LESSON 9:

DepEd Guidelines on
Lesson Planning

Presented by: Johanna Arroyo

 OBJECTIVES:
In this lesson, you will be able to:

determine the legal bases for instructional planning

in the Department of Education;
identify key features of instructional planning: and
explain how the instructional planning strategies
could be integrated in with the DepEd Guidelines.
 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 standards-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. It is therefore imperative that planning for instruction
would also change.
 THINK:
In the eyes of the Department of Education, instructional planning is
fundamental to ensure the delivery of teaching and learning in the
schools. It is a means to make sure that the teacher could visualize the
lesson before it could be delivered to the learners. Instructional planning
is comprised of three major steps advocated in the policy, namely:
planning instruction, delivery of instruction, and assessment of learning.
This process expects the teachers to come to class prepared to organize
and develop a plan, implement it, and determine how well the plan was
implemented.
 THINK:
As mentioned in previous lessons, key features of the K to
12 Curriculum makes it a unique curriculum. These features
include the spiral progression of content, constructivist
view on learning and meaning making, and use of
differentiated instructions. Thus, instructional planning
should also reflect these features in the lessons the
teachers plan for.
 ELEMENTS OF THE LEARNING
PLAN
The lesson plan serves as the teacher's map in attaining the
objectives of the lesson. As such, it should be carefully crafted,
containing the necessary details to tackle the particular topic.
Essentially, the lesson plan should answer the following questions:

What should be taught?

How should it be taught?
How should learning be assessed?
 WHAT SHOULD BE TAUGHT?

In planning for daily lessons, the teacher needs to follow the

curriculum guide of the target learning area. 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
 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.
 HOW SHOULD IT BE TAUGHT?
These strategies could include:
Direct instruction-where a material is taught in a sequential manner. This strategy is
usually used in teaching facts, rules, or action sequences.
Indirect instruction-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-involves the learners in the learning experience. They become
part of the learning process rather than simply a recipient of learning, thus the teacher
puts more emphasis on the process rather than the product.
Independent study-as the name suggests, the teacher's control of the learning
experience is reduced, and gives the learners the reign on their interaction with the
content.
 HOW SHOULD LEARNING BE
ASSESSED?
Lesson planning not only involves 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 on Classroom Assessment for the K to 12
Basic Education Program. The 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.
 LEARNING PLANS

DepEd Order 42, s.2016 recognizes that teachers acquire more

experience and competency as they progress in the teaching
profession. As such, it provides different plan templates for
different teachers. Newly hired teachers without professional
teaching experience will be required to prepare a daily Detailed
Lesson Plan (DLP) for one year. On the other hand, teachers with at
least one year of teaching experience will be required to use the
weekly Daily Lesson Log (DLL).
 PARTS OF A DETAILED LESSON
PLAN (DLP)
Before the Lesson
This part describes the preliminary activities prior to the actual
introduction of the lesson. In this part, the teacher reviews the
previous lesson and clarifies concepts from the previous lesson that
may have been unclear to the learners. After doing so, the teacher
introduces the new lesson, and makes a connection between this
lesson and the old one in order to establish a purpose. Finally, the
teacher states the lesson's objectives before the class.
 PARTS OF A DETAILED LESSON
PLAN (DLP)

The Lesson Proper

The teacher presents the new material to the learners.
He/she employs various strategies and methods to convey
the new concepts, skills, and competencies to the learners.
It is also here that the teacher checks for the learners'
understanding, and provides them with feedback.
 PARTS OF A DETAILED LESSON
PLAN (DLP)

After the Lesson

This begins with a wrap-up activity where the teacher
provides a summary of the lesson or asks the learners to
summarize the lesson for the class. It is also where the
ideas learned are reinforced, or whether the learners have
mastered the day's lesson.
 PARTS OF A DAILY LESSON LOG (DLL)

Objectives-They 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.
 PARTS OF A DAILY LESSON LOG (DLL)

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:
-Reviewing of previous lesson or presentation of the lesson。
-Establishing purpose for the lesson as a form of motivation
-Presentation of examples for content and competencies in order to clarify
concepts
-Discussion of new concepts, leading to the first formative assessment
activity prior to the deepening of the lesson
 PARTS OF A DAILY LESSON LOG (DLL)

-Development of the concept to deepen learners' understanding, leading

toward the second formative assessment
-Deepen understanding of the learners on the lesson's concepts to lead
toward mastery. This is through implementation of group and collaborative
activities.
-Helping learners find practical ways to use the knowledge and skills they
have learned in the lesson
-Making generalization and abstractions about the concepts and insights from
the lesson
-Evaluation learning to assess whether the lesson objectives were met
-Providing additional activities for the application of the lessons learned or
remediation for learners who may have had difficulty with the lesson
 PARTS OF A DAILY LESSON LOG (DLL)

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 learnerbefore,during,and
after the lesson?
-Which of the practices that is used in this lesson could be sharedwith my
colleagues?
THANK YOU