San Agustin Diocesan Academy Inc.

Jaen, Nueva Ecija

GUIDELINES ON LEARNING PLAN PREPARATION

In crafting your learning plan, conscientiously consider the following steps:

Step 1: PRELIMINARIES - Indicate the Learning Area, Quarter, Grade Level, Week &
Date, Class Section and Time.

Learning Area: English

Quarter: Fourth
Grade Level: Ten
Week & Date: Week 4 – February 27, 2019
Section/Time: X-St. Francis (8:00-9:00)

Step 2: Part 1 – Objectives - In writing the OBJECTIVES, always consider the insertion
of Content Standard, Performance Standard, Learning Competencies, and the “optional”
Enabling Objectives.

Step 2.1 – Copy and paste the Content Standard and Performance Standard from the
Curriculum Guide.
Step 2.2 – From the list of the provided learning competencies in the curriculum guide,
identify the most appropriate competency/competencies that will fit and
match your topic and objectives for your class. Copy and paste your chosen
learning competency/competencies from the curriculum guide. Never forget
to also indicate on your learning plan the CODE/S of your chosen learning
competency/competencies.
Reminder: If unpacking is necessary, unpack first your chosen learning
competency/competencies before pasting it on your learning plan.

Step 2.3 – Assess and evaluate if your chosen learning competencies are already
enough to satisfy the necessary objectives for your lesson/topic. In case that
your chosen learning competencies from the curriculum guide are still not
enough, consider writing the “optional” enabling objectives.

 What are enabling objectives? – Enabling objectives are the learning

targets that teachers individually design to help them in fully
achieving the complete set of learning objectives that a particular
lesson or topic requires.
 In writing the enabling objectives, present your learning targets in
CAP (Cognitive, Affective, Psychomotor) form.

I. Objectives

A. Content Standard: The learner demonstrates understanding of how world literature and other text types serve as
instruments to resolve social conflicts, also how to use the language of research, campaigns, and advocacies.
B. Performance Standard: The learner competently presents a research report on a relevant socio-cultural issue.
C. Learning Competencies: EN10LT-IV-b-2.2.2: Explain the literary devices used.
D. Enabling Objectives: At the end of the lesson, the students should be able to:
Cognitive: identify the different Figures of Speech correctly.
Psychomotor: write a short poem that uses different figures of speech creatively.
Step 3: Part 2 – Focus and Resources – In writing the second part of your learning plan,
always indicate the FOCUS, which is tells your learning topic, and the
MATERIALS/RESOURCES, which enumerates the learning resources and materials that you
plan to use in your classroom instruction.

Step 4: Part 3 – Disposition Setting – As for the disposition setting, we should follow
the two constant steps which are:

a. Prayer
b. Checking of Attendance

Step 5: Part 4 – Learning Process – The “Learning Process” must include the following
elements:

a. Motivation/Review :
 If the learning plan is for a new lesson/topic, both motivation and review must be
included. If the learning plan is just for a continuation of an unfinished topic,
motivation is optional.
 In writing the Motivation/Review, indicate a brief description or a summary of
how the motivation/review will be done in your class session.

b. Assessment of Prior Knowledge:

 Formulate some guide questions that will check the prior knowledge of the
students regarding the topic that will be discussed in your class session.
c. Delivery
 This part of the Learning Plan is divided into five parts namely:
1. Introduction
2. Presentation
 In writing the Introduction and Presentation, just simply write brief
statements that will narrate the synthesized steps that you will follow in
introducing and in presenting your lesson/topic.

3. Delivery Assessment
 Briefly discuss the learning assessment and evaluation process that you
will use in gauging your students’ development DURING your class
discussion. (Example: Board Work Practice, Drill, Recitation, etc.)

4. Integration of the Gospel Values / PVMSCV

 Think of a particular real-world application of your topic.
 Using the particular real-world application that you have thought of as
your point of reference, choose the appropriate institutional core values
that you can integrate on your lesson.
 Indicate your chosen core values/s on your learning plan.
 Look for a Bible verse that will springboard and that will emphasize your
chosen core value/s that you will integrate in your lesson.
 Indicate your chosen Bible verse on your learning plan.
 Write on your learning plan the explanation of the connection between
your chosen core value/s and chosen bible verse that you will integrate on
 your lesson. Furthermore, briefly discuss the way on how you will
integrate your chosen core value/s and bible verse on your lesson.

5. Integration of the 21st Century Skills

 Identify and enumerate the 21st Century skills that your students will
develop after your class session. Enumerate as well the particular parts of
your lesson that will specifically develop your identified 21st century
skills.
d. Enrichment
 As for the Enrichment part, you must formulate some “Critical Thinking
Questions” related to your topic that will promote and assess the Higher Order
Thinking Skills (HOTS) of the students.
e. Size-Up
 Briefly discuss the learning assessment and evaluation process that you will use in
gauging your students’ development AFTER your class discussion.

Step 6: Part 5 – Reference/s

 Enumerate and list down the references that you will use in your lesson (books /
websites / online articles / video presentations).