Ilaw Lesson Plan Grade 5 Free Download
ILAW Lesson Plan Grade 5 Free Download — Complete Guide for SY 2026–2027
If you’re a Grade 5 teacher in the Philippines right now, chances are you’ve already heard about the big shift in lesson planning this school year. Gone are the old DLL and DLP formats you’ve used for years — and in their place is the brand-new Ilaw Lesson Plan Grade 5 Free Download, the official DepEd format for SY 2026–2027.
We know what you’re thinking: “Another new format to learn? When do I even have time for that?”
That’s exactly why this page exists. We’ve put together everything you need to know about the ILAW format specifically for Grade 5, along with free downloadable lesson plan files you can use right away. No confusing jargon. No paywalls. Just practical, ready-to-use teaching resources.
Good news: All the files on this page are available for FREE download. Just scroll down to find the subject and week you need!
Table of Contents
What Is the ILAW Lesson Plan? (And Why It Matters for Grade 5 Teachers)
The ILAW Lesson Plan is the new official lesson planning format prescribed by DepEd Order No. 16, s. 2026, issued June 4, 2026, for all public school teachers starting SY 2026–2027. It replaces DepEd Order No. 42, s. 2016 — officially retiring both the DLL and DLP. Ilawlessonplan
The name itself tells you a lot. ILAW means light in Filipino — a fitting name for a framework designed to bring clarity and purpose back to every classroom. But ILAW is also an acronym:
|
Letter |
Stands For |
What It Means for Your Class |
|
I |
Intentions |
Your lesson goals, competencies, and objectives |
|
L |
Learning Experiences |
The actual activities, discussions, and tasks |
|
A |
Assessment |
How you check if students actually learned |
|
W |
Ways Forward |
Reflection, extended learning, and what’s next |
The Ilaw template is designed to make lesson planning a genuine instructional tool rather than a paperwork exercise. For Grade 5 teachers specifically, this is a huge deal — it means your lesson plan should actually guide how you teach, not just serve as a document you submit to your principal. Depedlibre
Is the ILAW Format Required Right Now?
This is one of the most common questions we get, so let’s be crystal clear:
Per Section 23 of DepEd Order No. 16, s. 2026, teachers may still use the old DLL/DLP until the end of Term 1, SY 2026–2027. Full ILAW compliance is required starting Term 2. Ilawlessonplan
So here’s what that means in practical terms:
- Term 1 (June–September 2026): You can still use the old DLL/DLP format, but switching to ILAW now gives you a head start.
- Term 2 onwards: ILAW is required for all Grade 3 teachers in public schools.
Our advice? Start practicing the format now while the pressure is lower. By the time Term 2 kicks in, it’ll feel second nature.
Download Ilaw Lesson Plan Grade 5 Free Download!
Ilaw Lesson Plan Grade 5 Mathematics
Ilaw Lesson Plan Grade 5 GMRC
Ilaw Lesson Plan Grade 5 Filipino
Ilaw Lesson Plan Grade 5 English
Ilaw Lesson Plan Grade 5 AP
Ilaw Lesson Plan Grade 5 MAPEH
Ilaw Lesson Plan Grade 5 TLE
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Step-by-Step Guide to Creating an ILAW Lesson Plan for Grade 5
Phase 1: Prepare Your Foundation (30 minutes)
Step 1: Identify Your Competency
- Open your DepEd MATATAG Curriculum Guide for Grade 5
- Select the competency you’ll teach
- Copy the exact competency code and statement
- Example: EN5VC-IIId-13.2 – Comprehends key ideas presented in texts heard
Step 2: Understand Your Learners
- Review your Grade 5 class roster
- Note any learners with:
- Identified learning differences (SPED referrals)
- Language backgrounds different from English/Filipino
- Technology access limitations
- Socioeconomic circumstances affecting resources
- Document 4-5 sentences reflecting these observations
Step 3: Gather Your Resources
- Identify available teaching materials (textbooks, worksheets, multimedia)
- List community resources (local experts, field sites, family members)
- Note Grade 5-appropriate manipulatives and visual aids
- Check technology availability (projector, speaker, internet)
Phase 2: Design Your Lesson (45 minutes)
Step 4: Write Your Session Objective
- Transform the competency into a student-centered objective
- Use this format: “Grade 5 students will [verb] [content] [by/through] [condition]”
- Example: “Grade 5 students will identify the main idea of a text by highlighting key sentences and explaining in one sentence”
Step 5: Plan Your Learning Experiences
- Map activities to the 6-phase instructional flow (Elicit → Engage → Explore → Explain → Elaborate → Evaluate)
- Include specific details: timing, grouping, exact prompts
- Ensure Grade 5-appropriate activities (not too abstract, include movement/collaboration)
- Plan for multiple entry points (students working below/above grade level)
- Time each activity realistically for Grade 5 attention spans
Step 6: Design Your Assessments
- Create 2-3 formative checkpoints during the lesson
- Design a summative task that authentically shows learning
- Plan differentiation for at least 3 learner profiles in your class
- Include accommodations for students with identified needs
Step 7: Prepare Ways Forward Reflections
- In the Ways Forward section, include guiding questions you’ll answer after teaching:
- “Which learning experiences did students engage with most deeply?”
- “Which students need reteaching? What will I do differently?”
- “What will I do in the next session based on today’s response?”
Phase 3: Format and Finalize (20 minutes)
Step 8: Use the Official ILAW Template
- Download the DepEd Order No. 16, s. 2026 template (Word format recommended)
- Fill in all header information accurately
- Use clear, readable formatting
- Proofread for spelling and grammar
Step 9: Add Your AI Declaration (if applicable)
- Per DepEd Order 3, s. 2026, if you used AI tools to help create the plan, include:
- What specific sections you used AI for
- How you reviewed and adapted the AI output
- Example: “Used AI to generate initial learning experience ideas for vocabulary practice; reviewed and modified activities to match Grade 5 curriculum and learner context”
Step 10: Save and Submit
- Save as: ILAW_Grade5_[YourName]_[Subject]_[Date].docx
- Submit via your school’s required process
- Keep a copy for your teaching records
Download more free files below!
Grade 5 Subject-Specific Examples
English 5: Comprehending Key Ideas
Competency: EN5RC-IIIe-2.3 – Comprehends key ideas and supporting details in texts read
Intentions:
- Session Objective: Students will identify 3 key ideas and provide 2 supporting details for each
- Time: 1 hour (Grade 5 English class)
- Learner Context: 35 students; 6 English Language Learners; 4 students identified with reading difficulties
Learning Experiences:
- Elicit (10 min): Students discuss familiar story using a story map poster
- Engage (10 min): Read aloud a Grade 5-level fiction text; students listen with their copy
- Explore (15 min): In pairs, students highlight key ideas and supporting details using different colors
- Explain (10 min): Whole-class discussion; create anchor chart of main idea vs. details
- Elaborate (10 min): Students individually write key ideas and details in graphic organizer
- Evaluate (5 min): Exit ticket: “Tell me one key idea and why it’s important”
Assessment:
- Formative: Teacher circulates; observes highlighting and pair discussions
- Summative: Completed graphic organizer rated on rubric (accuracy, completeness)
- Differentiated:
- ELL students use partially completed graphic organizer
- Advanced learners write in full sentences without the organizer
- Students with reading difficulties use larger-print text and teacher-guided small group
Mathematics 5: Area of Rectangles
Competency: M5ME-IIIg-47 – Finds the area of a rectangle using appropriate formula
Intentions:
- Session Objective: Students will calculate the area of rectangles using the formula L × W and apply this to real-world contexts
- Time: 1 hour
- Learner Context: Mixed ability levels; 3 students receiving math intervention support
Learning Experiences:
- Elicit (5 min): Show pictures of Grade 5 classroom spaces (door, whiteboard, bulletin board); ask “How much space does this cover?”
- Engage (10 min): Students physically measure and mark out a large rectangle on the floor using meter sticks
- Explore (15 min): Students calculate area for different rectangles they’ve created; count unit squares
- Explain (10 min): Demonstrate area formula; show why L × W works
- Elaborate (15 min): Students solve real problems: “How much fabric for a classroom banner?”
- Evaluate (5 min): Quick exit quiz with 2 problems
Assessment:
- Formative: Observation of hands-on measuring and calculation
- Summative: 2-3 word problems solving for area
- Differentiated:
- Struggling learners use pre-drawn rectangles with grids to count squares
- Grade-level learners solve standard problems
- Advanced learners solve multi-step problems or find dimensions given area
Filipino 5: Pagsusulat ng Maikling Kuwento
Competency: FIL5WC-IIId-15 – Nagsusulat ng maikling kuwento base sa naranasang karanasan
Intentions:
- Session Objective: Magsusulat ang mga Grade 5 estudyante ng maikling kuwento na may simula, gitna, at wakas batay sa kanilang sariling karanasan
- Time: 2-hour sessions (spread over 2 days)
- Learner Context: 32 estudyante; lahat ay nagsasalita ng Filipino sa bahay; 2 estudyante ay may writing delays
Learning Experiences – Day 1:
- Elicit: Magbahagi ng mga kuwentong nangyari sa inyo; makinig sa mga kwento ng kaklaseng
- Engage: Basahin ang modelo ng maikling kuwento
- Explore: Mga estudyante ay lumilikha ng concept map: “Ano ang nangyari sa akin?”
- Explain: Ituro ang 3-part story structure gamit ang anchor chart
Learning Experiences – Day 2: 5. Elaborate: Pagsulat ng draft; peer-share at feedback 6. Evaluate: Submission ng final copy; rubric-based assessment
Assessment:
- Formative: Concept maps; draft reviews; peer feedback
- Summative: Final kuwento rated sa creativity, story structure, grammar
- Differentiated:
- Struggling writers use story frame template
- Grade-level use basic outline
- Advanced write extended stories with dialogue and descriptive words
Disclaimer:
Some educational materials may be inspired by or aligned with DepEd curriculum standards.
However:
All materials uploaded or created are intended to support teachers and students.
If any copyrighted content is unintentionally shared, please contact us here depedlibre@gmail.com immediately for removal or proper attribution.
We respect intellectual property rights and respond promptly to valid copyright concerns.
FAQs: Everything Grade 5 Teachers Ask About ILAW
Q1: Do I have to use ILAW now or can I wait?
A: As of SY 2026–2027:
- Term 1: You may still use the old DLL/DLP (per Section 23 of DO 16, s. 2026)
- Term 2 onwards: ILAW is mandatory for all Grade 5 teachers
Recommendation: Start practicing now. Term 1 is your safe window to learn the format without high stakes.
Q2: Is ILAW longer than the old DLL/DLP?
A: ILAW is actually shorter and more focused:
- DLL: Often 3–4 pages of procedures and detailed day-to-day plans
- ILAW: Typically 2–3 pages emphasizing quality over quantity
- Better for teaching: ILAW encourages reflection over busywork
Q3: Can I use the same ILAW plan for all four Grade 5 classes I teach?
A: Technically yes, but not recommended. Here’s why:
- Each Grade 5 class has different learner contexts
- Different students need different accommodations
- DepEd expects plans to reflect actual learners, not generic classes
- It takes only 15 minutes to customize a plan for a new class (change names in learner context, adjust accommodations)
Q4: What if I’m not good at technology? Can I write ILAW by hand?
A: Check your school’s submission policy:
- Most DepEd schools require electronic submission
- Recommendation: Use the free Word template—it’s very simple
- Alternatively: Use a free AI generator (even less tech-heavy—just fill in a form)
- If truly unable to use technology, speak with your principal about accommodation options
Q5: How detailed should the Learning Experiences section be?
A: Detailed enough that a substitute teacher or colleague could teach your Grade 5 lesson using only your plan. Include:
✓ Exact timing for each activity
✓ Student grouping (pairs, small groups, whole class)
✓ The specific prompt or question you’ll ask
✓ Expected materials and where to find them
Don’t include: Every single word you’ll say (that’s too rigid); every possible student response (that’s not practical)
Q6: I used an AI tool to help me write the lesson plan. Do I need to disclose this?
A: Yes. Per DepEd Order 3, s. 2026, you must include an AI Declaration stating:
- Which AI tool you used
- Which sections were AI-generated
- What modifications you made
- How you reviewed the output for accuracy and appropriateness
This isn’t a punishment—it’s transparency about your professional practice.
Q7: What if some Grade 5 learners haven’t mastered the previous competency?
A: This is the Ways Forward section’s purpose. Document:
- “5 students still struggling with [previous skill]”
- “Next session, I’ll begin with 10-minute review using [strategy]”
- “I’ll pair these students with peer tutors during exploration phase”
ILAW expects responsive teaching, not lockstep progression.
Q8: How often should I create a new ILAW plan—weekly, per topic, per unit?
A: This depends on your school’s policy and your teaching structure:
- Weekly (DLL-style): Plan for the whole week’s Grade 5 classes
- Per competency: Create one plan for each learning target (may span multiple weeks)
- Check with your principal on expectations; there’s flexibility within DepEd guidelines
Q9: Can I adapt ILAW plans from the internet?
A: Yes, absolutely. That’s the purpose of free downloadable examples. Just:
✓ Change the learner context to YOUR Grade 5 class
✓ Modify activities if needed to fit your resources
✓ Adjust the Ways Forward to reflect your actual lesson experience
✗ Don’t submit someone else’s plan verbatim under your name
Q10: What’s the difference between Differentiation and Accommodations in ILAW?
A:
|
Differentiation |
Accommodation |
|
Strategy to meet diverse learners’ needs |
Adjustment for students with disabilities/differences |
|
All students learn the same competency but via different paths |
All students participate in the same activity but with adjusted support |
|
Example: Advanced learners solve complex problems; grade-level solve standard; struggling learners solve with manipulatives |
Example: Visually impaired student hears description of illustrations; Deaf student uses interpreter; Dyslexic student uses text-to-speech |
|
Reflected in: Learning Experiences section |
Reflected in: Assessment section (required to show inclusive design) |
ILAW requires BOTH. Make differentiation visible in your activities; make accommodations explicit in your assessment plan.
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