4. CURRICULUM CONTENT, STANDARDS,
AND LEARNING COMPETENCIES
This part includes objectives related to content
knowledge and competencies.
It also describes the behavior or performance
teachers want learners to exhibit to consider
them competent.
It states what the teacher intends to teach and
serves as a guide for instruction and
assessment.
7. CONTENT STANDARDS
as Benchmarks of Knowledge and Skills.
The content standards define what students are
expected to know (knowledge: facts and
information), what they should be able to do
(process or skills) with what they know, and the
meanings or understandings that they construct or
make as they process the facts and information.
Thus, the content standards answer the question:
“What do students want to know, be able to do, and
understand?”
8. PERFORMANCE STANDARDS
as Benchmarks of Transfer of Learning.
The performance standards define the expected proficiency
level which is expressed in two ways: students should be
able to use their learning or understanding in real-life
situations, and they should be able to do this on their own.
Students are expected to produce products and/or
performances as evidence that they can transfer their
learning in real-life situations.
The performance standards answer the questions: “What do
we want students to do with their learning or
understanding?” and “How do we want them to use their
learning or understanding?”
9. LEARNING COMPETENCIES
are specific skills performed with varying degrees of
independence.
These have different degrees of difficulty and
performance levels.
It also refers to the ability to perform activities
according to standards expected by drawing from
one’s knowledge, skills, and attitudes.
10. LEARNING OBJECTIVES
are SMART and based on the learning competencies
SMART – Specific, Measurable, Attainable, Realistic,
Time-bound
usually written by the teacher in an effort to unpack
the learning competencies
12. LEARNING RESOURCES
This part asks teachers to log the references and other
learning resources that the teacher will use for the lesson.
The references include the pages of the TG, LM, textbook,
and the additional materials from the LRMDS portal.
The other learning resources refer to materials such as
those that are teacher-made, authentic, and others not
included in the references.
This part can also include the supplies, equipment, tools
and other non-print materials needed for activities before,
during, and after the lesson.
15. TEACHING AND LEARNING PROCEDURES
It details the steps and activities the
teachers and learners will do during the
lesson towards achievement of the lesson’s
objectives.
It describes the learning experiences that
learners will go through in understanding
and mastering the lesson’s content.
Teachers may utilize procedures that are
generally recognized and accepted in their
field of specialization.
16. TEACHING AND LEARNING PROCEDURES
It will also depend on the instructional
strategies and methods that a teacher will
use to teach the lesson.
Flexibility is encouraged in the
implementation of the lesson procedure.
Changes in the procedure are allowed based
on time constraints or when adjustments in
teaching are needed to ensure learners’
understanding.
17. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-
Lesson Proper
During / Lesson Proper
After the Lesson / Post-
Lesson Proper
18. Before the Lesson / Pre-Lesson Proper
TEACHING AND LEARNING PROCEDURES
19. BEFORE THE LESSON / PRE-LESSON PROPER
Activating Prior Knowledge.
This part connects the lesson with
learners’ prior knowledge.
It explicitly teaches the learners how the
new lesson connects to previous lessons.
It also reviews and presents new lessons
in a systematic manner.
20. BEFORE THE LESSON / PRE-LESSON PROPER
Lesson Purpose / Intention.
This part will motivate the learner to learn
the new lesson.
It encourages them to ask questions
about the new topic and helps establish
a reason for learning the new lesson.
21. BEFORE THE LESSON / PRE-LESSON PROPER
Lesson Language Practice/Unlocking of
Difficulties.
The language practice suggested has been
identified by considering the whole lesson
and identifying those
words/phrases/sentences that have the
potential to cause difficulties for students.
The focus is on words, phrases, or sentences
that are to be used and have forgotten or
found difficulty in the past
23. DURING / LESSON PROPER
Reading the Key Idea / Stem.
It addresses the “key idea/stem” for the
lesson.
It involves understanding the concept of
the key idea/stem.
24. DURING / LESSON PROPER
Developing Understanding of the Key
Idea/Stem.
Involves a set of questions associated
with the key idea/stem.
Students will need to refer to the stem as
they prepare to answer set of questions.
25. DURING / LESSON PROPER
Deepening Understanding of the Key
Idea/Stem.
Undertaking a new set of questions with
a higher degree or level of complexity
related to the same key idea/stem.
26. After the Lesson / Post-Lesson Proper
TEACHING AND LEARNING PROCEDURES
27. AFTER THE LESSON / POST-LESSON PROPER
Making Generalizations and Abstractions.
It will conclude the lesson by asking learners good
questions that will help them crystallize their learning
so they can declare knowledge and demonstrate
their skills.
It is also designed to offer a student-focused wrap-
up to the main intentions of the lesson, helping
students reflect on their progress, achievement of
goals, and their performance and understanding
during the lesson.
Teachers can also integrate instructional methods,
philosophies, and strategies to support the
foundation of educational learning.
28. AFTER THE LESSON / POST-LESSON PROPER
ASSESSMENT – EVALUATING LEARNING.
A way of assessing the learners and
whether the learning objectives have been
met.
Evaluation should tap into the three types
of objectives.
29. AFTER THE LESSON / POST-LESSON PROPER
Additional Activities for Application or
Remediation (if applicable).
It will be based on the formative
assessments and will provide children with
enrichment or remedial activities.
The teacher should provide extra time for
additional teaching activities to those
learners demonstrating that they have
difficulties with the lesson.
30. AFTER THE LESSON / POST-LESSON PROPER
Remarks.
This is a part in which teachers shall
indicate special cases including but not
limited to continuation of lesson plan to
the following day in case of re-teaching or
lack of time, transfer of lesson to the
following day in cases of class suspension,
etc.
31. AFTER THE LESSON / POST-LESSON PROPER
Reflection.
This part should be filled out right after delivery of the
lesson.
Teachers are encouraged to think about their lessons
particularly the parts that went well and the parts
that were weak and write about it briefly.
In this section, teachers can also share their thoughts
and feelings about their lessons including things
about the lesson that were successfully
implemented, need improvement, or could be
adjusted in the future.
32. AFTER THE LESSON / POST-LESSON PROPER
The giving of assignments is optional and
should follow the provisions of DepEd
Memorandum No. 392, s. 2010 entitled
“Guidelines on Giving Homework or
Assignments to All Public Elementary
School Pupils.”
35. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior Knowledge Based on the previous lesson on cells as the basic unit of life, where our body is made up
of cells and a manifestation that living organisms are made up of cells, learners will be
asked to play the gamified activity called 4 Pics 1 Word.
It is a word guessing game. It presents the class with four pictures and then tasks them
with guessing what specific word fits with the theme of the photos presented.
All the words used in the gamified activities were all about the body systems of an
organism.
The teacher will highlight that our human body is made up of different organs and these
organs are grouped into organ systems to perform specific functions.
Lesson Purpose/Intention Explain to the learners that the lesson is all about the levels of biological organization.
Lesson Language Practice The learners will be given the piece to read, and they will be asked to mark any unfamiliar
terms, phrases, or sentences as well as describe any that may be confusing ones.
The teacher will facilitate the discussion by asking the learners to give their insights first
on the unfamiliar terms, phrases, or sentences cited/identified in an operational manner.
Then, the teacher will provide additional information/knowledge on those cited/identified
terms, phrases, and sentences
36. TEACHING AND LEARNING PROCEDURES
During / Lesson Proper
Reading the Key Idea/Stem The learners will be given a poem entitled “What Makes Your Body” that will explain the
lesson for the day.
After, the learners will be asked to answer the guide questions that follow.
Developing Understanding of Key
Idea/Stem
The learners will be asked to read out and answer the following questions:
Q1. What are the organs stated in the poem?
Q2. What are the main parts of the organ systems stated on the poem?
Q3. What organs are responsible in eliminating metabolic waste?
The teacher will observe learners’ answers and will ask the learners to volunteer their
answers, giving positive feedback.
The teacher will select a sample answer for all learners to write down. This may come
from one of the students or from the following sample answers.
Deepening Understanding of Key
Idea/Stem
The learners will be asked to read out and answer the following questions:
Q4. What will happen if some organs malfunction?
Q5. What makes up an organism?
Q6. How can you take good care of the organ systems?
The teacher will observe learners’ answers and will ask the learners to volunteer their
answers, giving positive feedback.
The teacher will select a sample answer for all learners to write down. This may come
from one of the students or from the following sample answers.
37. TEACHING AND LEARNING PROCEDURES
After the Lesson / Post-Lesson Proper
Making Generalizations and
Abstractions
The teacher will highlight to the learners that the biological organization is the organization
system that scientists use to organize living objects from the smallest parts to the largest
parts.
The learners will be asked to answer the listed question either by class discussion or
writing the answers in their worksheet. Has this lesson helped you to better identify the
different levels of biological organization in an organism? If so, how?
The interconnections of each level of the biological organization are reflected to a system
and cognizant to the 2030 Agenda for Sustainable Development particularly on Goal 17
Partnerships for the Goals where each aspect plays a vital role towards the global goals
Evaluating Learning Written Work.
The learners will be given a set of questions which will serve as formative assessment to
evaluate their learning outcomes for the day’s lesson objectives and competencies.
Additional Activities for Application
or Remediation
(if applicable)
38. TEACHING AND LEARNING PROCEDURES
After the Lesson / Post-Lesson Proper
Remarks
Reflection
Assignment
