Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 5

Writing the First Lesson/Learning Plan

Name of Student Teacher: CHRISTIAN D. LLEVE

Course: Bachelor of Secondary Education Year and Section: 4.04

Cooperating Teacher Signature Date

Cooperating School

5 LEARNING
TASK
WRITING THE FIRST LESSON/LEARNING PLAN

Parts of the Daily lesson plan (DLP DepEd 42.s, 2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures:
A. Before the lesson – Opening of the lesson
 conduct/review of the previous lesson
 clarify concepts of the previous lessons
 introduce the connection of the new and past lesson objectives
 Check background knowledge of the learners
- connect lesson to what is already known
- get learner’s interest in the new lesson, to start up and warm up activities
- provide the learners opportunity to ask questions about the lesson

B. The Lesson proper – Middle or main part of the lesson

- explain, model, demonstrate, and illustrate concepts, ideas, skills, and
processes for learners to internalize the lesson
- convey new information to the learner
 - provide feedback
- regularly check for learner’s understanding

C. After the lesson – Closing or end of the lesson

- do wrap up activities
- provide summary of the lesson or ask students to summarize the key
concepts and activities
- reinforce what the teacher has taught and what the learners have
completed.

Note: Assessment Methods are integrated in the DLP to regularly check the
understanding of the lesson.
- Formative Assessment to be done before, during, or after the lesson.

V. Assignment (OPTIONAL) – It should be related to the lesson. It should allow learners

to master what was learned.
N.B. Read DepEd Order 329 s 2010

VI. Remarks
- This is to document specific instances that result in the continuation of the
lesson in case of:
- re teaching
- insufficient time
- transfer of lesson to the following day as a result of class suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
 To write parts of the lesson that went well or the parts that were weak, and
write briefly about it/them.
 To share their thoughts and feelings about the lesson that were successfully
implemented, need improvement, or could be adjusted in the future.
 To talk also to the learners who did not do well or those who need help.

The Daily lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson.

Teachers who have been in the service for at least one (1) year, handling learning areas
with available LMS and TGs provided by the DepEd shall not be required to write the DLP
instead they shall be required to fill out a weekly Daily Lesson Log (DLL).
 My Performance Task
PERFORMANCE TASK 1: Request a sample lesson plan or a Daily Learning Plan from your CT.
Study each part carefully. Paste it here.

A SEMI-DETAILED LESSON PLAN

IN
e. Application
GRADE 9 ENGLISH :INFINITIVES
1. The teacher introduces Francis Bacon and his essay ‘Of
Studies.” The teacher provides a worksheet with a copy of the
I. OBJECTIVE
essay to each pair and instructs them to look for infinitives then
At the end of the lesson, the students should be able to:
to fill in the table in the worksheet (worksheet attached).
1. Recognize infinitives in texts
2. Construct a new sentence with the use of the infinitives found in
2. Express thoughts on the importance of studying; and,
the text. The infinitive in the new sentence should function
3. Construct sentences using infinitives.
differently from the original.
II.  SUBJECT MATTER
f. Valuing
Grammar: Infinitives Literature: Of Studies by Francis Bacon
The teacher asks the students the following questions:
III. MATERIALS
1. Is studying purely for school purposes?
Worksheet PowerPoint Presentation Projector Laptop
2. Is studying perfected only through attending school and reading?
IV. PROCEDURE
3. If a person graduated from a reputable university with honors
 
and secured a good career, does this mean he/she necessarily has
a. Preparatory Activities
a good behaviour?
The teacher greets the students and then asks them to keep away
g. Generalization
unnecessary things from their desks.
The teacher asks a volunteer to summarize the lesson.
b. Motivation
V. EVALUATION
The teacher asks the students if they had played charades before. The
Compose a short paragraph on your opinion of the essay “Of Studies.”
teacher explains how to play it.
Incorporate at least five infinitive phrases in the paragraph. Underline the infinitive
c. Presentation of Lesson
phrases used.
The teacher asks the class what are the similarities they noticed in
VI. ASSIGNMENT
the game.
Cut and paste five paragraphs from magazines or newspapers that contain
d. Lesson Proper
infinitives Highlight the infinitive or infinitive phrase used then identify its function
The teacher discusses the infinitives.
in the sentence.
Infinitives are one of the three verbals that look like a verb but does
not function
as a verb. Instead, infinitives are used as a noun, an adjective or an
adverb. They
are constructed by adding “to” before a verb in its base
form. Infinitives become infinitive phrases when words are added to
them.
Examples:
To eat on time will prevent ulcer. (Infinitive as noun)
To eat on time will prevent ulcer. (Infinitive phrase as noun)
The person to consult about the book is my publisher. (Infinitive
as adjective)
The person to consult about the book is my publisher. (Infinitive
phrase as adjective)It is practical to leave early in the
morning. (Infinitive adverb)
It is practical to leave early in the morning. (Infinitive phrase as
adverb)
Question: Is the learning plan developmentally sequenced to meet curriculum requirements?

Explain.

Yes, developmentally sequenced teaching  and learning processes to meet curriculum

requirements through various teaching contexts. This refers to the process of systematically

preparing, developing, evaluating and managing the instructional process by using principles

of teaching and learning.

insights on the Daily Learning Plan

The insight I’ve had most recently – and the one I want to share with you today – is the importance

of really good lesson planning. I have a lot to say on the subject of lesson planning – probably several

posts’ worth – but I think the first priority is convincing you, the reader, that planning a lesson is not only

worth doing, but worth doing well.

What is the impact of this to me as a teaching intern?

Interns might wonder why they are expected to write lesson plans. In a student’s experience with

teachers, it is not obvious that a teacher’s day in the classroom includes planning. Therefore, it might be

difficult for some interns to regard planning as being part of a teacher’s work. A given intern might see

that her Mentor Teacher does not commit much of her plans to writing (or perhaps does not commit as

much to writing as she did earlier in her career). Thus, interns may wonder why they are expected to

plan thoroughly and extensively – on paper.

PERFORMANCE TASK 2: Make your Daily Learning Plan (DLP) outline using the given
template. Prepare a developmentally sequenced Learning Plan with learning outcomes aligned
with the learning competencies.
MAPEH
Subject Area:
Basic Personal Hygiene
TOPIC/Learning Content:
Discuss the Basic Personal Hygiene.
Learning Competencies

What to attain or realize?

Learning Outcomes a. Discuss the Basic Personal Hygiene.
b. Demonstrate the Basic Personal Hygiene.
Content Standards c. Realize the Importance of Basic Personal
Hygiene.
Performance Standards d. Apply the Basic Personal Hygiene.

What to use?
Learning Resources Laptop
Projector
PowerPoint Presentation

What to do?
Procedures: a. Prayer
Before the lesson b. Greetings
c. Attendance
d. Simple Recall
1. Activity

The teacher will show a picture to the class and

let them analyze what is in the picture.
The lesson Proper
2. Analysis

The teacher will ask the following:

a. What can you say about the picture?
b. Are you familiar of what’s going on in the
picture?
3. Abstraction

The teacher will discuss the following:

 What is Basic Hygiene
 The 4 classification of Basic Personal Hygiene

The Importance and Procedure of Basic

Hygiene.
4. Application

The teacher will group the students into four

groups, and each group will answer the
following questions and report it to the class.
a. List down your personal Hygiene routine
After the lesson every day.
b. Explain the importance and its procedure.

A 15 item quiz will be given as an evaluation for students.

The test is composed of two types: Identification and
Enumeration. These two type of test aims to determine the
learner’s acquisition of knowledge and to determine if the
students have achieved the remembering and
understanding level of cognitive dimension.
I. Identification

__________1. It is an easy way to prevent infection.

__________2. A condition promoting sanitary
practices to the self
__________3. Prevents losing your teeth and gives
you a wide good smile.
__________4. Produces oil which keeps the hair
smooth
__________5. Prevents body odor
II. Enumeration

1-4. give 4 classifications of personal hygiene

5-6. two materials use for oral hygiene
7-8. give 2 procedures in caring of our body
9-10. two materials use in hair and nail care

Assignment:

Students will demonstrate the proper

hygiene and practice it at home.
PERFORMANCE TASK 3: Write your Daily Learning Plan. Get your topic/content from your
Cooperating Teacher. Follow the DLP format. Write your plan on the space provided.

 Semi – Detailed Lesson Plan

In
MAPEH

Lleve, Christian D. June 5, 2021

Name Date

I. Objective:

At the end of the Lecture – demonstration, learners are expected to:

a. Discuss the Basic Personal Hygiene.
b. Demonstrate the Basic Personal Hygiene.
c. Realize the Importance of Basic Personal Hygiene.
d. Apply the Basic Personal Hygiene.

II. Subject Matter:

Lesson: Basic Personal Hygiene.

Reference:
Materials: Laptop, Projector

III. Procedure:
1. Preliminary Activities
a. Prayer
b. Greetings
c. Attendance
d. Simple Recall

2. Lesson Proper:
A. Activity

The teacher will show a picture to the class and let them analyze what is in the
picture.
B. Analysis

The teacher will ask the following:

1. What can you say about the picture?
2. Are you familiar of what’s going on in the picture?
C. Abstraction

The teacher will discuss the following:

 What is Basic Hygiene
 The 4 classification of Basic Personal Hygiene

The Importance and Procedure of Basic Hygiene.

D. Application

The teacher will group the students into four groups, and each group will
 answer the following questions and report it to the class.
1. List down your personal Hygiene routine every day.
2. Explain the importance and its procedure.
IV. Evaluation:

A 15 item quiz will be given as an evaluation for students. The test is composed of two types:
Identification and Enumeration. These two type of test aims to determine the learner’s acquisition of
knowledge and to determine if the students have achieved the remembering and understanding level of
cognitive dimension.
I. Identification

__________1. It is an easy way to prevent infection.

__________2. A condition promoting sanitary practices to the self
__________3. Prevents losing your teeth and gives you a wide good smile.
__________4. Produces oil which keeps the hair smooth
__________5. Prevents body odor
II. Enumeration

1-4. give 4 classifications of personal hygiene

5-6. two materials use for oral hygiene
7-8. give 2 procedures in caring of our body
9-10. two materials use in hair and nail care

V. Assignment:

Students will demonstrate the proper hygiene and practice it at home.

PERFORMANCE TASK 4: List down the best features and areas of improvement of my daily
learning plan. Have this matrix noted by my cooperating teacher.
Best Features Areas for Improvement
Aims achieved The way I teach the lesson

Awareness of students’ level & need The way I interact to the students’

Close monitoring The way I give them activities

Cultural sensitivity In learning the sensitivity to the students

Enjoyment motivational

Feedback In giving the assignment

Good classroom management Lesson proper

New ideas application

Signature of my Cooperating Teacher

My Analysis
My thoughts on writing my first lesson plan
 I thought it was easy to write a lesson plan

 I thought there are only one format of lesson plan

 I thought lesson plan is not useful in teaching

What areas of the plan did I find easy to write?

 In the objectives part, it is easy to write because you can already know what you’re objectives

 In giving them an assignment

 In the lesson proper

What areas of the plan did I find challenging to write?

 In the part where I will give them an activity

 In the motivation part

 In the application part

 My Learning Artifacts
Request three (3) samples of Learning Plans from various schools with different formats.
You may also wish to surf the net for some samples. Acknowledge the source.

A SEMI-DETAILED LESSON PLAN

IN
GRADE 9 ENGLISH :INFINITIVES

I. OBJECTIVE
At the end of the lesson, the students should be able to:
1. Recognize infinitives in texts
2. Express thoughts on the importance of studying; and,
3. Construct sentences using infinitives.
II.  SUBJECT MATTER
Grammar: Infinitives Literature: Of Studies by Francis Bacon
III. MATERIALS
Worksheet PowerPoint Presentation Projector Laptop
IV. PROCEDURE
 
a. Preparatory Activities
The teacher greets the students and then asks them to keep away unnecessary things
from their desks.
b. Motivation
The teacher asks the students if they had played charades before. The teacher
explains how to play it.
c. Presentation of Lesson
The teacher asks the class what are the similarities they noticed in the game.
d. Lesson Proper
The teacher discusses the infinitives.
Infinitives are one of the three verbals that look like a verb but does not function
as a verb. Instead, infinitives are used as a noun, an adjective or an adverb. They
are constructed by adding “to” before a verb in its base
form. Infinitives become infinitive phrases when words are added to them.
Examples:
To eat on time will prevent ulcer. (Infinitive as noun)
To eat on time will prevent ulcer. (Infinitive phrase as noun)
The person to consult about the book is my publisher. (Infinitive as
adjective)
The person to consult about the book is my publisher. (Infinitive phrase as
adjective)It is practical to leave early in the morning. (Infinitive adverb)
It is practical to leave early in the morning. (Infinitive phrase as adverb)
e. Application
1. The teacher introduces Francis Bacon and his essay ‘Of Studies.” The teacher
provides a worksheet with a copy of the essay to each pair and instructs them
to look for infinitives then to fill in the table in the worksheet (worksheet
attached).
2. Construct a new sentence with the use of the infinitives found in the text. The
infinitive in the new sentence should function differently from the original.
f. Valuing
The teacher asks the students the following questions:
1. Is studying purely for school purposes?
2. Is studying perfected only through attending school and reading?
 3. If a person graduated from a reputable university with honors and secured a
good career, does this mean he/she necessarily has a good behaviour?
g. Generalization
The teacher asks a volunteer to summarize the lesson.
V. EVALUATION
Compose a short paragraph on your opinion of the essay “Of Studies.” Incorporate at least five
infinitive phrases in the paragraph. Underline the infinitive phrases used.
VI. ASSIGNMENT
Cut and paste five paragraphs from magazines or newspapers that contain infinitives Highlight
the infinitive or infinitive phrase used then identify its function in the sentence.
 

https://www.academia.edu/23502886/A_SEMI_DETAILED_LESSON_PLAN_IN_GRADE_9_ENGLISH_INFINI
TIVES
https://www.academia.edu/11463683/Detailed_Lesson_Plan

https://www.google.com/search?q=daily+lesson+log&hl=en&sxsrf=ALeKk00vTx8cKsEg8czadt-
5GLKYLzILcQ:1622684385059&tbm=isch&source=iu&ictx=1&fir=SR99kpFzhO4gEM
%252CRrFSHuB9744aXM%252C_&vet=1&usg=AI4_-
kT5RQcA2QELA7l7RGmNUDpfs6d5KQ&sa=X&ved=2ahUKEwiNk-
qyqvrwAhXIaN4KHbvGB8IQ9QF6BAghEAE&biw=1366&bih=600#imgrc=SR99kpFzhO4gEM
 My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

Signature of Practicum Superviso