Lesson 2: Designing Lessons and Assessments in The Different Ldms

LESSON 2: DESIGNING LESSONS AND ASSESSMENTS
IN THE DIFFERENT LDMs
ACTIVITY 1
1. What is Lesson Designing or Lesson Planning?
a) Lesson designing or lesson planning refers to the process of

determining the different learning opportunities the students will get in
school through planning “the content of instruction, selecting teaching
materials, designing the learning activities and grouping methods, and
deciding on the pacing and allocation of instructional time” (Virginia
Department of Education, as cited in DepEd Order No. 42, s. 2016). It
is very important to have a well-prepared and well-planned lessons to
ensure that quality teaching and learning in schools are delivered. To
make sure that the design is effective, we have to consider the various
characteristics each learner have and be able to fully respond to these
characteristics.
2. Why is lesson designing important?
a) Lesson designing helps ensure that:
● time is maximized for instruction and learning

● lessons are responsive to learner’s needs
● teachers set learning targets for learners
● teachers carry out a lesson successfully
● teachers master their learning area content
● teachers become more reflective about their teaching
● learners successfully reach the set learning goals
3. What are the three elements or components of a well-designed lesson?
a) Clearly articulated lesson objectives (What should be taught?)
b) Well-selected and logically sequenced presentation of learning

resources and activities to help learners meet the objectives (How
should it be taught?)
c) Appropriate and timely assessment activities that provide relevant

information and feedback for both teachers and learners (How should
learning be assessed?)
ACTIVITY 2
Before the Lesson Lesson Proper After the Lesson
-Review previous lesson -Explain, model, -Wrap up activities

-Clarify concepts from demonstrate, and illustrate -Assess whether lesson has
previous lesson the concepts, ideas, skills, been mastered
-State lesson objectives as or processes -Check for learners’
guide for learners that students will understanding
-Present warm-up eventually internalize -Ask learners to recall key
activities to establish -Help learners understand activities and concepts
interest in new lesson and master new discussed
-Check learner’s prior information -Reinforce what teacher
knowledge about the new -Transfer ideas and has taught
lesson concepts to new situations -Emphasize key
-Present connection -Provide learners with information and concepts
between old and new feedback. discussed
lesson and establish
purpose for new lesson
ACTIVITY 3: Components of the DLL/DLP
Objectives Delivered
Content Delivered
Learning Materials and Resources Delivered
Procedures Delivered
Remarks Delivered
Reflection Delivered
Lesson 2 Activity 4: Learning Tasks
Learning Delivery Modality (select one): ☐ODL ☐ MDL ☐TV/RBI ☐BL

Grade Level and Learning Area: Grade 7 (English)
Lesson/Topic: Verbs
Learning Objectives: At the end of the discussion, the students will be able to: a.)know what is a verb and its example
through answering activity sheets;b.) appreciate the usage of verbs in a person’s daily life; and c.)use verbs in a sentence
Part of Lesson / Learning Tasks Check if Additional Remarks:
already (ex. can be done via voice calls, can be facilitated by a household
present partner, can be done via a learning activity sheet, can be presented
in the via an internet- based resource, can be facilitated during a
synchronous learning session, etc.)
SLM
Before the Lesson
1. Review previous lesson  This can be done through the use of activity sheets.
2. Clarify concepts from previous  To clarify the previous lesson, the activity sheet given during
lesson the review must be checked for clarifications.
3. Present warm-up activities to The teacher can use audio-visual presentation that has a
establish interest in new lesson connection with the topic.
4. Check learner’s prior knowledge  Conduct an online quiz.
about the new lesson
5. Present connection between old This can be done through discussions via video calls.
and new lesson and establish
purpose for new lesson
6. State lesson objectives as guide  The teacher can present this via video/audio calls.
for learners
Lesson Proper
1. Explain, model, demonstrate, and  This can be done through video call or the teacher can upload
illustrate the concepts, ideas, a lesson video for the learners to actually understand the
skills, or processes that students concept presented.
will eventually internalize.
2. Help learners understand and  Create activities online and let the students participate and
master new Information answer it.
3. Provide learners with feedback.  This can be done through video/audio calls.
4. Check for learners’  The teacher can send activity sheets for the students to
understanding answer. The parent/guardian can help check the learner’s
understanding as well.
After the Lesson
1. Wrap up activities  Upload online activities.
2. Emphasize key information and  This can be done through video calls.
concepts discussed
3. Ask learners to recall key This can be done through video calls.
activities and concepts discussed
4. Reinforce what teacher has The teacher can partner with the parents/guardians for the
taught lesson’s reinforcement.
5. Assess whether lesson has been  Conduct an online assessment.
mastered
6. Transfer ideas and concepts to Relate the newly mastered lesson/concept to the student’s
new situations real-life situation.
Learning Resources/Materials Needed:
ACTIVITY 5:
Show the similarities and the difference of Formative Assessment and
Summative Assessment through a Venn Diagram.
ACTIVITY 6
There are various methods of assessment. Read Table 2 of DO 8, s2015 on Policy
Guidelines on Classroom Assessment to see examples such as games, quizzes, and
interviews. These methods that are commonly used in the classroom may be
modified to be suitable for DL.
Which assessment methods can you adapt in DL considering the content area that
you are teaching? In your study notebook, recreate the following table and list five
methods that you would like to try. For each one, write how you plan to use it in DL.
ASSESSMENT HOW TO ADAPT THE ASSESSMENT METHOD IN DL

METHOD
I will send the topic for the interview via online to the students. This way, they
Interview will have ideas about the topic. During the interview, I will jot down their
personal ideas and perspectives about the topics given via online kumustahan.
I will give at least 5-item quiz to the students through text. This will be the key
Quizzes to test if they have learned something from their self-study. With this I will be
able to address the topics that they did not understand.
Agree/Disagree I will give 10 concepts by which students will answer if they agree or disagree
Activities with it. With this I can identify the ideas the students can’t agree or agree with.
I will send at least 3 open-ended questions to students via text message. This
Open-ended will give them the opportunity to say their opinion about a certain topic. I will
Question also be notified about their ideas and misconceptions about the topic.
1. What assessment methods are common among the group members?

Quizzes and Interview
2. What are the challenges in doing assessment in DL?
There are lots of challenges in making assessment in DL considering the
fact that we are in the midst of the new normal era. Examples of these
are the adjustment on how to reach out the students because not
everyone has their own smart phones and process of choosing the
appropriate assessment to be used.
3. Despite the challenges, what opportunities can you and your colleagues explore
to make assessment doable in DL?
We can be more flexible in making assessments on different subject
areas.
ACTIVITY 7
Sample learning outputs obtained from different assessment methods may be

collected to build a learner’s portfolio. Read Guidelines on the Preparation of
Portfolio and e-Portfolio to find out how to construct and use it.
Sample learning outputs obtained from different assessment methods may be
collected to build a learner’s portfolio.
QUESTIONS TRUE FALSE
1. A portfolio mainly displays the academic achievements of the learner. /

2. Testimonies of parents/guardians and learning facilitators regarding the
learner’s progress may be included in a portfolio. /
3. There is a fixed list of items that should be included in a portfolio.

/
4. The teacher can only comment on a learner’s portfolio.
/
5. For asynchronous learning, teachers allow learners to work on their /

outputs during their own time. The latter will submit the portfolio within the
schedule that the teachers set.
6. The learners may submit, store, and manage their portfolio via file sharing /
programs or they may submit the actual softcopies of their work saved on a
CD/DVD/USB flash drive.
7. Portfolios of DL learners with outputs in hard copies or physical forms may /

be handed over to the teacher by the parents or learning facilitators.

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LESSON 2: DESIGNING LESSONS AND ASSESSMENTS

IN THE DIFFERENT LDMs

1. What is Lesson Designing or Lesson Planning?

a) Lesson designing or lesson planning refers to the process of

2. Why is lesson designing important?

a) Lesson designing helps ensure that:

● time is maximized for instruction and learning

3. What are the three elements or components of a well-designed lesson?

a) Clearly articulated lesson objectives (What should be taught?)

b) Well-selected and logically sequenced presentation of learning

c) Appropriate and timely assessment activities that provide relevant

Before the Lesson Lesson Proper After the Lesson

-Review previous lesson -Explain, model, -Wrap up activities

ACTIVITY 3: Components of the DLL/DLP

Learning Materials and Resources Delivered

Learning Delivery Modality (select one): ☐ODL ☐ MDL ☐TV/RBI ☐BL

Learning Resources/Materials Needed:

ASSESSMENT HOW TO ADAPT THE ASSESSMENT METHOD IN DL

1. What assessment methods are common among the group members?

Sample learning outputs obtained from different assessment methods may be

QUESTIONS TRUE FALSE

1. A portfolio mainly displays the academic achievements of the learner. /

3. There is a fixed list of items that should be included in a portfolio.

5. For asynchronous learning, teachers allow learners to work on their /

7. Portfolios of DL learners with outputs in hard copies or physical forms may /

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