IMBON, JARDINIANO, JIMENEZ

LET'S LEARN!
GOOD MORNING, CLASS! WELCOME TO OUR NEW LESSON!
DepEd Guidelines
on
Lesson Planning
 lesson objectives
At the end of the lesson, the students should be able to:

1. Determine the legal bases for instructional planning in

the Department of Education.

2. Identify key features of instructional planning.

3. Explain how the instructional planning strategies

could be integrated in with the DepEd Guidelines.
motivation
"Word Association"
 introduction
With the promulgation of Republic Act No. 10533 or the Enhanced
Basic Education Act of 2013, the education sector has changed. It
has moved from a competency-based curriculum toward a
standard-based one. Furthermore, the way learners are assessed
and evaluated under the new curriculum has also changed with the
K to 12, putting more emphasis on performance and outputs rather
than simple pen and paper tests.
 instructional
planning
Instructional planning plays a vital role in the delivery of learning. In the eyes of
the Department of Education, instructional planning is fundamental to ensure the
delivery of teaching and learning in the schools.

Instructional planning is comprised of three major steps advocated in the policy,

namely: planning instruction, delivery of instruction, and assessment of learning.

Lesson planning is one way of planning instruction. It is a critical part of the

teaching and learning process and a way of visualizing a lesson before it is
taught.
 elements
of the
learning plan
 In planning for daily lessons, the
1. What Should be Taught? teacher needs to follow the curriculum
guide of the target learning areas. As
such, a deep understanding of the
curriculum is required from the teacher
in order to teach the content.

Key areas to be taught from the

curriculum guide are:

Content Standards
Essential Knowledge/Understanding
Performance Standards
Learning Competencies

2. How Should it be Taught?
The DepEd policy also acknowledges
that with the use of the lesson plan the
teacher can identify which parts of the lesson
the learners could find difficult and address
them appropriately.
Furthermore, teachers are expected to
utilize varied strategies. Teachers are
encouraged to use strategies that address
the learners' cognitive abilities, learning
styles, readiness levels, multiple intelligences,
gender, socio-economic background, culture,
ethnicity, physical ability, and special needs
just to name a few.
 direct instruction
It is where a material is taught in a sequential manner. This strategy
is usually used in teaching facts, rules, or action sequences.

indirect instruction

strategies It is a strategy that directly involves the learners as a more

active participant in the classroom rather than a passive one.

interactive instruction
Uses active learning methods to engage the learners to
interact with each other and their teacher.
 experiential instruction
It involves the learners in the learning experience.
They become part of the learning process rathe than
simply a recipient of learning. Thus, the teacher puts
more emphasis on the process rather than the product.

strategies
Independent study
As the name suggests, the teachers control of the
learning experience is reduced and gives the
learners the reign on their interaction with the
content.
3. How Should Learning be Lesson planning not only involves
Assessed? planning for the execution of the
lesson, it should also convey an
assessment plan in measuring student
learning. The policy refers to DepEd
Order No. 8, s. 2015 entitled Policy
Guidelines put premium of the use of
formative assessment as a tool to help
learners identify their strengths and
weaknesses. It also helps the Learners
make adjustments to their teaching as
areas of concern are identified.
 parts of a
detailed lesson plan
(dlp)
 DETAILED
LESSON PLAN
Detailed Lesson Plan is a thorough
description of a teacher's instructions for a
particular class. DLP is particularly for
newly-hired teachers or teachers who join
DepEd without any professional teaching
experience. .
 Detailed lesson plan
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson
B. During the Lesson
C. After the Lesson
V. Assignment (optional)
VI. Remarks
VII. Reflection
 Before the Lesson
This is the lesson opening or the "beginning" of lesson
implementation.
The teacher reviews the previous lesson and clarifies concepts
from the previous lesson that may have been unclear to the
learners.
This part of the lesson is the time to check learners' background
knowledge on the new lesson.
It is during this time that teachers are encouraged to get learners
to be interested in the new lesson through the use of "start-up"
or "warm-up activities."
 The Lesson Proper

This is the "middle" or main part of the lesson. During this

time, the teacher presents the new material to the class.

This is also the part of the lesson in which teachers convey

new information to the learners, help them understand
and master that information, provide learners with
feedback, and regularly check for learners' understanding.
 After the Lesson
This is the lesson closing or the "end" of the lesson. This can be
done through different "wrap-up" activities.

Teachers can provide a summary of the lesson or ask students to

summarize what they have learned. Teachers can also ask
learners to recall the lesson's key activities and concepts.

The lesson closing is meant to reinforce what the teacher has

taught and assess whether or not learners have mastered the
day's lesson.
 parts of a
daily lesson log
(dlL)
 DAILY
LESSON LOG

Daily Lesson Log is a template that

teachers use to log parts of their daily
lessons. It covers a day's or a week's
worth of lessons. As a DepEd guideline,
Teachers with at least one year of teaching
experience may use the DLL.
 objectives
It describe what the teacher intends to attain for the day.
These are of course based on the curriculum guide set by the DepEd.

CONTENT STANDARDS - are the facts, concepts, and procedures based on each of the
learning areas that the learners need to learn.

PERFORMANCE STANDARDS - are the tasks that learners need to perform based on what
they understood about the content.

LEARNING COMPETENCIES - are the knowledge, skills, and attitudes that learners need to
demonstrate in the duration of the lesson. These competencies are coded in the curriculum
guide and should be reflected in the teacher's DLL/DLP.

 CONTENT
This describes the subject matter of the lesson.
 Learning resources
This pertains to the references and other
sources of information the teacher will
use for the lesson.
 procedures for the Daily Lesson Log, procedure for delivering the
lesson shall be composed of 10 steps.

1. Reviewing of previous lesson or presentation of the lesson.

2. Establishing purpose for the lesson as a form of motivation.
3. Presentation of examples for content and competencies in order to clarify concepts.
4. Discussion of new concepts, leading to the first formative assessment activity prior to the deepening of
the lesson.
5. Development of the concept to deepen leaners' understanding, leading forward the second formative
assessment.
6. Deepen understanding of the learners on the lesson's concepts to lead toward mastery. This is through
implementation of group and collaborative activities.
7. Helping learners find practical ways to use the knowledge and skills they have learned in the lesson.
8. Making generalization and abstractions about the concepts and insights from the lesson.
9. Evaluation learning to assess whether the lesson objectives were met.
10. Providing additional activities for the applicaion of the lessons learned or remediation for learners who
may have had difficulty with the lesson.
 remarks
This part indicates the special cases, such as
continuation of the lesson or reteaching or
rescheduling due to lack of time or suspension of
classes.
Reflection
This is where the teacher reflects on what transpired during the lesson.

How many learners got 80% in the evaluation?

How many learners need additional activities?
Did the remediation activities work?
How many require additional work?
Which strategies used in the lesson engaged the learners?
What are the difficulties encountered by the teacher and learner before, during, and after
the lesson?
Which of the practices that is used in this lesson could be shared with my colleagues?
 do 42, S. 2016
Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program

It affirms the role of the K to 12 teacher as a facilitator of learning.

Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson
Plan (DLP) and provides teachers with an opportunity for reflection on what
learners need to learn, how learners learn, and how best to facilitate the
learning process.
 a good DLL/dlp
includes:
1. 21st Century Skills (4 C's).
2. Teaching Guide and Learning Modules
(GRASPS).
3. Differentiated Instruction (RILE).
4. Contextualization and Localization (REACT).
5. Assessment (Formative and Summative).
 Who are required to prepare a
dll/dlp?

Teachers with at least one (1) year of teaching experience, including teachers
with private school and higher education institution teaching experience, shall
not be required to make a Detailed Lesson Plan (DLP). Instead, they shall be
required to fill out a weekly Daily Lesson Log (DLL).

Applicant teachers as well as teachers in the service including Master Teachers

who will conduct demonstration teaching shall be required to prepare a DLP.
ANYONE HAVE A
QUESTIONS?
THANK YOU!
"If the plan doesn't work,
change the plan but never the goal."