STAGE I DESIRED RESULTS

ESTABLISHED GOALS
-DEPEDS CONTENT STANDARD -DEPEDS PERFORMANCE STANDARD

TRANSFER
TRANSFER GOAL Students will independently use their learning to . . .

MEANING
ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS Students will understand that:

-SCHOOLS VISIONMISSION

ACQUISITION
KNOWLEDGE Students will learn: SKILLS Students will be skilled at:

STAGE II EVIDENCES OF LEARNING

EVALUATIVE CRITERIA
RUBRIC Use of analytic rubric

ASSESSMENT EVIDENCES
PERFORMANCE OR TRANSFER TASK

(aligned with the transfer goal, formulated in a form of engaging scenario, should
be done by the students without teacher prompts, guidance, graded, might entail two to three days to finish)

SIX FACETS OF UNDERSTANDING Students ability to 1. explain, 2. interpret, 3. apply, 4. see perspective, 5. demonstrate empathy, and 6. reveal self-knowledge.

OTHER EVIDENCES (OE)

Formative Assessment: (non-graded but recorded, oral, written like exercises, seatworks, quiz type

formative assessment, essays, accademic prompts, group work and the like)

Summative Assessment:
(unit test or chapter test, quarterly test, and the like) (graded)

 Established goals Transfer Goals Essential Questions Enduring Understanding Knowledge Skills

STAGE I DESIRED RESULTS expressed in

ability to perform/carry out formative assessment ability to perform the summative assessment ability to transfer of learning

EVIDENCES OF LEARNING OR ATTAINMENT OF DESIRED RESULTS Students manifest or show the following:

LEARNING PLAN
Refer to DepEds stage 3 before making your stage 3 Be guided by the activities and strategies employed by DepEd and design meaning-making activities out of their recommendations Youcan design your own learning activities as long as you are heping students be able to attain the goal

STAGE III LEARNING PLAN

1st Meeting: (title of the sub-topic, big idea or activity) 1st to 2nd Meetings: (title of the sub-topic, big idea or activity) I. INTRODUCTION/MOTIVATION
lesson may start with a motivational activity where students will be able to deduce the following: a) big idea or sub-topic or title of the lesson for the day; b) skills or competencies they will learn for the day; c) relevance or importance of learning the lesson in relation to ones daily life; d) hooking up the students and thus become interested to participate in the lesson; e) something they will discover or explore to do which gives them a sense of wonder or excitement in learning; d) a realization that challenges to learn the lesson;
teacher informs students of the essential question(s) that they should be able to answer and what they will do in the lesson;

for one period session for two period session or for 2 meetings session

STAGE III LEARNING PLAN

II. DEVELOPMENT OF THE LESSON/INTERACTION
If the lesson is newly presented and not a follow up discussion, teacher needs to activate prior knowledge of the students by doing any of the following activities: a) use of the KWL b) pre-assessment test c) concept mapping/graphic organizers d) checklist of they know upon knowing the level of learning of the students, teacher uses it in designing learning activities through any of the following schemes: use of varied teaching strategies to engage students in activities that will help them uncover meaning, ideas, laws or rules about core concepts or big ideas acquisition of knowledge may be carried out hand-in-hand with meaning making teacher uses a variety of formative assessment means to keep track of the performances of the students students should be able to generate new ideas, generalizations or the so called enduring understandings

STAGE III LEARNING PLAN

III. CLOSURE/SYNTHESIS
Teacher provides opportunities for the students to synhesize the lesson or create outputs that synthesize the lesson. Such synthesis may come in the form of any of the following: a) summary and its connection to the daily life of the students b) answering the essential question(s) posed in the motivation part c) reflective thinking activity followed by an expression of it in the form of a short poem, slogan, quotation, tableau, a brief (2 minutes) dramatic portrayal that portrays their insight(s) deduced from the lesson,