Policy

Guidelines on Daily Lesson Plan

Preparation for the K to 12 Basic Education
Program
(DepEd Order No. 42, s. 2016)

JULIEVEN R. ABREA
Senior Education Program Specialist
1
Department of Education
 Learning Objectives
At the end of the session, the participants
should be able to:
q reflect on the importance of instructional
planning;
q discuss the parts of DLL and DLP
q differentiate DLP from DLL;
q resolve issues on DLP and DLL.

Department of Education 2
 “Build me Up”
List down the
Elements of
Instructional
Planning.

Department ofEDUCATION
DEPARTMENT OF Education 3
 Instructional Planning

§DepEd recognizes that

instructional planning is
essential to successful
teaching and learning.
Source: Deped Order 42, s. 2016
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 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.”
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DepEd Order 42, s. 2016

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 DepEd Order 42, s. 2016

This policy ultimately aims 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.

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 DepEd Order 42, s. 2016

Ø This DepEd Order provides the

guidelines in the preparation of daily
lessons through the DLP and DLL by
teachers from K to 12.

Ø This was also developed in

collaboration with teachers and school
heads to ensure that those affected by
the policy would be consulted.
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 Instructional Planning
§ It is the process of determining what
learning opportunities students in school will
have by:

a) planning the content of instruction

b) selecting teaching materials,
c) designing the learning activities and
grouping methods, and
d) deciding on the pacing and allocation
of instructional time
(Virginia Department of Education)
Source: Deped Order 42, s. 2016
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 Instructional Planning

q Research shows that effective teachers

organize and plan their instruction.
(Misulis 1997; Stronge 2007)

q With content and performance standards and

learning competencies firmly articulated in
the K to 12 curriculum, it is easier for
teachers to carry out both short-term and
long-term instructional planning.
Source: Deped Order 42, s. 2016
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 Instructional Planning

§ Increases a teacher’s chance of carrying

out a lesson successfully .
§ Allows teachers to be more confident
before starting a lesson.
§ Inculcates reflective practice as it allows
teachers to think about their teaching.

Source: Deped Order 42, s. 2016

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 Instructional Planning

§ Facilitates learning and respond to

learner’s needs inside classroom.
§ Inculcates reflective practice.
§ Helps teacher’s master learning area
content and sense of ownership.
§ Helps teachers relearn what they need
to teach.
Source: Deped Order 42, s. 2016
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 Instructional Planning

§ Helps teachers know their learners,

teach what students need to learn –
ensures curriculum coverage.

§ Helps teachers identify expectations for

learners, choose the materials &
organize the sequential activities.
Source: Deped Order 42, s. 2016
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 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.

§ 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. Source: Deped Order 42, s. 2016
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 Lesson Planning

§ Lesson planning is a way of visualizing a lesson before it

is taught.

§ According to Scrivener (2005), planning a lesson entails

“prediction, anticipation, sequencing, and simplifying.”

§ Lesson planning is a critical part of the teaching and

learning process. Teachers are able to see to it that daily
activities inside the classroom lead to learner progress
and achievement or the attainment of learning
outcomes.
Source: Deped Order 42, s. 2016
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 Objective of Lesson Planning
üThe objective of lesson planning is learning.
ü Lesson planning helps teachers set learning targets for
learners.

üIt also helps teachers guarantee that learners reach those

targets.

üBy planning lessons, teachers are able to see to it that

daily activities inside the classroom lead to learner
progress and achievement or the attainment of learning
outcomes.
Source: Deped Order 42, s. 2016
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 Elements of Instructional Planning
According to Stronge (2007), research shows that
instructional planning for effective teaching has the
following elements:
§ a. Identifying clear lesson and learning objectives while
carefully linking activities to them, which is essential for
effectiveness
§ b. Creating quality assignments, which is positively
associated with quality instruction and quality student
work
§ c. Planning lessons that have clear goals, are logically
structured, and progress through the content step-by-
step Source: Deped Order 42, s. 2016
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 Elements of Instructional Planning
§ d. Planning the instructional strategies to be
deployed in the classroom and the timing of these
strategies
§ e. Using advance organizers, graphic organizers, and
outlines to plan for effective instructional delivery
§ f. Considering student attention spans and learning
styles when designing lessons
§ g. Systematically developing objectives, questions,
and activities that reflect higher level and lower-level
cognitive skills as appropriate for the content and the
student
Source: Deped Order 42, s. 2016
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 Importance of Lesson Planning
§ Planning lessons increases a teacher’s chances of carrying out a
lesson successfully. It also allows teachers to be more confident
before starting a lesson

§ Lesson planning inculcates reflective practice as it allows teachers

to think about their teaching.

§ By planning lessons daily, teachers are able to think about and

reflect on different strategies that work inside the classroom
including research-based strategies.

§ Making a habit of lesson planning ensures that teachers truly

facilitate learning and respond to learners’ needs inside the
classroom.
Source: Deped Order 42, s. 2016
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 Importance of Lesson Planning
§ Additionally, lesson planning helps teachers’ master
learning area content.

§ Through the preparation of effective lesson plans,

teachers are able to relearn what they need to teach.

§ In the classroom, well-prepared teachers show

ownership of the learning area they teach.

§ Lesson planning helps teachers know their learners and

teach what students need to learn and therefore ensures
curriculum coverage.
Source: Deped Order 42, s. 2016
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 Elements of a Lesson Plan
§ As mentioned, a lesson plan serves as a teacher’s “road
map” for a particular lesson.

§ It is a guide for instruction and contains details of what a

teacher and learners will do in order to tackle a particular
topic.

§ Experts agree that a lesson plan should aim to answer

the following questions (Virginia Department of
Education):
Ø a) What should be taught?
Ø b) How should it be taught?
Ø c) How should learning be assessed
Source: Deped Order 42, s. 2016
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Instructional models, strategies, and methods

qIn planning lessons, teachers can choose from a variety of

instructional models and their corresponding strategies and
methods.

qAn instructional model is a teacher’s philosophical orientation to

teaching. It is related to theories of learning including behaviorism,
cognitivism, constructivism, social interactionism, and others.

Source: Deped Order 42, s. 2016

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 Instructional models and strategies

q An instructional model is a teacher’s philosophical orientation to

teaching. It is related to theories of learning including behaviorism,
cognitivism, constructivism, social interactionism, and others.

qAn instructional strategy is what a teacher uses inside the

classroom to achieve the objectives of a lesson. A teacher can use
a strategy or a combination of strategies to do this.

A. Direct Instruction
B. Indirect Instruction
C. Interactive Instruction
D. Experiential Instruction
E. Independent Study
Source: Deped Order 42, s. 2016
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 Direct Instruction

Direct instruction methods are used to teach

facts, rules, and action sequences.

Direct instruction methods include compare

and contrast, demonstrations, didactic
questions, drill and practice, guides for reading,
listening and viewing, lecture, etc.

Source: Deped Order 42, s. 2016

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 Indirect Instruction

Indirect instruction methods are used for

concept learning, inquiry learning and
problem-centered learning.

Indirect instruction methods include case

study, concept formation, inquiry, problem
solving, reflective discussion, etc.

Source: Deped Order 42, s. 2016

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 Interactive Instruction

It is teaching that addresses learners’ need to

be active in their learning and interact with
others including their teachers and peers.

Interactive methods of teaching include

brainstorming, debates, cooperative learning,
interviewing, small group discussion, whole
class discussion, etc.

Source: Deped Order 42, s. 2016

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 Independent Study

It is teaching students by directly involving

them in a learning experience.

Experiential learning methods include games,

experiments, field trips, model building, field
observations, role play, simulations, etc.

Source: Deped Order 42, s. 2016

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 Experiential Instruction

It is teaching in which the teacher’s external

control is reduced and students interact more
with the content.

Independent study methods include assigned

questions, correspondence lessons, computer
assisted instruction, essays, homework,
learning contracts, reports, research projects,
etc.
Source: Deped Order 42, s. 2016
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 Independent Study

qIt is teaching in which the teacher’s external

control is reduced and students interact more
with the content.

qIndependent study methods aim to develop

learners’ initiative, self-reliance, and self-
improvement and include assigned questions,
correspondence lessons, computer assisted
instruction, essays, homework, learning contracts,
reports, research projects, etc.
Source: Deped Order 42, s. 2016
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 Features of the K to 12 Curriculum

qIn preparing daily lessons, teachers are

encouraged to emphasize the features of the K to
12 curriculum as discussed briefly below:

a. spiral progression
b. constructivism
c. differentiated instruction
d. contextualization

Source: Deped Order 42, s. 2016

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 Features of the K to 12 Curriculum

qSpiral Progression
Ø The K to 12 Curriculum follows a spiral
progression of content

Ø This means that students learn concepts

while young and learn the same concepts
repeatedly at a higher degree of complexity
as they move from one grade level to
another
Source: Deped Order 42, s. 2016
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DEPARTMENT OF Education 31
 Features of the K to 12 Curriculum

qConstructivism
Ø The K to 12 Curriculum views learners as
active constructors of knowledge

Ø This means that in planning lessons,

teachers should provide learners with
opportunities to organize or re-organize
their thinking and construct knowledge that
is meaningful to them (Piaget, 1950)
Source: Deped Order 42, s. 2016
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 Features of the K to 12 Curriculum

qDifferentiated Instruction
Ø All K to 12 teachers are encouraged to differentiate
their teaching in order to help different kinds of
learners meet the outcomes expected in each
lesson.

Ø Differentiation or differentiated instruction means

providing learning options in the classroom so
that learners of varying interests, abilities, and
needs are able to take in the same content
appropriate to their needs.
Source: Deped Order 42, s. 2016
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 Features of the K to 12 Curriculum

qContextualization
Ø Sec 5 of RA 10533 or the Enhanced Basic Education Act
of 2013 states that the K to 12 Curriculum shall be
learner-centered, inclusive, and developmentally
appropriate, relevant, responsive, research-based,
culture-sensitive, contextualized, global, and flexible
enough to allow schools to localize, indigenize, and
enhance the same based on their respective
educational and social contexts.

Ø K to 12 teachers are allowed to use contextualization

strategies in their lessons.
Source: Deped Order 42, s. 2016
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 ICT Integration

q Teachers can also integrate the use of technology into different

parts of a lesson.

qVarious instructional strategies and methods can be delivered

using ICT equipment, peripherals, and applications.

• The use of computers can speed up the preparation of

daily lessons. Lesson plans may be computerized or
handwritten.

Source: Deped Order 42, s. 2016

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Detailed Lesson Plan (DLP)

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Let’s Get to Know the Parts………..

Objectives
Content
Learning Resources
Procedures
Remarks
Reflection

Department ofEDUCATION
DEPARTMENT OF Education
Let’s Get to Know the
Bonifacio High School
Ms. Josefina Carlos
Nine
Science
June 5-9, 2017 (8:00-9:00) First Quarter

Parts………..
Includes objectives related to content knowledge and competencies; weekly objectives can
be derived from the curriculum guide
Part that refers to the learning area based on facts, concepts, and procedures that students
need to learn
Part that describes the abilities and skills that learners are expected to demonstrate in
relation to the content standards and integration of the 21st century skills
Competencies pertain to the knowledge, skills, and attitudes that students need to
demonstrate in a lesson. Objectives are statements that describe the expected learning
outcomes of the learners at the end of the lesson.
Topic or Subject Matter that pertains to the particular content that the lesson focuses on

References and other learning resources that the teacher will use for the lesson

This part of the DLL contains 10 parts

Connects the lesson with learner’s prior knowledge

3
MotivatesDepartment
theDEPARTMENT
learners to learnOF
a new
of lesson
Education
EDUCATION 8
Let’s Get to Know the
Shows instances of the content and competencies; part where concepts are clarified

Parts………..
Teachers prepare good questions for this part. The teacher will listen to the answers of
learners to gauge if they understood the lesson. If not, then they re-teach
Leads to the second formative assessment that deepens the lesson and shows learners new
ways of applying learning; the teacher can use pair, group, and team work
Can be done through more individual work activities such as writing, creative ways of
representing learning, dramatizing, etc., quizzes, worksheets, seat work, and games
Can develop appreciation and valuing for students’ learning by bridging the lesson to daily
living; this establishes relevance in the lesson
Concludes the lesson by asking learners good questions that will help them crystalize their
learning so they can declare knowledge and demonstrate their skills
A way of assessing the learners and whether the learning objectives have been met;
Evaluation should tap into the three types of objectives
Based on formative assessments and will provide learners with enrichment or remedial
activities
Part where teachers will indicate special cases including but not limited to continuation of lesson to the following day
in case of re-teaching or lack of time, transfer of lesson to the following day in cases of classes suspension
Requires teachers to reflect on and assess their effectiveness

3
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Let’s Get to Know the Parts…………..

Objectives:
- describe the “kinds of content
knowledge and processes teachers hope their
students will learn from instruction (p.48).” It
describe the behavior or performance
teachers want learners to exhibit in order to
consider them competent. The objectives
state what the teacher intends to teach and
serve as a guide for instruction and
assessment
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DEPARTMENT OF Education
Let’s Get to Know the Parts…………………

Content:

- what the lesson is all about. It

pertains to the subject matter that
the teacher aims to teach in the CG.
The content can be tackled in a week
or two.

Department ofEDUCATION
DEPARTMENT OF Education
Let’s Get to Know the Parts…………………

Learning Resources:

- these include references and

resources that the teacher will use
for the lesson
- pages from the TG and LM,
textbook and additonal materials
from LRMDS

Department ofEDUCATION
DEPARTMENT OF Education
Let’s Get to Know the Parts…………………

Other Learning Resources:

- these include teacher-made,

authentic, equipment, supplies,
tools, non-print materials needed for
activities before, during and after the
lesson

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DEPARTMENT OF Education
Procedures

a. reviewing previous lesson/s or

presenting the new lesson.
- This part connects the lesson
with learners’ prior knowledge. It
explicitly teaches the learners how
the new lesson connects to previous
lessons. It also reviews and presents
new lessons in a systematic manner;

Department ofEDUCATION
DEPARTMENT OF Education
Procedure

a. reviewing previous lesson/s or

presenting the new lesson.
- This part connects the lesson
with learners’ prior knowledge. It
explicitly teaches the learners how
the new lesson connects to previous
lessons. It also reviews and presents
new lessons in a systematic manner;

Department ofEDUCATION
DEPARTMENT OF Education
Procedure

b. establishing a purpose for the

lesson
- motivates the learner to
learn the new lesson. It
encourages them to ask
questions about the new topic
and helps establish a reason for
learning the new lesson;
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Procedure

c. Presenting
examples/instances of the new
lesson
- shows instances of the
content and competencies. This
is also where the concepts are
clarified.

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DEPARTMENT OF Education
 Procedure

d. discussing new concepts

- leads to the first formative
assessment. Teachers shall prepare good
questions for this part. The teacher will
listen to the answers of learners
to gauge if they understood the lesson. If
not, then they re-teach. If the learners
have understood the lesson, the teacher
shall proceed to deepening the lesson

Department ofEDUCATION
DEPARTMENT OF Education
Procedure

e. continuation of the discussion

of new concepts
- leads to the second
formative assessment that
deepens the lesson and shows
learners new ways of applying
learning.
-May use pair, group or team to
help learners discuss the lesson
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Procedure

f. developing mastery
- leads to the third formative
assessment
Individual work activities
such as writing, quiz, seat work,
games, worksheets
May add activities to ensure
mastery
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DEPARTMENT OF Education
Procedure

g. finding practical applications

of concepts and skills in daily
living
- develop appreciation and
valuing for students’ learning by
bridging the lesson to daily
living. This will also establish
relevance in the lesson.
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DEPARTMENT OF Education
Procedure
h. making generalizations and
abstractions about the lesson
- will conclude the lesson by
asking learners good questions
that will help them crystallize
their learning so they can declare
knowledge and demonstrate their
skills;
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DEPARTMENT OF Education
Procedure

i. evaluating learning
-is a way of assessing the
learners and whether the
learning objectives have been
met. Evaluation should tap
into the three types of
objectives

Department ofEDUCATION
DEPARTMENT OF Education
Procedures

j. additional activities for

application or remediation
- provide children with
enrichment or remedial
activities. The teacher should
provide extra time for additional
teaching activities to those
learners demonstrating that they
have difficulties with the lesson.
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DEPARTMENT OF Education
Remarks
ØPart of the DLP in which teachers shall
document specific instances that result in
continuation of lessons to the following
day in case of:

Øreteaching,
Øinsufficient time,
Øtransfer of lessons to the following day as
a result of class suspension, etc.

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Reflection
A. No.of learners who earned 80% in
the evaluation.

B. No.of learners who require

additional activities for remediation who
scored below 80%.

C. Did the remedial lessons work?

No.of learners who have caught up with
the lesson.
Department ofEDUCATION
DEPARTMENT OF Education
Reflection
D. No.of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

Department ofEDUCATION
DEPARTMENT OF Education
 Flexibility is allowed in the delivery
of the DLL/DLP procedures. Teachers do
not need to go through all ten (10) parts
in every lesson.

Teachers need to ensure that the

procedures of the lesson lead to the
achievement of the stated objectives.

These ten parts should be done

across the week.
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DEPARTMENT OF Education
DLL/DLP for Science Inquiry-based lesson

5
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Assessment Methods
ØIntegrated into a DLP are assessment methods
used by the teacher to regularly check
understanding of the material being tackled.

ØFormative 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.

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DLP vs DLL

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DLP TEMPLATE

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 DLP vs 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.

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 DLP or DLL

This policy ultimately aims 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, through DLL or
DLP.

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A lesson well-planned
is a lesson half done.

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Department of Education
Department of Education
Let’s Go!

Department of Education
End of Session

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