Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: SCIENCE 8: UNIT 4 Grade Level: 8 Quarter: 4 Duration: 1 HR.
MARCH 2,2017

Learning Competency/ies: Analyze the roles of organisms in an ecosystem

CODE:
(Taken from the Curriculum Guide) SBLT-IVi23

Key Concepts /
Understandings to be INTERACTIONS OF ORGANISMS IN AN ECOSYSTEM
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, Recognize the different relationships and
something with knowledge from long-term memory repeat, describe, reproduce roles of organisms in a food chain/ food
familiarity gained Understanding interpret, exemplify, classify, web.
through experience The learner can construct meaning from oral, written and summarize, infer, compare,
or association graphic messages explain, paraphrase, discuss

execute, implement,
Applying demonstrate, dramatize,
Skills The learner can use information to undertake a procedure in
The ability and interpret, solve, use, illustrate,
familiar situations or in a new way convert, discover
capacity acquired
through deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts and determine compare, contrast, organize,
sustained effort to how they relate to one another, and to the overall structure outline, attribute, deconstruct Differentiate and describe the roles and
smoothly and and purpose
characteristics of organisms in a food
adaptively carryout coordinate, measure, detect,
complex activities or Evaluating defend, judge, argue, debate, chain/ food web.
the ability, coming The learner can make judgments and justify decisions describe, critique, appraise,
from one's evaluate
knowledge, practice, generate, hypothesize, plan,
aptitude, etc., to do Creating design, develop, produce,
something The learner can put elements together to form a functional construct, formulate,
whole, create a new product or point of view assemble, devise

Attitude Categories: List of Attitudes:

Growth in feelings or 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence,
emotional areas. selected attention Wellness, Respect, Honesty,
A settled way of Behavioral Verbs: ask, choose, describe, erect, follow, Personal discipline,
thinking or feeling give, hold, identify, locate, name, point to, reply, select, Perseverance, Sincerity,
about someone or sit, Study, use Patience, Critical thinking,
something, typically 2. Responding to Phenomena - Active participation on the Open-mindedness, Interest,
one that is reflected in part of the learners. Attends and reacts to a particular Courteous, Obedience, Hope,
a person’s behavior phenomenon. Learning outcomes may emphasize Charity, Fortitude, Resiliency,
compliance in responding, willingness to respond, or Positive vision, Acceptance,
satisfaction in responding (motivation). Determined, Independent ,
Behavioral Verbs: aid, answer, assist, comply, conform, Gratitude, Tolerant, Cautious,
Decisive, Self-Control,
discuss, greet, help, label, perform, practice, present, read,
recite, report, select, tell, write
Calmness, Responsibility, The learners develops sense of
Accountability, responsibility in protecting the
3. Valuing - Attaches to a particular object, phenomenon,
Industriousness, Industry,
or behavior. This ranges from simple acceptance to the environment/ habitat where organisms
Cooperation, Optimism,
more complex state of commitment. Valuing is based on live and primarily the organisms that
Satisfaction, Persistent,
the internalization of a set of specified values, while
Cheerful, Reliable, Gentle, play important roles in the food chains.
clues to these values are expressed in the learner's overt
Appreciation of one’s culture,
behavior and are often identifiable.
Globalism, Compassion, Work
Behavioral Verbs: work, complete, demonstrate, Ethics, Creativity,
differentiate, explain, follow, form, initiate, invite, join, Entrepreneurial Spirit,
justify, propose, read, report, select, share, study Financial Literacy, Global,
4. Organization - Organizes values into priorities by Solidarity, Making a stand for
contrasting different values, resolving conflicts between the good, Voluntariness of
them, and creating a unique value system. The emphasis human act, Appreciation of
is on comparing, relating, and synthesizing values. one’s rights, Inclusiveness,
Behavioral Verbs: adhere, alter, arrange, combine, Thoughtful, Seriousness,
compare, complete, defend, explain, formulate, Generous, Happiness, Modest,
generalize, identify, integrate, modify, order, organize, Authority, Hardworking,
prepare, relate, synthesize Realistic, Flexible, Considerate,
 5. Internalizing values - (Characterization): Has a value Sympathetic, Frankness
system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are
concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

Categories: List of Values:

1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
selected attention Love of God, Faith, Trusting,
Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love
give, hold, identify, locate, name, point to, reply, select, of truth, Kindness, Humble
sit, Study, use 2. Maka-tao
2. Responding to Phenomena - Active participation on the Concern for Others, Respect
part of the learners. Attends and reacts to a particular for human rights, Gender
phenomenon. Learning outcomes may emphasize
The learners demonstrate
equality, Family Solidarity,
compliance in responding, willingness to respond, or Generosity, Helping, Oneness understanding of the interactions
satisfaction in responding (motivation). 3. Makakalikasan inside a food chain/ food web and
Behavioral Verbs: aid, answer, assist, comply, Care of the environment,
conform, discuss, greet, help, label, perform, practice, Disaster Risk Management, develop utmost concern in
present, read, recite, report, select, tell, write Protection of the Environment, protecting the environment and
Values 3. Valuing - Attaches to a particular object, phenomenon, Responsible Consumerism,
A learner's principles or behavior. This ranges from simple acceptance to the Cleanliness, Orderliness, saving the ecosystem.
or standards of more complex state of commitment. Valuing is based on Saving the ecosystem,
behavior; one's the internalization of a set of specified values, while clues Environmental sustainability
judgment of what is to these values are expressed in the learner's overt
important in life. behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate,
Go beyond learner’s
differentiate, explain, follow, form, initiate, invite, join,
life on earth, include
justify, propose, read, report, select, share, study
more than wealth and
4. Organization - Organizes values into priorities by
fame, and would
contrasting different values, resolving conflicts between
affect the eternal
them, and creating a unique value system. The emphasis is 4. Makabansa
destiny of millions
on comparing, relating, and synthesizing values. Peace and order, Heroism and
Behavioral Verbs: adhere, alter, arrange, combine, Appreciation of Heroes,
compare, complete, defend, explain, formulate, National Unity, Civic
generalize, identify, integrate, modify, order, organize, Consciousness, Social
prepare, relate, synthesize responsibility, Harmony,
5. Internalizing values - (Characterization): Has a value Patriotism,
system that controls their behavior. The behavior is Productivity
pervasive, consistent, predictable, and most importantly,
characteristic of the learner. Instructional objectives are
concerned with the student's general patterns of
adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

INTERACTIONS
2. Content 1. FOOD CHAINS & FOOD WEBS
A. Marine food web
B. Forest food chain/web
BOOKS: LM- SCIENCE 8 PAGES 270-277
3. Learning Resources MATERIALS: PICTURES, MANILA PAPER, PENTEL PEN, SCOTCH TAPE, SCISSORS
EQUIPMENT: LAPTOP, PROJECTOR
4. Procedure
1. PRAYER

2. CHECKING OF ATTENDANCE
4.1 Introductory Activity (____ minutes). This part introduces the lesson
content. Although at times optional, it is usually included to serve as a warm-up
activity to give the learners zest for the incoming lesson and an idea about what it to 3. REVIEW/RECAP
follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. 4. With a blank food web on a manila paper, let 6 students fill each
blank with pictures of different organisms provided by the teacher

4.2 Activity (____ minutes). 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 Students are grouped into 5 groups. Each group is task to make their
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
own food web/ food chain and then present it in the class.
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (____ minutes). 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 After each group presentation, the students will be asked what are
interactions and sharing of ideas and opinions about expected issues. Affective the roles of each organism in their food chains and explain the
questions are included to elicit the feelings of the learners about the activity or the significance of each one to other organism’s survival.
topic. The last questions or points taken should lead the learners to understand the
new concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills
that should be enhanced, and the proper attitude that should be emphasized. This is
Teacher will make a short discussion in clarifying key concepts.
organized as a lecturette that summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment
of the learners to do something to apply their new learning in their own environment.
The learners will use their knowledge in identifying the
producers and each level of consumers in a certain food web
or food chain.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:

Assessment Method Possible Activities

Investigation, Role Play, Oral Presentation, Dance,
a) Observation Musical Performance, Skill Demonstration, Group
(Formal and informal observations of learners’ Activity (e.g. Choral Reading), Debate, Motor &
performance or behaviors are recorded, based on Psychomotor Games, Simulation Activities, Science
assessment criteria) Experiment

b) Talking to Learners /
Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Products
(Teachers judge the quality of products produced
by learners according to agreed criteria)
Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Interview, Think-Pair-Share, Reading
Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Multi-media Presentation, Product made in technical-
vocational subjects

d) Tests The students are to read a selection on the

(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a skill
or knowledge of content)
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test, Learner’s material on page 275 and then
Diagnostic Test, Oral Test, Quiz answer the activity on pages 276-277.

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Let the students individually make their own
food web, labeled and illustrated correctly.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

 In most ecosystems, energy does not flow
simple straight paths because individual animals
4.8 Concluding Activity (____ minutes). often feed at different trophic levels. This
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
complex interconnected group of food chains is
called food web

Indicate below 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.
5. Remarks
The lesson was carried out.

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
6. Reflections questions. Indicate below whichever is/are appropriate.

Students might need more reinforcement activities inorder to enhance their learning of the topic.

A. No. of learners who

earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson.

D. No. of learners who

continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?

F. What difficulties did

I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name : DENNESA M. MONTEMOR School : TABUNAN NHS
Position/Designation: T-I Division : Cebu Province
Contact Number : Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity SheetS … 2. PICTURES… 3. HANDOUTS
 4

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 2 Learning Area: Creative Writing Grade Level: 11 Quarter: 2 Duration: 60 min

Learning Competency/ies: Write a suite of poems, a full/completed HUMSS_CW/MPIIg-j-27

(Taken from the Curriculum Guide) short story or a script for a one-act play

Key Concepts /
Understandings to be (none indicated)
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 2. Objectives for Day 2
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
Discuss ways and means to come up
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
with desired output
Understanding interpret, exemplify, classify,
through experience The learner can construct meaning from oral, written and summarize, infer, compare,
or association graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing
systematic, and differentiate, distinguish, compare,
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the
smoothly and deconstruct
overall structure and purpose Illustrate how to do/make the project
adaptively carryout coordinate, measure, detect, defend,
complex activities or Evaluating judge, argue, debate, describe,
the ability, coming The learner can make judgments and justify decisions critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of view formulate, assemble, devise

Attitude Categories: List of Attitudes:

Growth in 7. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 8. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking or Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
feeling
practice, present, read, recite, report, select, tell, write
Acceptance, Determined, Share
about Independent , Gratitude, Tolerant, ideas/opinion
9. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
someone Cautious, Decisive, Self-Control,
or
acceptance to the more complex state of commitment. Valuing is based on the internalization
Calmness, Responsibility,
to improve
of a set of specified values, while clues to these values are expressed in the learner's overt group project
something Accountability, Industriousness,
behavior and are often identifiable.
, typically Industry, Cooperation, Optimism,
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 10. Organization - Organizes values into priorities by contrasting different values, one’s culture, Globalism, Compassion,
person’s resolving conflicts between them, and creating a unique value system. The emphasis is on Work Ethics, Creativity,
behavior comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness

Categories: List of Values:

Values 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 11. Maka-Diyos
A learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance 12. Maka-tao
of in responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for human
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, rights, Gender equality, Family
one's perform, practice, present, read, recite, report, select, tell, write Solidarity, Generosity, Helping,
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the 13. Makakalikasan Conform to the
important internalization of a set of specified values, while clues to these values are expressed in Care of the environment, Disaster Risk decision of the
in life. the learner's overt behavior and are often identifiable. Management, Protection of the majority
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Environment, Responsible
Go beyond Consumerism, Cleanliness, Orderliness,
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s Saving the ecosystem, Environmental
4. Organization - Organizes values into priorities by contrasting different values,
life on sustainability
resolving conflicts between them, and creating a unique value system. The emphasis is
earth,
on comparing, relating, and synthesizing values.
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, 14. Makabansa
wealth
relate, synthesize Peace and order, Heroism and
and fame,
5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of Heroes, National Unity,
and would
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Civic Consciousness, Social
affect the
characteristic of the learner. Instructional objectives are concerned with the student's responsibility, Harmony, Patriotism,
eternal
general patterns of adjustment (personal, social, emotional). Productivity
destiny of
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify

2. Content 6. Final output**

3. Learning Resources
4. Procedure

4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Convene with group members
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.

4.2 Activity (____ minutes). 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, Communicate thoughts/ideas regarding individual task
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- need to accomplish group task
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.

4.3 Analysis (____ minutes). 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 Deliberate on best way to perform the group task
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
concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (____ minutes). 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
Finalization of group plans
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Perform individual/pair/group task to arrive at final
to do something to apply their new learning in their own environment.
output
 2

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:

Assessment Method Possible Activities

Investigation, Role Play, Oral Presentation, Dance,

d) Observation Musical Performance, Skill Demonstration, Group
(Formal and informal observations of learners’ Activity (e.g. Choral Reading), Debate, Motor &
performance or behaviors are recorded, based on Psychomotor Games, Simulation Activities, Science
assessment criteria) Experiment

e) Talking to Learners /
Conferencing Hands-on Math Activities, Written Work and Essay,
(Teachers talk to and question learners about Picture Analysis, Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Reading
understanding and to progress and clarify their
thinking)

Worksheets for all subjects, Essay, Concept

f) Analysis of Learners’ Products
(Teachers judge the quality of products produced
Maps/Graphic Organizer, Project, Model, Artwork, Write a suite of poems, a full/completed
by learners according to agreed criteria)
Multi-media Presentation, Product made in technical-
vocational subjects
short story or a script for a one-act play

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Monitor group progress

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes). The biggest room in the world is the room for
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
improvement.
 3

Indicate below 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.

15. Remarks

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
16. Reflections to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.

H. No. of learners who

earned 80% in the
evaluation.

I. No. of learners who

require additional
activities for
remediation.

J. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson.

K. No. of learners who

continue to require
remediation.

L. Which of my
learning strategies
worked well? Why
did these work?

M.What difficulties did

I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name : JOSEPHINE S. FERNANDEZ School : Lipata NHS
Position/Designation: MT 1 Division : Cebu Province
Contact Number : 0942 317 3133 Email address: jsf10191967@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
2. Activity Sheet …
3. Formative Assessment …
4. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others