ILAW Lesson Plan Term 1 Week 5

I — Intentions: Setting the Learning Goal for the Week

Under the Intentions component, the DLLs identify the specific competencies, objectives, and learning outcomes that learners are expected to achieve. These intentions ensure that classroom instruction remains aligned with the DepEd curriculum and the Three-Term Budget of Work. 

For Week 5, your Intentions should reflect where your learners are in the curriculum sequence — typically moving into more analytical and applied competencies after the foundational weeks. When writing your learning objectives, remember to keep them observable and measurable. Avoid vague statements like “learners will appreciate…” and instead write “learners will demonstrate…” or “learners will construct…”

Practical tip: Review your Week 4 assessment data before writing your Week 5 Intentions. The results of your first Summative Test are your best guide for what needs reinforcement versus what can move forward.

L — Learning Experiences: Designing Meaningful Activities

The Learning Experiences component includes student-centered activities such as songs, role-playing, storytelling, simulations, movement games, think-pair-share tasks, guided questioning, group work, visual analysis, oral recitations, and contextualized examples. These activities help learners connect new lessons with real-life situations while encouraging active participation. 

For Week 5 specifically, consider layering your activities to address multiple learner profiles in one session:

1. Opening activity — Quick review of prior competencies (5–7 minutes)
2. Main learning activity — New competency introduction using a relatable, Filipino context
3. Collaborative task — Pair or group work that applies the new learning
4. Individual output — A short task learners complete independently so you can gauge who is ready to move forward

Effective implementation of these lesson plans may include collaborative learning, inquiry-based discussions, differentiated instruction, localized examples, performance tasks, and interactive classroom demonstrations. 

A — Assessment: Checking Learning as It Happens

The Assessment component supports formative checking through oral questioning, written exercises, observation, performance tasks, worksheets, activity outputs, and group presentations. These assessment-ready activities allow teachers to monitor learner progress during instruction instead of waiting until the end of the lesson. 

Week 5 is an excellent time to use exit tickets as a quick formative assessment tool. At the end of each session, ask learners to write one thing they learned and one thing they are still confused about. This gives you real-time data to shape your Ways Forward section.

W — Ways Forward: Where Remediation Meets Reflection

The Ways Forward section is arguably the most important innovation in the ILAW format — and it becomes especially critical in Week 5.

This section has two parts:

• For learners: What activities will you assign for enrichment (for those who mastered the competency) and remediation (for those who did not)?
• For the teacher: What did you observe? What worked? What will you change next week?

The Ways Forward section is a professional growth space where teachers record what worked, what did not, and what they will change in the next session — replacing the old “Remarks and Reflection” box with a more purposeful format. Depedlibre

📝 Pro tip for Week 5: Since ARAL officially begins this week, your remediation plan in the Ways Forward section should identify specific learners (by initials or learner reference number, not full name) who need targeted support, and the specific competency they need to revisit.