Lesson Plan Template for Strengthened Senior High School Curriculum
Lesson Plan Template for Strengthened Senior High School Curriculum
The Strengthened Senior High School Instructional Design Framework (SHS IDF) offers a structured approach to teaching and learning, emphasizing purposefulness, alignment, and responsiveness to diverse learner needs. Building upon the Revised K-to-10 Curriculum IDF, the SHS IDF retains core principles while refining them to align with the Strengthened SHS curriculum. It prioritizes constructive alignment, ensuring that learning objectives, instructional strategies, and assessments are interconnected. This approach fosters competency-based, engaging lessons, which establish a systematic method for lesson planning and delivery.
Teaching follows
the 10 parts of the Daily Lessons, categorized into themes: Activating Prior Knowledge,
Instituting New Knowledge, and Demonstrating Knowledge and Skills (DepEd Order No. 42, s.2016). Assessment, both formative and summative, continuously monitors learner progress, ensuring evidence-based instruction that aligns with both learner aspirations and industry
demands (DO 8, s. 2015). (Instructional Design Framework of SHS)
Parts of the Lesson Plan for Strengthened Senior High School Curriculum
I. OBJECTIVES (Identifying the Goals)
Content Standard
This section presents the key understandings that connect essential concepts within the unit. It summarizes the big ideas that learners should retain long after the lesson, offering insights that help bridge topics and subjects while providing a coherent framework for understanding complex ideas. These understandings also promote curiosity, critical thinking, and deeper inquiry.
Performance Standard
This section outlines the goal of ensuring that learners can apply their knowledge to real-life situations. It defines how students transfer their learning to various contexts beyond the classroom. Learners will demonstrate this through performance tasks that involve authentic, novel, and challenging scenarios related to the unit. Success in these tasks requires the thoughtful application of knowledge, skills, and attitudes.
Content Standard
This section presents the key understandings that connect essential concepts within the unit. It summarizes the big ideas that learners should retain long after the lesson, offering insights that help bridge topics and subjects while providing a coherent framework for understanding complex ideas. These understandings also promote curiosity, critical thinking, and deeper inquiry.
Performance Standard
This section outlines the goal of ensuring that learners can apply their knowledge to real-life situations. It defines how students transfer their learning to various contexts beyond the classroom. Learners will demonstrate this through performance tasks that involve authentic, novel, and challenging scenarios related to the unit. Success in these tasks requires the thoughtful application of knowledge, skills, and attitudes.
Learning Competencies
This section outlines the targeted skills that learners must develop to meet the Content and Performance Standards. These specific skills and understandings serve as the foundation for designing instructional activities. Bloom’s Taxonomy can be used to determine the appropriate cognitive level, such as remembering, understanding, applying, analyzing, evaluating, or creating, that learners should achieve when processing and applying new information. This approach ensures that learning objectives are clearly defined and suitably challenging, effectively guiding the design of both lessons and assessments.
This section outlines the targeted skills that learners must develop to meet the Content and Performance Standards. These specific skills and understandings serve as the foundation for designing instructional activities. Bloom’s Taxonomy can be used to determine the appropriate cognitive level, such as remembering, understanding, applying, analyzing, evaluating, or creating, that learners should achieve when processing and applying new information. This approach ensures that learning objectives are clearly defined and suitably challenging, effectively guiding the design of both lessons and assessments.
II. REFERENCES and MATERIALS
This section involves the selection of high-quality, contextualized, and technology-enhanced learning materials that align with the instructional objectives. Chosen resources should be inclusive, accessible, and responsive to the diverse needs of learners, aiming to enhance engagement, support differentiated instruction, and foster meaningful skill development.
This section involves the selection of high-quality, contextualized, and technology-enhanced learning materials that align with the instructional objectives. Chosen resources should be inclusive, accessible, and responsive to the diverse needs of learners, aiming to enhance engagement, support differentiated instruction, and foster meaningful skill development.
III. CONTENT
(Title of Specific Lesson) This section outlines the lesson or topic that learners need to learn to independently attain the Content Standard and achieve the Performance Standard.
IV. OBJECTIVES
Derived from the unpacked CS and PS. These are the knowledge, skills, and attitudes that the learners will gain after the instructions.
(Title of Specific Lesson) This section outlines the lesson or topic that learners need to learn to independently attain the Content Standard and achieve the Performance Standard.
IV. OBJECTIVES
Derived from the unpacked CS and PS. These are the knowledge, skills, and attitudes that the learners will gain after the instructions.
V. PROCEDURES
This section focuses on selecting learner-centered, evidence-based instructional approaches such as problem-based learning, collaborative tasks, interdisciplinary integration, and technology-enhanced instruction. These strategies are intended to foster active engagement, critical thinking, and adaptability across diverse learning pathways. The chosen approaches and methodologies will be reflected through varied and relevant activities and assessments that emphasize real-world relevance and application, thereby enhancing learner engagement and comprehension. Teachers must work collaboratively to design instructions with the best activities that will help attain the learning competencies and the content and performance standards.
A. Activating Prior Knowledge
1. Activating Prior Knowledge
This involves activities in which the learners can recall or connect what they already know that is relevant to the new lesson. It serves as a cognitive bridge between previous learning and new concepts. This can be done through questioning, short activities, visual prompts, or discussions.
2. Establishing the Purpose of the Lesson
In this part, the learners will know the learning goals, relevance, and real-life applications of the lesson. It sets expectations and provides motivation by answering the question: “Why are we learning this?”
The teacher will also present and explain the performance task at the end of the unit, where the lesson can be applied to a real-life scenario.
B. Instituting New Knowledge
1. Presenting Examples
This step involves showing a relatable, concrete, or real-life example that illustrates the new concept. Examples can be visual, situational, or experiential and are used to spark interest and provide context.
2. Discussing New Concept
This is the explicit teaching or guided exploration of the lesson's key ideas. It includes defining terms, explaining relationships, using models or analogies, and encouraging learner interaction.
3. Developing Mastery
In this part, learners will engage in guided and independent practice activities to reinforce the concept. This may include drills, problem-solving, application tasks, or peer collaboration. This is the explicit teaching or guided exploration of the lesson's key ideas. It includes defining terms, explaining relationships, using models or analogies, and encouraging learner interaction. This shall serve as a formative assessment.
C. Demonstrating Knowledge and Skills
1. Finding Practical Application
In this stage, learners apply what they have learned to real-life or simulated scenarios, problems, or tasks. This involves transferring knowledge and skills to authentic contexts, and this will serve as scaffolding for the unit performance task.
2. Making Generalization
In this phase, the learners will draw conclusions or summarize the key takeaways from the lesson. It can be done through discussions, reflective questions, or concept mapping
3. Evaluating Learning
In this step , the learners are assessed to determine the level of their understanding and skill acquisition. This may include written activities, performance tasks, or other check-in activities. This must be aligned with the unit summative assessment.
4. Additional Activities
These are enrichment, reinforcement, or remediation activities designed to support diverse learners. These can be extension work, research tasks, or differentiated exercises.
This section focuses on selecting learner-centered, evidence-based instructional approaches such as problem-based learning, collaborative tasks, interdisciplinary integration, and technology-enhanced instruction. These strategies are intended to foster active engagement, critical thinking, and adaptability across diverse learning pathways. The chosen approaches and methodologies will be reflected through varied and relevant activities and assessments that emphasize real-world relevance and application, thereby enhancing learner engagement and comprehension. Teachers must work collaboratively to design instructions with the best activities that will help attain the learning competencies and the content and performance standards.
A. Activating Prior Knowledge
1. Activating Prior Knowledge
This involves activities in which the learners can recall or connect what they already know that is relevant to the new lesson. It serves as a cognitive bridge between previous learning and new concepts. This can be done through questioning, short activities, visual prompts, or discussions.
2. Establishing the Purpose of the Lesson
In this part, the learners will know the learning goals, relevance, and real-life applications of the lesson. It sets expectations and provides motivation by answering the question: “Why are we learning this?”
The teacher will also present and explain the performance task at the end of the unit, where the lesson can be applied to a real-life scenario.
B. Instituting New Knowledge
1. Presenting Examples
This step involves showing a relatable, concrete, or real-life example that illustrates the new concept. Examples can be visual, situational, or experiential and are used to spark interest and provide context.
2. Discussing New Concept
This is the explicit teaching or guided exploration of the lesson's key ideas. It includes defining terms, explaining relationships, using models or analogies, and encouraging learner interaction.
3. Developing Mastery
In this part, learners will engage in guided and independent practice activities to reinforce the concept. This may include drills, problem-solving, application tasks, or peer collaboration. This is the explicit teaching or guided exploration of the lesson's key ideas. It includes defining terms, explaining relationships, using models or analogies, and encouraging learner interaction. This shall serve as a formative assessment.
C. Demonstrating Knowledge and Skills
1. Finding Practical Application
In this stage, learners apply what they have learned to real-life or simulated scenarios, problems, or tasks. This involves transferring knowledge and skills to authentic contexts, and this will serve as scaffolding for the unit performance task.
2. Making Generalization
In this phase, the learners will draw conclusions or summarize the key takeaways from the lesson. It can be done through discussions, reflective questions, or concept mapping
3. Evaluating Learning
In this step , the learners are assessed to determine the level of their understanding and skill acquisition. This may include written activities, performance tasks, or other check-in activities. This must be aligned with the unit summative assessment.
4. Additional Activities
These are enrichment, reinforcement, or remediation activities designed to support diverse learners. These can be extension work, research tasks, or differentiated exercises.
V. ASSESSMENTS
This section will serve as a culminating assessment intended to evaluate the entire unit, including both the Content Standard and the Performance Standard.
This section will serve as a culminating assessment intended to evaluate the entire unit, including both the Content Standard and the Performance Standard.
VI. REFLECTION
This section presents the key highlights and challenges encountered by both teachers and learners during the teaching-learning process throughout the unit. It also includes the adjustments made by the teacher to improve instruction.
This section presents the key highlights and challenges encountered by both teachers and learners during the teaching-learning process throughout the unit. It also includes the adjustments made by the teacher to improve instruction.
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