classify each situation and explain the safest next action. Use responses to surface prior Skill Retrieval and Design Brief Learners retrieve the Photo Fun editing sequence and the A-D-P- E-R source-check steps from memory. Show the required parts of the final output, then ask learners to state one personal goal for design, research, or safe- web practice. Clarify that public posting and account creation are not required. ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
Learners identify what each tool helps a user create, access, or communicate. End with a quick well- being/readiness check using thumbs up, sideways, or down. only original. knowledge and misconceptions without asking learners to disclose personal incidents. Flow / Daloy ng Aralin - Describe the activities that you can implement in 1 or more sessions to meet the learning objectives. Apply the Learning Design Principles by thinking about how to: - make the objectives clear for the learners - guide learners before letting them try the task on their own - check the state of the learners’ well-being, understanding, and mastery over the lesson - connect today's new concepts to past competencies - encourage collaboration among learners - invite learners to reflect on 1. Make the goal visible State: "Today we will distinguish multimedia, graphics, and web software and explain how to use media responsibly." Review success criteria: correct category, clear purpose/output, and a responsible-use reminder. 2. Explicit teaching with concrete examples Explain that graphics software creates or edits visual images; multimedia software works with combinations of text, image, audio, video, or interactivity; and web software helps users access, search, create, publish, or communicate through the web. Emphasize that one application may fit more than one category and 1. Clarify the Photo Fun target State: "Today we will improve a teacher-approved photo by cropping, resizing, and adding readable text while preserving the original." Review the quality checklist and safe-use rules before devices are opened. 2. Teacher demonstration: complete workflow Model how to open/import a teacher-provided photo; save or duplicate it as a working copy; identify audience and purpose; crop distracting outer areas; resize to an appropriate output size without distortion; add short text with sufficient contrast; check spelling and placement; save the editable file; and export a final copy. Think aloud about each decision. 1. Make the research and safety goal explicit State: "Today we will find useful information from at least two sources, check whether the sources are credible and relevant, summarize in our own words, and browse safely." Establish that no password, address, phone number, private message, or unnecessary personal data will be used. 2. Model focused searching Transform a broad topic into a focused query using specific keywords and short phrases. Demonstrate optional quotation marks and query refinement. Compare weak and strong results and explain why the first result is not automatically the best source. 3. Teach and model A-D-P-E-R 1. Present the performance target and criteria State: "Today we will combine our edited image and verified research into a clear, safe, and responsible multimedia output." Review the rubric for image editing, research accuracy, source checking/attribution, safe-web guidance, communication/design, and file management. 2. Plan before creating Learners choose a teacher- approved topic related to school health, environment, local culture, disaster preparedness, or another appropriate context. They complete a planner for title, audience, main message, image edits, four-to-six summary sentences, source acknowledgment, and five safe- browsing reminders. 3. Performance Task - My Safe Web ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
why this matters to them - ensure inclusion for learners’ varied abilities, learning styles, and contexts that generic functions matter more than brand names. 3. Guided Software Category Map Model one example, then guide pairs in classifying image editors, drawing applications, media players, audio/video editors, browsers, search tools, communication platforms, and web applications. Ask learners to justify each choice by naming its main purpose and typical output. Pause after every two examples for a show-of- cards check. 4. Image concepts and file- quality mini-lesson Use enlarged screenshots or printed diagrams to introduce raster images as pixels and vector graphics as paths/shapes. Explain crop, resize, resolution, aspect ratio, JPEG for many photographs, PNG for sharper text or transparency, and SVG for scalable vector graphics 3. Worked example and guided practice Use the "Clean Today, Healthy Tomorrow" school clean-up reminder. Learners predict the next step, then practice the same process with step cards. Check that each learner has preserved the original before allowing independent editing. 4. BOW Activity - Photo Fun Individually, learners edit a teacher-approved or self- created photo using the three required edits. They use a clear filename such as Surname_W9_PhotoFun and complete an editing log stating what was changed and why. Learners with limited access may use printed photos, paper crop frames, grid paper, and a text-label template. 5. Peer quality check and revision Partners check focus, crop, dimensions/aspect ratio, text readability, spelling, filename, permission, privacy, and copyright. Feedback follows: "One strong feature is..." and "One improvement would Use one sample page to check Author or organization, Date, Purpose, Evidence, and Relevance. Then compare an important claim with a second credible source. Clarify that a lock symbol or professional appearance alone does not prove every claim is accurate. 4. Safe-browsing scenario practice Pairs analyze scenarios involving suspicious links, pop-ups, unexpected downloads, permissions, shortened links, harmful content, and respectful communication. Learners choose a safe next action, such as closing the page, refusing the download, checking the address, reporting, or asking the teacher/trusted adult. 5. BOW Activity - Safe Surfer Challenge Individually, learners research a teacher-approved topic using at least two sources. They record search terms, source title/organization, date when available, two useful facts, one credibility observation per Research Card Learners create a one-page digital or paper output containing a clear title; one image cropped, resized, and given readable text; a four-to-six sentence summary based on at least two sources; source acknowledgments; and a box with five safe-browsing or responsible-sharing practices. Learners may use a template, voice-to-text, oral dictation, or paper layout when needed. 4. Gallery walk or screen share Each learner explains the image- editing purpose, identifies software categories used, describes one A-D-P-E-R source- check decision, and shares one safety practice. Peers provide one strength and one actionable improvement. The gallery also serves as a mini preview of the BOW Team Tech Expo. 5. Generalization and connection Learners complete: "Graphics software helps communicate by..."; "A reliable web summary should..."; and "Safe browsing requires..." Connect to Week 10 by asking what must be checked before software is installed or ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
when supported. Demonstrate how excessive enlargement can reduce clarity. 5. Responsible media use Discuss permission, consent, copyright, attribution, privacy, and respectful sharing. Small groups analyze brief scenarios and decide whether an image is self-created, teacher- provided, public-domain/appropriatel y licensed, or unsuitable to use. Groups explain the rule that supports their decision. 6. Independent evidence and reflection Learners complete an individual category map with at least six examples and one responsible-use reminder for each category. Provide picture cards, sentence starters, oral explanation, or partner reading as needed. Close with: "A tool belongs in this category because..." and "Responsible use matters because..." be..." Learners revise before submission. 6. Differentiation and mastery check For remediation, provide a marked crop area, fixed output size, prepared text box, and one-to-one prompting. For enrichment, learners compare JPEG and PNG exports or write accessible alt text. Save the original, working file, exported output, and editing log as Week 9 portfolio evidence. source, and at least five safe- browsing practices. They write a concise summary in original wording and acknowledge sources. 6. Verification, feedback, and inclusion Partners compare research logs and flag missing author/date/evidence or copied wording. The teacher conferences with learners needing support. Provide preselected source cards, enlarged print, read-aloud support, sentence starters, or oral summarizing. Advanced learners reconcile differing statistics or identify possible bias. updated, including source, permissions, compatibility, and security. 6. Revision, submission, and portfolio use Learners revise, run the final quality checklist, and submit the final card with editing and research logs. Save the output as a multimedia/safe-web entry for My Ultimate Software Portfolio. For enrichment, add alt text or compare file formats; for remediation, complete a scaffolded version using a prepared image and two preselected source cards. ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
Learning Resources / Mga Kagamitang Panturo - List down the learning resources that will help you reach your objectives. Ensure that they are available and inclusive. - Include options and alternatives in case of emergencies. - Software-category cards or printed screenshots; media examples; vocabulary cards; raster/vector and file-format diagrams; projector or printed visuals; worksheet; markers/manila paper; oral- response and enlarged-print options. - School-approved computer, laptop, tablet, or phone; approved image editor; teacher-selected images; before-and-after examples; editing step cards; Photo Fun log; peer checklist; paper crop frames, grid paper, and text labels as offline alternatives. - School-approved browser and internet when available; teacher-approved topic list; two or more credible source options; Safe Surfer research log; A-D-P-E-R checklist; scenario cards; printed source packets and simulated browser screens for offline use. - Safe Web Research Card digital/paper template; prior Photo Fun and Safe Surfer outputs; performance rubric and final checklist; projector or display area; approved storage folder; markers/manila paper; accessibility supports such as enlarged print, alt-text guide, and oral presentation option. Opportunities for integration / Oportunidad para sa Integrasyon - Write down any possibilities to meaningfully another learning area, special topic, or technology. Write N/A if none. - English: precise vocabulary and oral justification; Arts: visual communication and design; Media and Information Literacy/Digital Citizenship: copyright, consent, attribution, privacy, and responsible sharing; Cybersecurity: recognizing unsafe media practices. - Arts: composition, contrast, alignment, and visual hierarchy; Mathematics: dimensions, proportion, and aspect ratio; English: concise message writing and spelling; Values Education: respect for privacy, ownership, consent, and responsible communication. - English: keyword selection, reading, note-taking, paraphrasing, and summarizing; Media and Information Literacy: credibility and bias; Cybersecurity: suspicious links, downloads, passwords, permissions, and reporting; Values Education: honesty through attribution. - English: informative writing and oral presentation; Arts: layout and readability; Local contextualization through health, environment, culture, or disaster- preparedness topics; Technology and SDG 4/SDG 9: responsible innovation, accessibility, and collaborative sharing. Assessment / Pagtataya Assess learners' conceptual understanding and practical performance in software classification, image-editing workflow, focused searching, source checking, safe browsing, attribution, original summarizing, accessible visual communication, and responsible file management. Use observation, authentic outputs, peer feedback, learner explanation, and five-item quick checks to guide immediate remediation or enrichment. Formative Assessment / Formative na Pagtataya - Create a task, activity or questions to evaluate A. Authentic / Performance- Based Formative Task - Software Category Map Individually classify at least six A. Authentic / Performance- Based Formative Task - Photo Fun Create a working copy of a A. Authentic / Performance- Based Formative Task - Safe Surfer Challenge Research one teacher-approved A. Authentic / Performance-Based Formative Task - My Safe Web Research Card Produce and present a one-page ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
learning and provide feedback every now and then. Include ways for learners to ask for guidance or support throughout each session. - Remember to provide appropriate accommodations so all learners can demonstrate their understanding (e.g., varied response formats, small group options, visual or auditory supports examples as graphics, multimedia, or web software. For each, state the main purpose/output and one responsible-use reminder. Learners may write, use picture cards, or explain orally. The teacher checks category accuracy, reasoning, vocabulary, and responsible-use understanding, then provides immediate feedback. B. Quick Check / 5-Item Formative Quiz Directions: Choose the best answer. 1. Which software category is mainly used to create or edit visual images? A. Web browser B. Graphics software C. Operating system D. Device driver 2. A raster image is primarily made of: A. pixels B. folders C. passwords D. hyperlinks 3. Why should a learner duplicate a photo before editing? A. To remove copyright rules B. To improve internet speed C. teacher-approved image, crop it to improve focus, resize it without unnecessary distortion, and add concise readable text. Submit the original, working file, exported copy, and editing log. A peer checks focus, dimensions, text contrast, spelling, filename, permission, privacy, and copyright. Paper simulation is accepted when a device is unavailable. B. Quick Check / 5-Item Formative Quiz Directions: Choose the best answer. 1. What does cropping an image do? A. Removes unwanted outer areas B. Installs software C. Adds a password D. Opens a website 2. What does resizing change? A. The source author B. The image permission C. The image dimensions D. The internet connection 3. Which choice usually improves text readability on a photo? A. Very long paragraphs B. Sufficient contrast and concise wording topic using at least two sources. Record the search terms, source title/organization, date when available, two useful facts, an A-D-P-E-R observation for each source, and five safe-browsing practices. Write a concise summary in your own words and acknowledge sources. Learners may use printed source cards, oral summarizing, or teacher/peer reading support. B. Quick Check / 5-Item Formative Quiz Directions: Choose the best answer. 1. Which query is the most focused? A. things B. internet C. tell me everything D. Grade 8 safe browsing practices 2. In A-D-P-E-R, the letter A asks about the: A. author or organization B. advertisement color C. app icon D. audio quality 3. What is the safest response to an unexpected download prompt? A. Download immediately B. Disable security settings C. Stop and digital or paper output with: a title; one photo edited through crop, resize, and readable text; a four-to-six sentence summary based on at least two sources; source acknowledgments; and five safe-browsing/responsible- sharing practices. Explain one editing choice, one source-check decision, and one safety practice. Use the rubric for feedback and revision. B. Quick Check / 5-Item Formative Quiz Directions: Choose the best answer. 1. Which is a required part of the final research card? A. A personal password B. An unedited private photo C. A four-to-six sentence summary from at least two sources D. A software download 2. Why are source acknowledgments included? A. To make the file larger B. To give credit and show where information came from C. To replace the summary D. To hide the author 3. Which design choice best supports accessibility? A. Clear layout, readable text, and good contrast B. Tiny text over a busy ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
To hide the filename D. To preserve an unchanged original 4. Which statement best describes vector graphics? A. They are only audio files B. They are made only for browsers C. They use paths and shapes and can often be resized clearly D. They cannot contain color 5. Which action shows responsible media use? A. Post a classmate's photo without permission B. Use an authorized image and acknowledge the source C. Claim another creator's work as your own D. Share private information with the image Answer Key: 1-B, 2-A, 3-D, 4-C, 5-B C. The smallest possible font D. Many unrelated typefaces 4. Which filename is most organized for the activity? A. image B. finalfinal C. untitled1 D. Surname_W9_PhotoFun 5. Before exporting the final image, what should be checked? A. Only the device battery B. Whether the image has a password C. Spelling, placement, contrast, and file name D. Whether the first crop was never revised Answer Key: 1-A, 2-C, 3-B, 4-D, 5- C ask the teacher before downloading D. Share the link with everyone 4. A responsible research summary should: A. copy whole paragraphs B. use the learner's own words and acknowledge sources C. rely on one unknown page only D. include personal passwords 5. What does a secure- connection lock symbol prove? A. Every claim is correct B. The page has no bias C. The source is automatically current D. The connection is protected, but the information still needs evaluation Answer Key: 1-D, 2-A, 3-C, 4-B, 5- D image C. Unlabeled images D. Long unbroken paragraphs 4. Which action is safest before sharing an output? A. Add private contact details B. Post without permission C. Remove source names D. Check privacy, consent, copyright, and personal information 5. Which peer-feedback statement is most useful? A. "It is bad." B. "Copy mine." C. "One strong feature is..., and one improvement would be..." D. "Do not revise." Answer Key: 1-C, 2-B, 3-A, 4-D, 5-C Ways Forward / Mga Susunod na Hakbang Use observation notes, authentic outputs, peer-check results, and quiz evidence to plan the next instructional response. Reteach or scaffold file preservation, crop/resize, query formation, paraphrasing, source checking, attribution, or safety practices as needed; provide enrichment through format comparison, alt text, bias analysis, and advanced source comparison. Retain Week 9 outputs as evidence for My Ultimate Software Portfolio, a mini Team Tech Expo showcase, and preparation for Week 10 software installation and updates. Extended learning opportunities - At home or in the community, list five - Using a self-created or teacher- provided image, repeat the - Apply A-D-P-E-R to an official school or community webpage - Revise the Safe Web Research Card after feedback and add it to ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
/ Mga Karagdagang Gawain - Suggest other learning experiences outside the classroom/class hours that learners may want to access to reinforce what they have learned, to spark their curiosities further, or that may provide them support in their areas of difficulty. examples of multimedia, graphics, or web software and state one safe/responsible-use reminder for each. Learners without device access may use package labels, advertisements, printed materials, or observations of shared devices. Photo Fun sequence and compare the result with the class output. Optional enrichment: export as JPEG and PNG and note differences in clarity/file size. No public posting or account creation is required. or to two printed source cards. Share with a family member the five safe-browsing rules learned, but do not disclose passwords, addresses, private messages, or other personal information. the Week 9 software portfolio. Prepare a brief explanation for a future Team Tech Expo. Learners needing support may complete a scaffolded template; advanced learners may add alt text or a short note on file format and accessibility. Reflections / Mga Pagninilay - Think about what you need to change for the next session based on what happened today. Is there something the learners are interested in exploring? - Are there some things you would like to share with your co-teachers, parents, or school leaders about your classroom experience? What would you like your instructional coach to help you with? (Example Only) Most learners accurately identified browsers and image editors, but several confused web applications with multimedia tools. In the next session, I will begin with two additional category examples and use a simple purpose-output chart before the editing demonstration. I will ask the ICT coordinator for more printed screenshots for learners who need visual support. (Example Only) Learners were highly engaged in Photo Fun and peer feedback improved text readability. A few changed the only original file or distorted the image while resizing. Before Session 3, I will reteach working-copy and aspect-ratio steps through a two-minute demonstration and provide a fixed-size template for learners needing remediation. (Example Only) Learners understood suspicious downloads and privacy rules, but some selected the first search result without checking author, date, or evidence. I will prepare two contrasting source samples for the next session and confer with learners who copied phrases so they can practice note- taking and paraphrasing with sentence starters. (Example Only) Most learners completed the integrated output and explained at least one safety practice. Some cards need clearer source acknowledgment and better contrast. I will provide a brief revision period, group learners for targeted support, share successful accessibility examples with co-teachers, and request coaching on strengthening source-evaluation feedback before Week 10. Prepared by: Checked by: DepEd Club Team Official Website: DepEdClub.com ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
---------------------------------------------------- Teacher’s Reference Note: For sample response options that may help in completing this rubric, teachers may refer to the Rubric for Lesson Planning with Sample Response Bank here: Available Here! Rubric for Lesson Planning with Sample Response Bank for DepEd ILAW Format DLL These sample responses are guides only and should be revised based on the actual lesson plan. To open the link, hold Ctrl on your keyboard, then click the link above. ---------------------------------------------------- . . RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING I can say that in my lesson plan… Yes Not Yet Why?/ What will make it better? Intentions are clearly stated, with appropriate learning competencies articulated. Intentions are evident across all sections, there is coherence. Learning experience is clear – another teacher can implement this lesson without additional explanation. Learning experience is well-designed, with intentionally embedded Learning Design Principles. Learning experience maximizes available opportunities for integration. Learning experience is inclusive, provides opportunities to support learners with disabilities, barriers, and unique contexts. Assessment strategies are integrated throughout the session to see learners’ progress or if they need support. Assessment strategies generate evidence if learning is successful. The following interventions are actionable, providing ways to extend or adjust learning based on reflections. ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.
Notes for my instructional coaching session: ______________________________________________________________________________ Prepared by DepEd Club Team | Official Website: DepEdClub.com NOTICE: Freely shared to support teachers. Please do not sell, re-upload, redistribute or publish elsewhere.