ILAW lesson plan Grade 4 Term 1 Week 2 Free Download

1. Intentions (formerly: Objectives, Content Standards, Performance Standards)

This is where you state, in plain language, what your Grade 4 learners should know and be able to do by the end of the session. For Quarter 1 Week 2, your Intentions should reflect the first real competency cluster in your Budget of Work — not orientation activities.

Example for Grade 4 English:

By the end of the lesson, learners will be able to identify the main idea and supporting details in a short narrative text, applying both literal and inferential comprehension strategies appropriate to Key Stage 2 literacy goals.

A practical tip here: write your Intentions in language a substitute teacher could pick up and immediately understand. If it’s too vague (“students will understand the text”), you haven’t actually defined success yet.

2. Learning Experiences (formerly: Procedures/Activities)

This is the heart of your lesson plan — and the section where DepEd’s new framework genuinely improves on the old DLP. Instead of forcing every lesson into the same rigid four-part structure (Motivation, Activity, Analysis, Abstraction, Application), the Learning Experiences section asks you to design a sequence that actually fits your content and your learners.

For Grade 4 Week 2, a typical Learning Experiences sequence might include:

• Motivation/Hook — connect to something from Week 1 so learners feel continuity, not a fresh start every day
• Core activity — introduce the new competency through modeling, guided practice, and discussion
• Collaborative task — pair or small-group work (Grade 4 learners handle this well by Week 2, once routines are set)
• Independent application — a short task that lets you gauge individual understanding

“The Ilaw template is designed to make lesson planning a genuine instructional tool rather than a paperwork exercise.” — this is really the philosophy behind the whole shift. Less time formatting, more time thinking about what actually happens in the room.

3. Assessment

Your Assessment section should map directly back to your Intentions. If your objective was about identifying main ideas, your assessment needs to actually measure that — not just general reading comprehension. Keep it lightweight for Week 2: an exit ticket, a quick oral check, or a short written response works better than a full quiz this early in the quarter.

4. Ways Forward

This is the section most teachers rush through, and it’s a mistake — Ways Forward is what makes your Week 3 planning faster. Use it to note:

• Which learners need remediation before moving to the next competency
• Which learners are ready for enrichment
• One honest reflection on what you’d adjust next time