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Instructional Plan (iPlan) Template
Name of Teacher
Learning Area:
Competency:
Lesson No. 7
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/Introductor
y 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
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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 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. (relevance and adequacy)
How do we want students to express or provide
2012 for evidence of what they know
the Process or Skills
examples) (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
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Enhancing the day’s

lesson
Preparing for the new
lesson