SLIDE 15

Good [morning/afternoon], everyone. Welcome to Module

3: AI for Lesson Planning. This module is designed as a
handout for pre-service teachers, and by the end, you'll
understand four key things: the ILAW framework, the
4As instructional strategy, Bloom's Taxonomy, and how
to use AI responsibly when drafting lesson plans.

Let's walk through what each of these four icons

represents — ILAW, 4As, Bloom's, and AI Draft — because
these are the four building blocks we'll be assembling
throughout this module.

SLIDE 16

This module introduces lesson planning under DepEd's

current framework, and — just as important — how AI
tools can support, but never replace, your professional
judgment as a teacher.

By the end of this module, you'll be able to do six things.

Explain the ILAW framework — the four components and
how they relate to the old Daily Lesson Log format.
Apply the 4As strategy — structuring Activity, Analysis,
Abstraction, and Application within your Learning
Experiences. Write Bloom's-based objectives — crafting
specific, measurable objectives using Bloom's Taxonomy
verbs. Use AI generators responsibly — treating AI
output as a first draft to revise, never a final answer to
submit. Design purposeful warm-ups — openers that
genuinely activate prior knowledge. And differentiate
instruction — practical strategies across content,
process, product, and environment.

Keep these six outcomes in mind — everything in the next

dozen slides builds toward one of them.

SLIDE 17

Let's start with some context. For years, teachers

prepared a Daily Lesson Log, or DLL, or a Detailed Lesson
Plan, DLP, under DepEd Order No. 42, series of 2016.
This was a seven-part format — objectives, content,
resources, procedure — written out in detail, for every
subject, every day. Many teachers experienced this as
heavy on paperwork.

Beginning school year 2026 to 2027, DepEd introduced

ILAW — that stands for Intentions, Learning
Experiences, Assessment, and Ways Forward. It's one
flexible format with less paperwork. Under ILAW, schools
and divisions may not require documentation beyond the
ILAW format itself, and collaborative planning through
Learning Action Cells, or LACs, is explicitly recognized
as valid.
One important reminder here: because ILAW is a newly
introduced framework, requirements may still evolve as
it rolls out. Always check your cooperating school's or
your DepEd division's current memo before finalizing a
format for actual classroom submission — don't assume
this slide is the final word.

SLIDE 18

Now let's break down each letter in ILAW.

I is for Intentions — this answers: what should learners

know and be able to do? It includes your learning
competency, session-specific objectives, and the content
or performance standards pulled from the curriculum
guide.

L is for Learning Experiences — this answers: how will

learners get there? This is the teaching-learning
activities section — everything from motivation through
practice. This is also where a strategy like the 4As,
which we'll cover next, gets applied.

A is for Assessment — this answers: how will we know

they got there? This includes your formative checks
during the lesson, and where appropriate, a summative
task that measures mastery of the intention.

W is for Ways Forward — this answers: what happens

next? This is your reflection on what worked, plus a
concrete plan for remediation, reteaching, or enrichment
based on the results.

Notice the logic here: Intentions set the destination,

Learning Experiences is the journey, Assessment checks
if you arrived, and Ways Forward decides what to do next.
It's a complete planning cycle.

SLIDE 19

Now, within the Learning Experiences component of

ILAW, one instructional strategy you can choose is the
4As. This works especially well for lessons that build a
concept step by step.

Activity — engage learners with a concrete task before

any explanation is given. Think hands-on tasks, short
games, picture analysis, guided observation, or role play.

Analysis — guide learners to process what happened in

the Activity through questions. What did you notice?
Why do you think that happened? — usually through
small-group discussion.

Abstraction — help learners name and generalize the

concept. This is the "aha" moment becoming a rule.
Concept mapping, co-constructing a definition, or
summarizing key ideas all work here.
Application — learners use the new concept in a new,
practical situation — practice exercises, real-world
tasks, or a short performance task.

The key idea: 4As is discovery-based. Learners experience

first, then reflect, then name the concept, and only then
apply it — rather than being told the rule upfront.

SLIDE 20

Let's talk about differentiated instruction. This means

adjusting how you teach — not lowering what you expect
— so learners with different readiness levels, interests,
and profiles can all reach the same objective.

There are four areas where you can differentiate.

Content — what learners engage with to learn. For

example: leveled reading texts on the same topic, an
audio version of a text, or a graphic organizer with the
concept pre-mapped.

Process — how learners make sense of it. For example:

flexible small groups, scaffolded worksheets versus
open-ended tasks, or extra guided practice for those who
need it.

Product — how learners show what they learned. For

example: a choice board where students pick an essay,
oral presentation, comic strip, or short video — all
assessed against the same rubric.

Environment and Support — what conditions help a

learner engage. For example: preferential seating,
sentence starters, extended time, or a peer buddy system.

The common thread: same objective for everyone,

different paths to get there.

SLIDE 21

Now let's talk about learning objectives. A key rule: a

learning objective states what the learner will be able
to do — not what the teacher will do.

Bloom's Taxonomy gives us a ladder of six levels, running

from simple recall to complex creation.

Remember — for example, "Summarize the plot of a short

story in three to five sentences."

Understand — "Use context clues to determine the

meaning of unfamiliar words."

Apply — "Identify the parts of a short story: setting,

character, plot, conflict, theme."

Analyze — "Differentiate the motivations of the

protagonist and antagonist."
Evaluate — "Justify whether a character's decision was
right, citing evidence."

Create — "Compose an alternate ending consistent with

the story's theme."

Each level has its own bank of measurable verbs, and each
level demands more cognitive work from the learner than
the one before it. When you write objectives, you want to
be intentional about which level you're targeting — and
ideally, a good lesson touches more than one level.

SLIDE 22

Before you finalize any objective, run it through this

three-part check.

One: Does it start with a measurable verb? Not

"understand," "appreciate," or "learn" — these can't be
directly observed. Use verbs like define, explain, compare,
or design instead.

Two: Does it describe what the learner does — not what

the teacher does? The objective belongs to the learner's
action, not the teacher's activity.

Three: Is it observable and agreeable? Ask yourself:

could two different teachers, watching the same class,
agree on whether learners met this objective?
To help you choose the right verb, here's a quick
reference — the Bloom's Verb Bank. Remember: define, list,
identify, name. Understand: explain, summarize, classify.
Apply: use, demonstrate, solve. Analyze: compare,
contrast, examine. Evaluate: judge, critique, defend.
Create: design, compose, produce.

Keep this verb bank handy — it's one of the most

practical tools in this whole module.

SLIDE 23

Let's shift to warm-ups. A warm-up is not filler for the

first five minutes of class — it should actively activate
prior knowledge, build interest, or surface what learners
already know, and misunderstand. Keep it short — three
to five minutes — low-stakes, and tied directly to that
day's Intentions.

There are four purposes a warm-up can serve.

Activate Prior Knowledge — for example, a think-pair-

share: "What do you already know about persuasive
writing?" Use this when starting a new topic that builds
on earlier lessons.

Build Motivation or Hook — for example, showing two

conflicting headlines about the same event and asking
which one they trust. Use this when introducing a skill
learners may see as abstract or dry.
Review and Consolidate — for example, a quick vocabulary
recall game from yesterday's reading. Use this when a
lesson depends heavily on yesterday's content.

Diagnose Misconceptions — for example, a one-question

poll: "Is 'because' always followed by a comma?" Use this
for a grammar or concept-heavy lesson that's prone to
common errors.

The takeaway: choose your warm-up type based on why

you're opening the lesson that way, not just habit.

SLIDE 24

As a quick recap — remember, differentiated instruction

means adjusting how you teach, not lowering what you
expect. The four levers are content, process, product, and
environment or support, as we covered earlier. Keep these
four categories in mind as you design your own workshop
lesson plan shortly.

SLIDE 25

Now, the part many of you have been waiting for — how do
we actually use AI tools in this process?

An AI lesson plan generator takes your inputs — grade

level, subject, competency, and preferred strategy — and
produces a first-draft ILAW plan. It can genuinely save
you time on formatting and give you a starting
structure. But here's the critical limitation: it does not
know your specific learners.

So here are the rules for using AI tools responsibly.

Treat any AI-generated plan as a first draft, never a
final submission — review every section against your
actual learners and context. AI supports — it never
replaces — your professional judgment. Verify that
competencies, content, and factual claims are correct
and appropriately leveled; AI can generate plausible-
sounding but inaccurate content. Rewrite the Analysis
questions and Application tasks yourself so they
genuinely fit your class's real prior knowledge and
interests. Check your school's and DepEd's current policy
on AI use in instructional materials before relying on a
generated plan. Keep professional judgment calls —
strategy, pacing, remediation — as your own decisions,
informed by, not outsourced to, the tool.

The bottom line, and this is worth repeating: the final

plan, and every decision in it, is the teacher's
responsibility — not the AI's.

SLIDE 26

Now it's your turn. Working individually or in pairs,

you'll design a complete English lesson plan that follows
ILAW and uses the 4As as your Learning Experiences
strategy.

Here are your six steps. Choose one English learning

competency for a grade level of your choice — state it
clearly. Complete all four ILAW components using the
template. Sequence your Learning Experiences into
Activity, Analysis, Abstraction, and Application. Target
at least one objective per relevant Bloom's level — aim
for two or more levels. Include one warm-up activity and
at least one differentiation strategy. Exchange and
Share — trade plans with a partner pair, complete the
peer rubric, and share one strength and one revision idea.

Take [state your allotted time] to work through this. I'll

circulate to answer questions, and we'll come back
together for the peer feedback exchange.

SLIDE 27

To close out Module 3, here's the peer feedback rubric

you'll use to evaluate each other's lesson plans. Strong
plans have these six things in common. Objectives are
specific, measurable, and use appropriate Bloom's verbs.
The warm-up clearly connects to the day's objective. The
4As stages are complete and logically sequenced.
Assessment matches the stated objectives. At least one
realistic differentiation strategy is included. Ways
Forward gives a concrete next step — not just a general
comment.

As you exchange plans with your partner pair, use this

checklist to give specific, constructive feedback.

That brings us to the end of the Module 3 handout. The

core message I want you to leave with: AI can accelerate
your first draft, but the professional judgment behind
every ILAW lesson plan stays yours.

Thank you — I'll now hand it over to [next speaker] for

Module 4.