UNIT 5: INTEGRATING THE DIFFERENT LITERACIES IN TEACHING THE CONTENT

AREAS

In today’s technology-mediated society, students must be taught of latest literacies in

order to be prepared in carrying out instruction task for a would-be teacher of
21st century learners. As educators of the country’s contributor of economic and
professional development, building the learners of today with 21 st century literacies
should commence in the classroom setting. Integrating 21 st century literacies in lesson
planning of content areas is one role a would-be teacher should be equipped of.
Acquiring knowledge on 21st century literacies from the previous units has prepared you
in this unit specific to writing lesson plan in the content areas.

            In line with lesson planning, would-be teachers have to be equally

knowledgeable on the how’s and what’s of a lesson plan. Developing skills in writing
lesson plan with an integrated 21 st century literacy trains and leads would-be teachers to
a world of diverse workforce in a technology facilitated employment.

Learning Competencies

            In this lesson, you are expected to:

1.     explain the importance of lesson planning in instruction

2.     create sample lesson plan/log integrating the different literacies for a specific

content area

3.     identify the parts of detailed, semi-detailed lesson plan and daily lesson log (DLL)

4.     compare and contrast the features of DLP and DLL

Lesson 1: Integrating New Literacy Skills in the 21st Century Classroom

The Importance of Integrating New Literacy Skills in the 21st Century Classroom 

            Shellow, 2016, published an online article in which she stated that in today’s ever-
evolving, technological society, having new literacy skills is not an option – it’s a
must. Furthermore, she presented in the article the definition by the National Council of Teachers
of English (2013) of 21st century literacies as the ability to:

●      Develop proficiency and fluency with the tools of technology;

●      Build intentional cross-cultural connections and relationships with others so to pose and
solve

        problems collaboratively and strengthen independent thought;

●      Design and share information for global communities to meet a variety of purposes;

●      Manage, analyze, and synthesize multiple streams of simultaneous information;

●      Create, critique, analyze, and evaluate multimedia texts;

●      Attend to the ethical responsibilities required by these complex environments. (NCTE,
2013)
            Moreover, she discussed that in order to be successful in today’s society, one must be
prepared to learn, adapt to, and use new literacies. Since many of these new literacies are tied to
proper use of technology, regular instruction and practice in how to use technology platforms is
paramount. As such, teachers in all content areas must focus on teaching new literacy skills in
their classrooms. Not only does this prepare students for their life after high school, it helps to
close the digital divide that currently exists between students from high socioeconomic
households and those from low socioeconomic households.

            In closing, she mentioned that it is no secret that new literacy skills are essential to
success in a student’s life. Whether that student attends college or immediately enters the
workforce, they will need new literacy skills. They will need to know how to communicate and
collaborate with people who might work in the cubicle next door, or in Hong Kong. They will
need to interpret and synthesize a wealth of information, much of which will come to them
digitally. Most importantly, they will need to do this in an ethical and professional manner – both
in their personal and professional lives. To not teach these skills to students puts them at a huge
disadvantage. As a teacher, the regular incorporation of new literacies and technology into my
classroom is a must. The purpose of education is to prepare students for their future. Without
regularly incorporating new literacy skills into their daily instruction, we are failing our students.

Integrating Different Literacies in Teaching the Content Areas

            As mentioned in unit 4, the common content areas in the basic education curriculum,
elementary and secondary, are English (or English language arts), Mathematics, Science, and
Social Studies (or now called Makabayan).

            Along these content areas, classroom teacher can integrate different literacies in
organizing the contents inside the lesson planning. When the content in the lesson plan for
specific content area is organized with applied appropriate literacy, then there is an integration.
Interdisciplinary feature of the K t0 12 curriculum has been widely used by basic education
teachers in their learning activities of planned lesson. For an instance, when an English teacher
prepares a lesson plan in English reading 2, reading piece may emanate from Araling
Panlipunan/Social Studies with end goal of developing basic literacy, comprehension literacy
and critical thinking skills during HOTS questioning. In like manner, integration of social
literacy can be made possible during collaborative work required of the learners.

            As expounded in the study of Kong, (2014), school education in the twenty-first century
is expected to equip students with both domain knowledge and the twenty-first century skills in
order to meet the requirements of a vigorously changing society (Chan, 2010; Gut, 2011). In
today’s modern classroom setting with diverse learners’ interest and ability, those highly-skilled
in digital literacy can excellently display their understanding of the lesson discussed when asked
to work on a group output of a digitized graphic organizer concept presentation. For example, a
mathematics 3 teacher in her organized content of a lesson plan on the topic place value includes
an activity requiring the pupils to draw different pictures or shapes with concrete presentation of
thousands, hundreds, tens and ones using their laptops or they may be brought to the computer
laboratory. This learning activity in one subject may demonstrate the use of the two features of
the K to 12 curriculums. It an integration of multidisciplinary and interdisciplinary. The
computer teacher who teaches the topic introduction to Microsoft word 2007 software may be
aware of the topic place vale discussed by the mathematics teacher. The former may be requiring
the pupils to draw shapes with concrete presentation of place value using the MS word office.
The multidisciplinary and interdisciplinary features with an integration of digital literacy,
collaboration and communication and other literacies is an example of integration of different
literacies in teaching mathematics. The integration further enhances understanding of the
concepts discussed mathematics and computer.

            Wei, (2013) in the study of Montalto, (1978) stated that multicultural education is a
specific educational strategy in which the student’s cultural background is viewed as positive and
essential in developing classroom instruction and a desirable school environment.  Wei further
mentioned that in most of American schools, they develop effective instructional strategies to
implement the essential principles of multicultural education; they pay more attention to the
cultural democracy, instilling the ideology of racial, gender, and status equality into the students’
minds; they advocate promoting students’ critical thinking, pursuing cooperative learning
strategy.

            How do global literacy and multicultural literacy be integrated in classroom teaching and
learning? In lesson planning, contents may be organized that may present these literacies in the
lesson proper, learning activities, warm up activity or instructional materials. For example, when
a grade 2 teacher discusses in Araling Panlipunan/Social Studies the topic “Mga Institusyon sa
Komunidad”, it may be included in the lesson plan a warm activity of different pictures of
building representing different religion in the country or in the world. For global literacy
integration, present a post questions of the pictures about what are the differences and
similarities do people show along practice, behavior and beliefs. Then a critical thinking
triggering question on what must be done with the differences and why? When an answer favors
a peaceful solution then such integration leaves a positive impact to every individual in the class.
Furthermore, when learning activity is planned, a group work that requires them to draw
different institutions in the community, present the role of each community and how do all
communities work together to create humane and just community. In the utilization of
multicultural literacy in this activity, different clothes worn by people of different religions may
also me simulated by the group members whose institution or komunidad is the church.

            The integration of different literacies in teaching the content areas is dependent on how
teachers organize the content of their lesson plans. Using different activities in a multiethnic
classroom fosters feeling of belongingness and encourages learners to share their owned culture. 

            In summary, from an online article, for teachers with a classroom full of students of
different backgrounds, the responsibility to connect with them goes beyond simply knowing
where they’re from, or what their favorite subjects are. These teachers must strive to understand
their students in a more holistic way, incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and focused on learning.

LESSON 2: LESSON PLANNING

The Importance of Lesson Planning

            As presented in https://www.tesol.org/docs/default-source/books/14002_lesson-

planning_ch-1, lesson planning is at the heart of being an effective teacher. It is a
creative process that allows teachers to synthesize understanding of content areas
lessons and its pedagogy with knowledge of learners, the curriculum, and the teaching
context. It is a time when teachers envision the learning they want to occur and analyze
how all the pieces of the learning experiences should fit together to make that vision a
classroom reality. There are a number of benefits to writing a lesson plan.

            First, lesson planning produces more unified lessons (Jensen, 2001). It gives
teachers the opportunity to think deliberately about their choice of lesson objectives,
the types of activities that will meet these objectives, the sequence of those activities,
the materials needed, how long each activity might take, and how students should be
grouped. Teachers can reflect on the links between one activity and the next, the
relationship between the current lesson and any past or future lessons, and the
correlation between learning activities and assessment practices. Because the teacher
has considered these connections and can now make the connections explicit to
learners, the lesson will be more meaningful to them.

            The lesson planning process allows teachers to evaluate their own knowledge
with regards to the content to be taught (Reed & Michaud, 2010). If a teacher has to
teach, and is not sure of the rules if this is grammar lesson or not sure of facts if this is
history, geography or other facts-related lessons, the teacher would become aware of
this during lesson planning and can take steps to acquire the necessary information. The
opportunity that lesson planning presents to evaluate one’s own knowledge is
advantageous to teachers.

            A teacher with a plan, then, is a more confident teacher ( Jensen, 2001). The
teacher is clear on what needs to be done, how, and when. The lesson will tend to flow
more smoothly because all the information has been gathered and the details have
been decided upon beforehand. The teacher will not waste class time flipping through
the textbook, thinking of what to do next, or running to make photocopies. The
teacher’s confidence will inspire more respect from the learners, thereby reducing
discipline problems and helping the learners to feel more relaxed and open to learning.

Instructional Planning

DepEd recognizes that instructional planning is essential to successful teaching and

learning (Deped Order 42, s. 2016).  It is the process of determining what learning
opportunities students in school will have by:

1.     planning the content of instruction

2.     selecting teaching materials,

3.     designing the learning activities and grouping methods, and

4.     deciding on the pacing and allocation of instructional time (Virginia Department

of Education).

Research shows that effective teachers organize and plan their instruction. (Misulis 1997;
Stronge 2007) With content and performance standards and learning competencies
firmly articulated in the K to 12 curriculums, it is easier for teachers to carry out both
short-term and long-term instructional planning. 

Instructional planning is further beneficial because of the following reasons:

1.     Iincreases a teacher’s chance of carrying out a lesson successfully.

2.     Allows teachers to be more confident before starting a lesson.

3.     Inculcates reflective practice as it allows teachers to think about their teaching.

4.     Facilitates learning and respond to learner’s needs inside classroom.

5.     Helps teachers relearn what they need to teach.

6.     Helps teacher’s master learning area content and sense of ownership.

7.     Helps teachers know their learners, teach what students need to learn –
ensures curriculum coverage. 

8.     Helps teachers identify expectations for learners, choose the materials & organize
the sequential activities. 
Instructional Process 

According to Airasian (1994), the instructional process is made up of three (3)

steps:

1.     planning instruction;

2.     delivery of instruction; and

3.     assessment of learning

            This means that teaching begins even before a teacher steps in front of a class
and begins a lesson. Further, this also means that teachers are expected to be able to
organize and develop a plan for teaching, implement that plan, and measure how
effectively they implemented a plan.

Legal Basis 

Article IV, Section 2 of the Code of Ethics for Professional Teachers adopted in 1997
through Board Resolution No. 435 by the Board of Professional Teachers.

            “Every teacher shall uphold the highest standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all
times in the practice of his profession.”

This policy is therefore meant to support teachers in upholding quality education

standards by affirming the importance of instructional planning through Daily Lesson
Log (DLL) or Detailed Lesson Plan (DLP) preparation. These guidelines ultimately aim to
assist teachers in not only effectively managing instruction but also managing the
performance of one of their core functions, which is to facilitate learning inside their
classrooms.

DO 42, S. 2016 – POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K

TO 12 BASIC EDUCATION PROGRAMS

June 17, 2016

DO 42, s. 2016

Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education

Program

To:     Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.

2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in

schools. These guidelines aim to support teachers in organizing and managing their
classes and lessons effectively and efficiently and ensure the achievement of learning
outcomes.

3. Furthermore, these guidelines affirm the role of the K to 12 teachers 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. These
guidelines also aim to empower teachers to carry out quality instruction that recognizes
the diversity of learners inside the classroom, is committed to learners’ success, allows
the use of varied instructional and formative assessment strategies including the use of
information and communications technologies (ICTs), and enables the teacher to guide,
mentor, and support learners in developing and assessing their learning across the
curriculum.

4. These guidelines will remain in force and in effect unless sooner repealed, amended,
or rescinded. All issuances inconsistent with this Order are hereby rescinded.

5. Immediate dissemination of and strict compliance with this Order is directed.

(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary

DLL and DLP

Daily Lesson Log (DLL) 

1.     template teachers use to log parts of their daily lesson

2.     covers a daily /weeks’ worth of lessons Parts: Objectives, Content, Learning

Resources, Procedures (10 parts), Remarks and Reflection

Detailed Lesson Plan (DLP) 

1.     teacher’s “roadmap” for a lesson

2.     contains a detailed description of the steps a teacher will take to teach a particular
topic/lesson 

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 (HEI) teaching experience, shall not be
required to make a Detailed Lesson Plan (DLP).

·       Teachers who have been in the service for at least one (1) year, handling learning
areas with available LMs and TGs provided by the Department shall not be required to
prepare a DLP. Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
·       Teachers are allowed to work together in preparing DLPs and DLLs. Seasoned or
veteran teachers shall also mentor new or novice teachers in the preparation of DLPs
and DLLs.

·       Newly-hired teachers without professional teaching experience shall be required to

prepare a daily Detailed Lesson Plan (DLP) for a year.

·       Applicant teachers as well as teachers in the service including Master Teachers who
will conduct demonstration teaching shall be required to prepare a DLP.

·       Newly-hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in

the Results-based Performance Management System (RPMS) in a year shall no longer be
required to prepare DLPs, while newly-hired teachers who earned a rating of
“Satisfactory” shall still be required to prepare DLPs until such time that their RPMS
assessment has improved.

·       However, when new content is integrated into the curriculum, all teachers are
required to write a detailed lesson plan for that content or subject matter. 

Parts of the Lesson Plan

The most effective lesson plans have six key parts:

1.     Lesson Objectives

2.     Related Requirements

3.     Lesson Materials

4.     Lesson Procedure

5.     Assessment Method

6.     Lesson Reflection

Detailed Lesson Plan  (https://www.slideshare.net/junniesalud/detailed-lesson-plan-

english-math-science-filipino)

A Detailed Lesson Plan in ___________

Prepared by: __________

I. Objectives

At the end of the lesson, the students will be able to:

1.

2.

3.
II. Subject Matter: Solar System

Reference/s: Textbook and page/s

Materials:

Values:

III. Procedure

 A. Learning Activities

 A. Learning Activities

Teacher’s Activity Students’ Activity

Greetings, setting up classroom and  
learners’   readiness, warm up
 

B. Lesson Proper  
Presentation  

Motivation

Discussion

Generalization

Application
 

IV. Evaluation

V. Assignment

Banghay Aralin sa Araling Panlipunan 9  (https://www.slideshare.net/ishshah1/banghay-

aralin-sa-araling-panlipunan-9) 

I. Layunin

II. Matapos and aralin, ang mga mag-aaral ay inaasahan:

1.

2.

3.

III. Nilalaman

IV. Paksa:
Kagamitan:

Sanggunian: 

V. Pamamaraan

1. Panimulang Gawain

2. Paglinang ng Aralin

    a. Mga Gawain (Aktibiti)

3. Pagtatalakay

    a. Pagsusuri (Analisis) 

4. Pangwakas na Gawain

    a. Paghahalaw (Abstraction)

        a.1 Paglalahat

        a.2 Pagpapahalag

        a.3 Paglalapat (Aplikasyon)

VI. Pagtataya

VII. Takdang Aralin

 DETAILED LESSON PLAN (DLP) (Department of Education)

 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. Reflections 

Before the Lesson

o   This is the lesson opening or the “beginning” of lesson implementation.

o   Before the actual lesson starts, the teacher can do a variety of things including but
not limited to the following:

     a) review the previous lesson/s;

     b) clarify concepts from the previous lesson that learner difficulty understanding;

     c) introduce the new lesson;

     d) inform the class of the connection between the old and new lesson and establish a
purpose for the new lesson; and

     e) state the new lesson’s objectives as a guide for the learners.

o   This part of the lesson is the time to check learners’ background knowledge on the
new lesson.

o   It can also be a time to connect the new lesson to what learners already know.

o   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.

o   Teachers should also allow learners to ask questions about the new lesson at this
time to assess if learners understand the purpose of learning the new lesson.

 The Lesson Proper

o   This is the “middle” or main part of the lesson. During this time, the teacher presents
the new material to the class.

o   This is the time when a teacher “explains, models, demonstrates, and illustrates the
concepts, ideas, skills, or processes that students will eventually internalize” (Teach for
America 2011). 
o   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.

o   If teachers require more time to teach a certain topic, then this part of the lesson can
also be a continuation of a previously introduced topic.

 After the Lesson 

o   This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.

o   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.

o   the lesson closing is meant to reinforce what the teacher has taught and assess
whether or not learners have mastered the day’s lesson. 

 Assessment Methods

o   Integrated into a DLP are assessment methods used by the teacher to regularly check
understanding of the material being tackled.

o   Formative assessment of student learning may be done before, during, and after a
lesson and should be carried out to measure attainment of the lesson objectives.

 Procedures

o   Teachers may utilize procedures that are generally recognized and accepted in their
field of specialization.

o   the procedure will also depend on instructional strategies and methods that a
teacher will use to teach the lesson.

o   Flexibility is encouraged in the implementation of the DLP procedure.

o   Changes in the procedure are allowed based on time constraints or when

adjustments in teaching are needed to ensure learners’ understanding.

 Remarks

 Part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of:

1.     reteaching,

2.     insufficient time,

3.     transfer of lessons to the following day as a result of class suspension, etc.

 
Reflection

o   This part of the DLP should be filled-out right after delivery of the lesson.

o   Teachers are encouraged to think about their lessons particularly the parts that went
well and the parts that were weak and write about it briefly.

o   In the reflection, teachers can share their thoughts and feelings about their lessons
including things about the lesson that were successfully implemented, need
improvement, or could be adjusted in the future.

o   as in the DLL, teachers can also talk about their learners who did well in the lesson
and those who need help.

What is DLL?

Daily Lesson Log (DLL) is a template teacher use to log parts of their daily lesson. 

INSERT PICTURE OF DLL

Flexibility Clause

Flexibility is allowed in the delivery of the DLL procedures. Teachers do not need to go
through all ten (10) parts of the DLL in every lesson. Teachers need to ensure that the
procedures of the lesson lead to the achievement of the stated objectives