10

FIELD STUDY 2
WRITING MY
FS 2 LEARNING /
Learning Episode LESSON PLANS

To have a meaningful and successful accomplishment in this FS episode, be

sure to read through the whole episode before participating and assisting in your FS 2
Resource Teacher’s class. Note all the information you will need and tasks you will
need to do before working on this episode.

Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
• explain the importance of lesson/learning plans;
• write learning/lesson plans using the specified learning competencies reflections and effective
communication skills;
• revise the lesson/learning plans based on the feedback given by the Resource Teacher;
• cite some problems encountered in writing lesson/learning plans; and
• use professional reflections and learning to improve practice.

Clarify Your Task

Writing My Learning/Lesson Plans

Lesson Plan/Learning Plan refers to the blueprint of the daily teaching and learning
activities. It is a step-by-step guide which helps teachers in maintaining the quality of instruction.
Lesson plans consist of essential components such as learning outcomes, learning content,
resources and procedure. An effective lesson plan has a great impact on the teaching-learning
process. It is a must that teachers plan their lessons effectively to ensure a successful instructional
experience. There are three types of lesson plans: detailed, semi-detailed and brief. Some schools
design their own lesson plan template which includes their vision, mission, goals and core values.
The Department of Education (DepEd) has provided templates for Detailed Lesson Plan
(DLP) and Daily Lesson Log (DLL). This was done to institutionalize instructional planning which
is vital to the teaching-learning process. Guidelines were formulated to assist teachers in planning,
organizing and managing their lessons to meet the needs of the diverse learners.
 Teachers must also keep in mind that in stating the learning outcomes, the three domains
must be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms
that are specific, measurable, attainable, realistic and time-bounded (SMART). The cognitive
domain includes remembering, understanding, applying, analyzing, evaluating and creating.
When writing lesson plans, the learning outcomes, activities and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of
the lesson.

Revisit the Infographic/s

Participate and Assist

With all this information in mind, you are all set in writing your lesson plan. Based on the
instructions given by your Cooperating Teacher, prepare your lesson plan(s) based on the learning
competencies of the lesson. Consider the age appropriateness and level of communication of your
students.
Request lesson plan exemplars/lesson plan templates from your Resource Teacher. If not
available, you can make use of the basic components of a lesson plan.
 Lesson Plan in Filipino

Grade Level 11

Learning Outcomes
• Nalalaman ang kahulugan ng Komunikasyong Di- berbal at ang iba’t ibang
anyo ng Komunikasyong Di- berbal
• Naibabahagi sa klase ang kahalagahan ng Komunikasyong Di-berbal sa pang
araw-araw na pamumuhay ng tao at,
• Nakagagawa ng isang iskrip ng dula na kakikitaan ng paggamit ng
Komunikasyong Di-berbal at itanghal sa loob ng klase.

Learning Content

• Komunikasyong Di-berbal at ang iba’t ibang anyo ng Komunikasyong Di-berbal

Learning Resources

• https://www.slideshare-net/mobile/JeremyIsidro/uri-n-komunikasyon-71363858

Learning Procedure

A. Panimulang Gawain
1. Pambungad na Panalangin
2. Pagbati
3. Pagtsek ng Attendance
4. Balik- Aral

B. Panlinang na Gawain
1. Pagganyak
“Buuin at Kilalanin Mo”

Papangkatin ang klase sa apat na grupo. Bawat grupo ay bibigyan ng

mga letrang ginupit-gupit. Bubuin nila ang mga letra hanggang sila ay
makabuo ng salita. Ang mauunang makabuo ay siyang panalo. Gawin
ito sa loob ng isang minuto.

Mga mabubuong salita:

Kinesika
Proksemika
Paralanguage
Pandama

2. Pagtatalakay
• Ipaskil ang kagamitang biswal sa pisara.
• Ilahad ang kahulugan ng Di- berbal na komunikasyon at ang iba’t ibang uri nito
• Mga itatanong sa mga estudyante:
-Bakit mahalagang pag-aralan ang Di-berbal na Komunikasyon?
-Magbigay ng iba pang nalalamang halimbawa ng Di- berbal na
komunikasyon
-Sa paanong paraan nakakatulong ang Di- berbal na
Komunikasyon?
• Dagdagan ang mga sagot ng mga estudyante
• Pagkatapos ay pangkatin ulit sa magkaibang grupo ang mga estudyante at
hayaang magbahagian ng mga karanasang gumagamit sila ng
Komunikasyong Di-berbal kasama ang ibang tao.

3. Pagpapahalaga

• Ano ang kahalagahan ng Komunikasyong Di- berbal sa pang araw-araw na

buhay ng tao para sa inyo?
• Paano mo magagamit ang mga halimbawa ng Komunikasyong Di-berbal sa
iyong pag-aaral?
• Bakit mahalaga na gumamit ng mga Komunikasyong Di-berbal sa
pakikipagkomunikasyon?

4. Ebalwasyon

• Panuto: Bilang pangkat ay gumawa ng isang iskrip ng dula na nagpapakita ng

paggamit ng mga iba't ibang anyo ng Komunikasyong Di-berbal at itanghal sa
loob ng klase.
Krayterya:
Pagtatanghal ----------------- 20 puntos
Organisasyon ng Iskrip ---- 15 puntos
Pagkakaisa ------------------- 15 puntos
Kabuuan ----------------------- 50 puntos

5. Takdang – Aralin

• Magtala ng ibang halimbawa ng Di-berbal na Komunikasyon na hindi pa

nababanggit sa klase at tukuyin kung saang anyo ito nabibilang.
 The Department of Education (DepEd) has issued Department Order 42, s. 2016, Policies
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) ND Daily Lesson Log (DLL).

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
School Grade Level
Teacher Learning Area
Time and Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
 I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation-for-the-k-to-12-basic-education-program/

DAILY LESSON LOG (DLL)

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting a new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
 I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
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 teaching
strategies worked well? Why
did this 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?
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation-for-the-k-to-12-basic-education-program/

Notice
After reading and reviewing the classroom/remote learning management plan from
different sources and creating your own plan, answer the following questions.
1. What salient components should be considered in writing your lesson/learning plans?
The salient components that should be considered in wring lesson/learning plans are the
learning outcomes, learning contents, learning resources and learning procedures. And
also, in writing lesson/learning plan, as a teacher you should also consider to know who
your students are, know their ability levels; backgrounds; interest levels; attention spans;
ability to work together in groups; prior knowledge and learning experiences; special needs
or accommodations; and learning preferences so that you van plan or give lesson that
matches the type of students you are teaching.
Analyze
Analyze the various components of your lesson plans by answering the given matrix. Take
note that you must have provisions to do this lesson on a face-to-face, modular or through online
learning.

Questions Answers
1. How did you arouse students’ interest? To arouse students’ interest, I gave a
What motivational techniques did you motivational technique or strategy that can
indicate in your plan? give them ideas about the new topic we will be
discussing which I called, “Buuin at Kilalanin
Mo”. In this motivational strategy, the class
were divided into four groups and each group
will be given a jumbled letter. And then, they
were going to arrange it and know what’s the
meaning of the arranged word and choose one
representative in their group to discuss the
meaning of it in front of the class. In this way
of motivational strategy/techniques, I can
arouse their interest as well as their eagerness
in learning new topics.
2. How did you respond to the diverse In responding to the diverse types of learning I
types of learners? make sure to encourage active learning
2.1 gender, needs, strengths, interests and through embracing small groups and learning
experiences stations where it promotes collaboration and
2.2 linguistic, cultural, socio-economic communication among students, encourages
and religious backgrounds independent learning, helps all learners
2.3 with disabilities, giftedness and talents especially diverse learners by addressing
2.4 in difficult circumstances knowledge gaps and last helps me as a teacher
2.5 from indigenous groups to give more opportunities for giving feedback.
Also, in responding diverse types of learners I
group them by learning style not by ability for
in this way the result of group collaboration
will give positive result in responding to any
task that I will be given.

3. What instructional strategies will you I will employ instructional strategies in face-
employ in face-to-face or in a remote to-face learning for this lesson by having them
learning delivery for this lesson? perform a group collaboration through role
Explain. playing where as a group they need first to
create a short script of a role play that shows
using of different types and examples of Non-
verbal Communication. Through these
instructional strategies, it will allow students to
reflect on and assess their own learning of the
 topic and as for me, as a teacher it will help me
know how far they are or how far my students’
learning about the lesson I presented and
discussed to them.
4. Was the language used appropriate to the Yes, I used language that was appropriate to
level of the students? Explain your the level of my students and appropriate to the
answer briefly. subject matter. And as for students who don’t
really understand the language well, I
explained it to them by using vernacular
language.
5. What types and levels of questions did Yes, the type and levels of questions I
you formulate? Are they of the higher formulate was an example of higher order
order thinking skills (HOTS)? Write two thinking skills where I use questions that can
(2) examples. be answered through analysis and
interpretation of specific parts of the text and
open-ended questions that are raised by ideas
in the text which were intended to provoke a
discussion of an abstract idea or issue.

Examples:
“Ano ang kahalagahan ng Komunikasyong
Di- berbal sa pang araw-araw na buhay ng tao
para sa inyo?”

“Paano mo magagamit ang mga halimbawa

ng Komunikasyong Di-berbal sa iyong pag-
aaral?”

“Paano mo masasabi na mahalaga ang

paggamit ng mga Komunikasyong Di-berbal
sa pakikipagkomunikasyon?”

6. What instructional resources will you I will use instructional materials such as
use? Why? Cite the possible online electronic aid through using laptop and
resources that you can utilize whether projector in presenting the lesson I will going
done in the classroom or in remote to discuss for it will be easier to flash example
learning. like pictures to add ideas, while the possible
online resources that I can utilized either in the
classroom or in remote learning will be
presenting a PowerPoint Presentation through
sending them to their emails because I know
this is one of the effective tools that we can use
in order to deliver and manage the lesson
properly to the students especially when a
teacher is away from school and can’t meet the
class.
 7. Are your modes of assessment aligned Yes, my modes of assessment are aligned to
with your learning outcomes and my learning outcomes and activities just like
activities? Cite a specific example. having them make a short script using
different types and examples of Non-verbal
Communication and have them perform in
front of the class and asking HOTS-based
questions that will really test their
understanding about the lesson.

8. Will your performance tasks ensure the Yes, the performance task I will give to them
mastery of the learning competencies? will really ensure their mastery of the learning
Explain briefly. competencies for they will evaluate their
learnings on how they can apply or use their
learnings to the task given to them
9. In a scale of 1-10, how will you rate your If I will rate my learning plan from the scale of
learning plan(s)? Justify your answer. 1-10, I will rate it in a scale of 8 out of 10,
because my learning plan was not that perfect
and it needs lot of improvement but I think it is
near for betterment.
10. If this lesson is not implemented face-to- If this lesson is not implemented through face
face, how are you going to it remotely? to face class, then I will be doing it through
using online resources like google classroom.
I will upload my power point presentation in
the google classroom, and as for the activity
given, instead of making them perform a role
play, I will just make them create a script using
the different types and examples of Non-verbal
Communication individually with specific
number of words and specific number of
examples.
Realizing the various skills that you need to master in preparing the learning/lesson plans,
which are the most difficult? the easiest to write? Conduct a simple survey from among your peers
by requesting them to answer this simple questionnaire.

Instructions: These are the basic skills in lesson plan writing. Rate yourself on the level of
difficulty of doing the following based on your experience.

4 - Very Difficult
3 - Difficult
2 - Moderate in Difficulty
1 - Not Difficult

4 3 2 1
Very Difficult Not
Difficult Difficult
 Moderate
in
Difficulty
1. Stating learning outcomes ✔
2. Identifying learning resources to be used ✔
3. Sequencing the lesson in an engaging and
✔
meaningful manner
4. Planning specific learning activities ✔
5. Identifying strategies to be used ✔
6. Formulating higher order thinking
✔
questions
7. Integrating lesson concepts to real-life
✔
situations
8. Integrating values in the lessons ✔
9. Formulating assessment tools ✔
10. Identifying performance tasks ✔
11. Giving assignments ✔
12. Planning for lesson closure/synthesis ✔
13. Others (please specify)

Work on my Artifacts
Paste one (1) lesson plan and write your simple reflection (100 words reflection).
 Mala-masusing Banghay Aralin
Sa Pagtuturo ng Filipino
ALLISA NINA B. LUGO
I. LAYUNIN:
Pagkatapos ng talakayan, ang mga mag-aral ay inaasahang;
a. Nalalaman ang kahulugan ng Komunikasyong Di- berbal at ang iba’t
ibang anyo ng Komunikasyong Di- berbal
b. Naibabahagi sa klase ang kahalagahan ng Komunikasyong Di-berbal
sa pang araw-araw na pamumuhay ng tao at,
c. Nakagagawa ng isang iskrip ng dula na kakikitaan ng paggamit ng
Komunikasyong Di-berbal at itanghal sa loob ng klase.
II. PAKSANG- ARALIN

Paksa: Komunikasyong Di-berbal at ang iba’t ibang anyo ng

Komunikasyong Di-berbal
Sanggunian: https://www.slideshare-net/mobile/JeremyIsidro/uri-n-
komunikasyon-71363858
Kagamitan: Kagamitang Biswal, marker at kartolina
Halagang Pangkatauhan: Napahahalagahan ang Komunikasyong di-Berbal
sa pang araw- araw na buhay

III. PAMAMARAAN
A. Panimulang Gawain
1. Pambungad na Panalangin
2. Pagbati
3. Pagtsek ng Attendance
4. Balik- Aral
B. Panlinang na Gawain
1. Pagganyak
Papangkatin ang klase sa apat na grupo. Bawat grupo ay bibigyan
ng mga letrang ginupit-gupit. Bubuin nila ang mga letra hanggang
sila ay makabuo ng salita. Ang mauunang makabuo ay siyang
panalo. Gawin ito sa loob ng isang minuto.
Mga mabubuong salita:
Kinesika
Proksemika
Paralanguage
Pandama
2. Pagtatalakay
 A. Ipaskil ang kagamitang biswal sa pisara.
B. Ilahad ang kahulugan ng Di- berbal na komunikasyon at ang
iba’t ibang uri nito
C. Mga itatanong sa mga estudyante:
-Bakit mahalagang pag-aralan ang Di-berbal na
Komunikasyon?
-Magbigay ng iba pang nalalamang halimbawa ng Di- berbal
na komunikasyon
-Sa paanong paraan nakakatulong ang Di- berbal na
Komunikasyon?
D. Dagdagan ang mga sagot ng mga estudyante
E. Pagkatapos ay pangkatin ulit sa magkaibang grupo ang mga
estudyante at hayaang magbahagian ng mga karanasang
gumagamit sila ng Komunikasyong Di-berbal kasama ang
ibang tao.
3. Pagpapahalaga
❖ Ano ang kahalagahan ng Komunikasyong Di- berbal sa pang
araw-araw na buhay ng tao para sa inyo?
❖ “Paano mo magagamit ang mga halimbawa ng
Komunikasyong Di-berbal sa iyong pag-aaral?”
❖
❖ “Paano mo masasabi na mahalaga ang paggamit ng mga
Komunikasyong Di-berbal sa pakikipagkomunikasyon?”

IV. Ebalwasyon
Panuto: Bilang pangkat ay gumawa ng isang iskrip ng dula na nagpapakita
ng paggamit ng mga iba't ibang anyo ng Komunikasyong Di-berbal at
itanghal sa loob ng klase.
Krayterya:
Pagtatanghal ----------------- 20 puntos
Organisasyon ng Iskrip ---- 15 puntos
Pagkakaisa ------------------- 15 puntos
Kabuuan ----------------------- 50 puntos
V. Takdang – Aralin
Magtala ng ibang halimbawa ng Di-berbal na Komunikasyon na hindi pa
nababanggit sa klase at tukuyin kung saang anyo ito nabibilang.
 My Reflection

Lesson planning helps teachers break down each lesson into a

defined flow with specific classroom activities. The planning process
gives teachers a chance to check their own knowledge of the concepts
being taught and ensures they’ve gathered all the materials they need
to teach those concepts ahead of time, so they can more effectively
pass that learning on to their students. That, in turn, helps inspire
more respect and engagement from the learners throughout the lesson.
A set structure with phases that can be used across every lesson helps
form good habits around how class time will be used, while signaling
to students what they can expect each time they walk through those
classroom doors. It also makes lesson planning a little simpler, as
teachers don’t need to reinvent the wheel each time, they create one.
The lesson plan above is an example of a semi detailed lesson
plan that is less intricate but still focusing on what to cover for that
subject on that day. In making a lesson I realized that it is really
important that in making or creating a lesson plan you should include
and consider the essential part which are the: Learning Outcomes,
Learning Contents, Learning Resources and Learning Procedures for
it serves as a guide and outline in creating a lesson plan.