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

DLP No.: Learning Area: Creative Writing Grade Level: 11 Quarter: 2 Duration: 60 min
6.4.
Learning Competency/ies:
Write a suite of poems, a full/completed
(Taken from the Curriculum HUMSS_CW/MPIIg-j-27
short story or a script for a one-act play
Guide)

Key Concepts /
Understandings to be (none indicated)
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives for Day 1
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize,
The learner can recall information and retrieve relevant duplicate, list, memorize,
condition of repeat, describe, reproduce
knowledge from long-term memory
knowing
List/Brainstorm on different ideas
something with
on the format of the final output
familiarity Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
gained through explain, paraphrase, discuss
graphic messages
experience or
association

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing
systematic, and differentiate, distinguish, compare,
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
determine how they relate to one another, and to the deconstruct Compare and contrast
smoothly and
overall structure and purpose
adaptively carryout
coordinate, measure, detect, defend,
ideas presented
complex activities or Evaluating judge, argue, debate, describe,
the ability, coming The learner can make judgments and justify decisions critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of view formulate, assemble, devise

Attitude Categories:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention List of Attitudes:
feelings or Self-esteem, Self-confidence,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name,
emotional Wellness, Respect, Honesty, Personal
point to, reply, select, sit, Study, use
areas. discipline, Perseverance, Sincerity,
A settled 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
thinking responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
about practice, present, read, recite, report, select, tell, write Acceptance, Determined,
Independent , Gratitude, Tolerant,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Cautious, Decisive, Self-Control,
or acceptance to the more complex state of commitment. Valuing is based on the internalization Help facilitate
something Calmness, Responsibility,
of a set of specified values, while clues to these values are expressed in the learner's overt Accountability, Industriousness, in coming up
, typically behavior and are often identifiable.
one that is Industry, Cooperation, Optimism, with a
reflected
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful, consensus for a
initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a final output
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
relating, and synthesizing values. Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, stand for the good, Voluntariness of
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
human act, Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The rights, Inclusiveness, Thoughtful,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Seriousness, Generous, Happiness,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Modest, Authority, Hardworking,
(personal, social, emotional). Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness
propose, qualify, question, revise, serve, solve, verify
 1

Categories: List of Values:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
Values name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
A 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
learner's and reacts to a particular phenomenon. Learning outcomes may emphasize compliance 2. Maka-tao
principles in responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
or Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality, Family
standards Solidarity, Generosity, Helping,
perform, practice, present, read, recite, report, select, tell, write
of Oneness
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
behavior; 3. Makakalikasan
simple acceptance to the more complex state of commitment. Valuing is based on the
one's
internalization of a set of specified values, while clues to these values are expressed in Care of the environment, Disaster Risk Makatao:
judgment Management, Protection of the Discuss possible
the learner's overt behavior and are often identifiable.
of what is Environment, Responsible
important Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, adherence of
form, initiate, invite, join, justify, propose, read, report, select, share, study Consumerism, Cleanliness,
in life. Orderliness, Saving the ecosystem, chosen format to
4. Organization - Organizes values into priorities by contrasting different values,
Environmental sustainability core values of
Go resolving conflicts between them, and creating a unique value system. The emphasis is
on comparing, relating, and synthesizing values. Deped
beyond
learner’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
life on explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
earth, relate, synthesize
include 5. Internalizing values - (Characterization): Has a value system that controls their
4. Makabansa
more than behavior. The behavior is pervasive, consistent, predictable, and most importantly,
Peace and order, Heroism and
wealth characteristic of the learner. Instructional objectives are concerned with the student's
Appreciation of Heroes, National
and fame, general patterns of adjustment (personal, social, emotional).
Unity, Civic Consciousness, Social
and would Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, responsibility, Harmony, Patriotism,
affect the practice, propose, qualify, question, revise, serve, solve, verify Productivity
eternal
destiny of
millions

2. Content 6. Final output**

3. Learning Resources writing materials

4. Procedure

4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Explanation on the final output
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or group reflective exercises, Brainstorming by group on the different styles in
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role- arriving at a final output
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about Compare and contrast ideas presented by each
expected issues. Affective questions are included to elicit the feelings of the learners about the activity member
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that Arriving at a group decision/consensus on the manner
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the of coming up of a final output
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Reporting by a representative per group on the group’s
to do something to apply their new learning in their own environment. accomplishment and what the group is expected for a
final output
 2

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:

Assessment Method Possible Activities

Investigation, Role Play, Oral Presentation, Dance,
a) Observation Musical Performance, Skill Demonstration, Group
(Formal and informal observations of learners’ Activity (e.g. Choral Reading), Debate, Motor &
performance or behaviors are recorded, based on Psychomotor Games, Simulation Activities, Science
assessment criteria) Experiment

b) Talking to Learners /
Conferencing Hands-on Math Activities, Written Work and Essay,
(Teachers talk to and question learners about Picture Analysis, Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Reading Monitoring groups
understanding and to progress and clarify their
thinking)

Worksheets for all subjects, Essay, Concept

c) Analysis of Learners’ Products Maps/Graphic Organizer, Project, Model, Artwork, Multi-
(Teachers judge the quality of products produced media Presentation, Product made in technical-
by learners according to agreed criteria) vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Continuation, revision, polishing of groups’ work

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Many heads are better than one.
parable or a letter that inspires the learners to do something to practice their new learning.

3
 Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

5. Remarks

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
7. Reflections help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.

A. No. of learners who

earned 80% in the
evaluation.

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
learning strategies
worked well? Why
did these 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?

Prepared by:
Name : JOSEPHINE S. FERNANDEZ School : Lipata NHS
Position/Designation: MT 1 Division : Cebu Province
Contact Number : 0942 317 3133 Email address: jsf10191967@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

4
 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

DLP No.: 2 Learning Area: Creative Writing Grade Level: 11 Quarter: 2 Duration: 60 min
Learning Competency/ies:
Write a suite of poems, a full/completed
(Taken from the Curriculum HUMSS_CW/MPIIg-j-27
short story or a script for a one-act play
Guide)

Key Concepts /
Understandings to be (none indicated)
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 2. Objectives for Day 2
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize,
The learner can recall information and retrieve relevant duplicate, list, memorize,
condition of repeat, describe, reproduce
knowledge from long-term memory
knowing
Discuss ways and means to come up with
something with
desired output
familiarity Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
gained through explain, paraphrase, discuss
graphic messages
experience or
association

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing
systematic, and differentiate, distinguish, compare,
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
determine how they relate to one another, and to the deconstruct
smoothly and Illustrate how to do/make the project
overall structure and purpose
adaptively carryout
coordinate, measure, detect, defend,
complex activities or Evaluating judge, argue, debate, describe,
the ability, coming The learner can make judgments and justify decisions critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of view formulate, assemble, devise

Attitude Categories: List of Attitudes: Share

Growth in 5. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, ideas/opinion
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
to improve
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. Patience, Critical thinking, Open- group project
A settled 6. Responding to Phenomena - Active participation on the part of the learners. Attends and mindedness, Interest, Courteous,
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Obedience, Hope, Charity, Fortitude,
thinking responding, willingness to respond, or satisfaction in responding (motivation). Resiliency, Positive vision,
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Acceptance, Determined,
about practice, present, read, recite, report, select, tell, write Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control,
someone 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
or Calmness, Responsibility,
acceptance to the more complex state of commitment. Valuing is based on the internalization
something Accountability, Industriousness,
of a set of specified values, while clues to these values are expressed in the learner's overt
, typically Industry, Cooperation, Optimism,
behavior and are often identifiable.
one that is Satisfaction, Persistent, Cheerful,
reflected
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of one’s
in a initiate, invite, join, justify, propose, read, report, select, share, study culture, Globalism, Compassion, Work
person’s 8. Organization - Organizes values into priorities by contrasting different values, resolving Ethics, Creativity, Entrepreneurial
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Spirit, Financial Literacy, Global,
relating, and synthesizing values. Solidarity, Making a stand for the
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, good, Voluntariness of human act,
Appreciation of one’s rights,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
Inclusiveness, Thoughtful,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The
Seriousness, Generous, Happiness,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
Modest, Authority, Hardworking,
learner. Instructional objectives are concerned with the student's general patterns of adjustment
Realistic, Flexible, Considerate,
(personal, social, emotional).
Sympathetic, Frankness
 Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 8. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, Spirituality,
principles name, point to, reply, select, sit, Study, use Inner Peace, Love of truth, Kindness,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance 9. Maka-tao
of in responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for human
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, rights, Gender equality, Family
one's perform, practice, present, read, recite, report, select, tell, write Solidarity, Generosity, Helping,
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the 10. Makakalikasan Conform to the
important internalization of a set of specified values, while clues to these values are expressed in Care of the environment, Disaster Risk decision of the
in life. the learner's overt behavior and are often identifiable. Management, Protection of the majority
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Environment, Responsible
Go form, initiate, invite, join, justify, propose, read, report, select, share, study Consumerism, Cleanliness, Orderliness,
beyond 4. Organization - Organizes values into priorities by contrasting different values, Saving the ecosystem, Environmental
learner’s resolving conflicts between them, and creating a unique value system. The emphasis is sustainability
life on on comparing, relating, and synthesizing values.
earth,
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, 11. Makabansa
more than
relate, synthesize Peace and order, Heroism and
wealth
5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of Heroes, National Unity,
and fame,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Civic Consciousness, Social
and would
characteristic of the learner. Instructional objectives are concerned with the student's responsibility, Harmony, Patriotism,
affect the
general patterns of adjustment (personal, social, emotional). Productivity
eternal
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions practice, propose, qualify, question, revise, serve, solve, verify

2. Content 6. Final output**

3. Learning Resources
4. Procedure

4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Convene with group members
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or group reflective exercises, Communicate thoughts/ideas regarding individual task
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-
need to accomplish group task
play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about Deliberate on best way to perform the group task
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
Finalization of group plans
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners
Perform individual/pair/group task to arrive at final
to do something to apply their new learning in their own environment.
output
 2

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be given before,
during, or after the lesson). Choose any from the Assessment Methods below:

Assessment Method Possible Activities

Investigation, Role Play, Oral Presentation, Dance,

d) Observation Musical Performance, Skill Demonstration, Group
(Formal and informal observations of learners’ Activity (e.g. Choral Reading), Debate, Motor &
performance or behaviors are recorded, based on Psychomotor Games, Simulation Activities, Science
assessment criteria) Experiment

e) Talking to Learners /
Conferencing Hands-on Math Activities, Written Work and Essay,
(Teachers talk to and question learners about Picture Analysis, Comic Strip, Panel Discussion,
their learning to gain insights on their Interview, Think-Pair-Share, Reading
understanding and to progress and clarify their
thinking)

Worksheets for all subjects, Essay, Concept

f) Analysis of Learners’ Products Maps/Graphic Organizer, Project, Model, Artwork, Multi- Write a suite of poems, a full/completed
(Teachers judge the quality of products produced media Presentation, Product made in technical-
by learners according to agreed criteria) short story or a script for a one-act play
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Monitor group progress

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes). The biggest room in the world is the room for
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.
improvement.

3
 Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

12. Remarks

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
14. Reflections help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.

H. No. of learners who

earned 80% in the
evaluation.

I. No. of learners who

require additional
activities for
remediation.

J. Did the remedial

lessons work? No.
of learners who
have caught up
with the lesson.

K. No. of learners who

continue to require
remediation.

L. Which of my
learning strategies
worked well? Why
did these work?

M.What difficulties did

I encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name : JOSEPHINE S. FERNANDEZ School : Lipata NHS
Position/Designation: MT 1 Division : Cebu Province
Contact Number : 0942 317 3133 Email address: jsf10191967@yahoo.com

Bibliography
Appendices: (attach all materials that will be used)
4. Activity Sheet …
5. Formative Assessment …
6. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others