Selecting Appropriate Instructional Materials in Teaching English through Literature

CONCEPT OF INSTRUCTIONAL MATERIALS

• Teaching materials are human and non-human instructional resources which teachers
use in the course of teaching. Some are factory-made and some are improvised by the bteacher
but they all serve the same purpose (lorliam, 2013, .p. 57). Also, Udom (2013) sees instructional
material as a list of all equipmemt and materials needed for that particular lesson which the
teacher will provide. As eductaors guide students learning, they must consider the goals and
outcomes of the curricula; the backgrounds, abilities, interests, and learning styles of individual
students; and, the learning resource available.
• The term instructional materials are used in the context to mean all the resources
within the reach of the teacher and the learner, which are employed to facilitate teaching and
learning. It therefore follows that such resources may be human and non-human provided they
facilitate the acquisition and evaluation of knowledge, skills, attitudes, moral and value (Inyang-
Abia, 2004).
• Instructional materials are indispensable factors in a teaching – learning process. This
is because ordinary words or verbalization has been found to be inadequate for effective
teaching.
• Instructional materials serve as channels through which message, information, ideas
and knowledge are disseminated. They can therefore be manipulated, seen, hear, felt or talked
about. They facilitate activities. They are anything or anybody the learner turns to for help in his
learning process (Esu, Enukoha & Umoren; 1998).
• Instructional materials are all the objects, things, people and places used to promote
the teaching and learning. The organized combination and utilization of materials, facilities,
equipment and people ease the presentation of content for the realization of stated objectives.
• Jacob (1999) stated that instructional materials are anything and anybody that can be
used by the teacher and learners before, during and after the lesson to facilitate the
achievement of objectives. In other words, instructional materials are devices that facilitate the
transmission, understanding and appreciation of concepts, skills, values and attitudes

CATEGORIES OF INSTRUCTIONAL MATERIALS AND RESOURCES

The following categories of instructional material and resources by Ofoegbu (2009) are:
1. Resources/Materials, which offer content: for example, charts, graphs, audio recordings, tools
and implements, print materials of all kinds, globes, maps, painting, and resources in the
community.
2. Resources/Materials for presenting content such as audio and video recorders, bulletin
boards, flannel board, slide projectors, computers, television. Another grouping of instructional
materials by Ofoegbu (2009) includes:
a. Human resources: which consist of individuals who provide various services in the
teaching and learning process? They include: professionals and non-professionals.
b. Non-human resources: which include physical facilities and instructional materials,
which serve as tools and devices through which stimuli can be passed or obtained.
3. Projected and electronic media subdivided into software and hardware. This group of
materials requires the use of electronic devices. Software materials consist of audiotapes, video
tapes, transparencies, slides, filmstrips. Hardware materials are: audio tape recorders, video
tape recorders, Slide projector, film projector, overhead projector etc. Some instructional
resources are best suitable and effective for school children base on their age and stage
developmental. They are often curious and want to use their (primary stage) sense of touch,
vision and smell. Thus, materials such as pictures, charts, tools, drawings, maps, physical
features, models, posters and so on, will be very appropriate to transmit instruction to them. At
the secondary school level, use of printed materials such as newspapers, textbooks,
photographs, audio-visual materials, globe, and many others will be appropriate for their age,
content for learning and the objectives of teaching the content.
 Print Materials: These are also referred to as reading materials. Individuals go through
them to gather information about people, places, processes and events. In the class,
they can be used to provoke general class discussions or raise issues for in depth class
analysis. The class textbook is a basic material for the social studies class. However, the
nature of social studies requires broad and current knowledge. Therefore, the teacher
needs to expose the learners to other print materials such as encyclopedias, new
magazines, pamphlets, poems, supplementary readers. In using them, teacher should
not turn the class into a reading session even though developing reading skills is
important.
UTILIZATION OF SOME COMMON INSTRUCTIONAL MATERIALS: T
hese materials should be used to:
• Provide organized subject matter for learners
• Develop the skill of identifying needed information on a variety of issues person and
processes.
• Solve identified group problems to suggest rational solutions.
• Stimulate thinking and interest
THE IMPORTANCE OF INSTRUCTIONAL MATERIALS:
 Engages and Teaches Learners Instructional materials allow the instructor to engage
learners by supporting concepts using multimedia, including sound clips, video, images,
hands-on experience and interactive games. Because there are different types of
learners like auditory and visual learners, these materials vary in presentation to help
reach all students.
 Teaching Concepts Materials offer learners the opportunity to practice concepts and
develop a product that demonstrates their level of understanding. When learning
something new, it's important to hear examples and apply knowledge directly.
Instructional materials provide sample questions and answers as well as providing a
variety of examples to help cement new information in the learner's mind.
 Evaluates Knowledge Consequently, those products are then used to evaluate learners'
knowledge. Instructional materials allow the instructor to support learners with varying
levels of ability and foundational skills by providing additional support. These materials
include quizzes and tests.
CRITERIA FOR EVALUATING INSTRUCTIONAL MATERIALS:
1. Content Aligns with curriculum and standards, and is current, valid and reliable, with real
world examples. Design to meet the interest of the individual learners from various skills
levels. Enhances conceptual understanding and engages higher order thinking skills. Free
from bias.
2. Equity and Accessibility Materials are durable, easily stored, transported and are
universally accessible. Materials are easily updated and are adaptable and customizable to
match the resources of the school.
3. Appropriateness Materials are appropriate for the subject matter, and also appropriate
for the learner’s capacity or levels of learning. Materials are durable, easily stored,
transported and are universally accessible. Materials are easily updated and are adaptable
and customizable to match the resources of the school.
4. Presentation Comprehensiveness of student and teacher resources;
alignment of instructional components; organization of instructional
materials; readability of instructional materials; pacing of content;
ease of use and durability of materials.
5. Learning Motivational strategies; teaching a few "Big Ideas;" explicit
instruction; guidance and support; active participation of students;
targeted instructional strategies; targeted assessment strategies.
6. Cost The materials used for teaching should not be expensive, as long
as it eyes captivating and catches the attention of the students then it is
an effective instructional material.

Instructional materials are essential tools in the English language arts classroom.
They allow students to interact with words, images, and ideas in ways that develop their
abilities in multiple literacy such as reading, listening, viewing, thinking, speaking, writing,
and technology. Because instructional materials are a primary resource for English language
arts teachers, they must be selected wisely (NCTE, 2014).
Two general requirements for selections:
✓ materials must have a clear connection to established educational objectives and ;
✓ materials must address the needs of the students for whom they are intended.
Connection to Educational Objectives
• Instructional materials in the English language arts program should align with the general
philosophy of the school or district, the curriculum goals and objectives of the English
language arts program, and the learning outcomes of the particular course or grade level.
For instance, some materials may be included because they reflect the school’s philosophy
of encouraging critical thinking in relation to controversial situations and points of view. Or
materials may be included because they meet the curriculum objective of presenting
articulate voices from different eras or diverse cultures. Or they may be included to address
specific learner outcomes, such as understanding how imagery can underscore theme.
• Policies should also reflect the understanding that an English language arts program is not
one instructional resource, but many; not one curriculum objective, but several. Therefore,
English language arts policies should seek to build a collection of instructional materials that
as a whole create balance and emphasis in the curriculum. Clearly, no single textbook or set
of instructional materials will meet the curricular goals of presenting various points of view,
situations, and styles; addressing diverse ability levels; and representing the contributions of
people of diverse religions, ages, races, ethnicity, abilities, and cultures. Nonetheless, the
collection of materials in the English language arts program as a whole should address all of
these concerns and should emphasize those which teachers philosophical framework, find
particularly important.
• Finally, materials must be selected with an eye toward coordinating instruction within and
between grade levels, courses, and disciplines.
Relevance to Student Needs
• Materials should be examined for level of difficulty. They must be readable if they are to
be truly accessible to students. Because readability formulas tend to be simplistic measures,
such formulas should be used cautiously, if at all. Teachers’ judgments about the difficulty of
a work are more soundly based on complexity of plot, organization, abstractness of the
language, familiarity of vocabulary, and clarity of syntax. Also, because the average
classroom includes students reading at several levels of proficiency, materials judged as
inappropriate for whole-class instruction might be suitable for small-group use or for
independent reading by more capable readers.
• Reading materials which draw upon students’ backgrounds are desirable. Both
comprehension and engagement are enhanced when students can activate relevant
background knowledge as they read, connecting their personal experiences with vicarious
experiences. This does not deny the value of reading about the unfamiliar and even the
fantastic. But the relevance of a work to students’ daily lives or to the lives of their
imaginations is worthy of consideration in the selection process.
• “Age-appropriateness” alone is never sufficient reason to include particular materials in
the English language arts program; nevertheless, materials should be suited to the maturity
level of the students for whom they are intended. Evaluating “age-appropriateness” can be
problematic, but legal decisions have provided some guidance in this area. Generally, when
courts evaluate the age-appropriateness of material, they do not consider it in isolation.
They weigh the value of the material as a whole, particularly its relevance to educational
objectives, against the likelihood of a negative impact on the students for whom it is
intended. Procedures for Selection of Instructional Materials
• Good schools, recognizing the importance of support from parents and the community,
operate within a framework for democratic decision making. Materials selection and
challenged materials policies are important parts of that framework. Well-established
procedures for selecting instructional material ensure public involvement and professional
guidance. Therefore, it is essential that materials selection policies clearly describe the steps
involved in the selection process and the personnel responsible for each step.
Preparation of Instructional Materials for Teaching Literature
• its relevance moves with the passing of time.
• literature is “authentic” material.
• literature enriches cultural awareness. In most cases, language learners get a better
understating of the culture in the language they are trying to learn through literature. A
reader may discover the inner thoughts, feelings, customs of a certain group of people, thus
giving him/her a better understanding of the language.
• literature provides language enrichment
• Literature helps personal enrichment. Engaging imaginatively with literature enables
learners to shift the focus of their attention beyond the more mechanical aspects of
language learning.
• The first step in teaching literature is to choose the materials to teach, including the
literary texts for study. The preparation of instructional materials will depend on the literary
texts chosen for the study.
• Suitability of literary texts to students always depends on the different groups of students,
their needs, interests, cultural background and language level.
• Personal involvement, however, should always be the goal of a literature classroom.
• Strong, personal, and positive reactions are needed in the literature classroom.
• In teaching literature, the aim is to maintain interest and involvement by using a variety of
student-centered activities.
• In devising activities for integrating language and literature teachers must remember that
learning involves as many of the students’ faculties as possible.
• Teachers should try to exploit as fully as possible the emotional dimension that is a very
integral part of literature.
• Helping students explore their own responses to literature could be achieved through the
different instructional materials prepared for classroom teaching.
• One of the principles which influence the classroom approach to literature is that of using
the target language with a range of activities chosen.
• To integrate the teaching of language and literature that aims to foster language learning
the teacher should never forget that literature can stand on its own by giving it proper time
inside the classroom.
Suggested activities and instructional materials for first encounters:
 Talking about the title and cover design ◦ The teacher sets the scene and where
students’ curiosity by showing them an intriguing cover design and asking them to
speculate about the book and its story.
 • Using Questionnaires ◦ Students are given questionnaires to fill in. Questions are
focused on the text studied.
 • Continuing the Storyline ◦ Having read the first section of a text, students are asked to
study a range of possible continuations of a story line. Then they choose the one they
consider the author would have used.
  Comparing beginning ◦ The teacher takes three or four opening paragraphs from novels
or short stories with fairly similar beginnings and asks the students to respond to the
contrasts.
 Writing Chapter ◦ Students are asked to write the paragraphs that come immediately
before the first section of the work which they have just encountered.
Suggested Activities and instructional materials for maintaining momentum.
• Question worksheet leading to pair work in class ◦ Half of the class is given one set of
questions relating to the passage set as home reading, the other half, another set.
• Complete the sentence. ◦ This worksheet could be used as a take-home activity. This is a
take-off from the regular Q and A.
• True or False ◦ This worksheet asks the students to answer true or false on certain
concepts. • Summaries with gaps ◦ The most straightforward type of summary exercise is
the gapped summary. This helps readers by providing them with an almost complete and
simply phrased summary. The gaps are usually keywords or expressions, which only a
reading of the appropriate passage can reveal.
• Summaries with incomplete sentences ◦ A slightly more challenging variant consists of a
summary with incomplete sentences.
Suggested Activities and instructional materials for maintaining momentum
• Summary comparison ◦ The teacher writes two summaries of a section to be read at home.
Differences between the summaries can be “fine-tuned” according to the level of the group. At
the simplest level, one of the summaries omits certain key points; at a more difficult level, both
summaries are fairly accurate but one may contain incorrect inference or interpretation.
• Jumbled events ◦ The students are given a list of jumbled events. They will simply rearrange
the events.
• Choosing an interpretation ◦ The students are given a series of different interpretations of
events in the passage they are reading.
• Snowball activities ◦ These are activities which continue and are added to progressively, as
students read through a long work. These activities help maintain an overview of an entire
book, provide a valuable aid to memory, and reduce a lengthy text to manageable proportions.
Examples:
✓ Retelling a story
✓ Wall charts and other visual displays
✓ Summaries
 ✓ Graphic representation
✓ Continuing predictions
✓ Writing ongoing diaries
Suggested activities for maintaining highlights
• thought bubbles ◦ The task for this activity is very simple: students are asked to write the
‘inner’ dialogue that parallels the original dialogue.
• poems ◦ The aim is to crystalline a personal, felt response to a literary situation. • using
authentic formats ◦ These are non-literary formats that can be imported into the context of the
literary work and used to spur writing about it.
• newspaper articles ◦ A newspaper article or feature is to be written about the highlight scene
chosen. Students are shown samples of genuine newspaper articles, if possible from more than
one type of publication.
• oral activities ◦ These are activities highlighting the lines/ dialogues that are good for oral
reading.
Examples:
✓ mini reading aloud
✓ poetry reading
✓ choral reading
✓ oral summaries
Suggested activities for Endings:
• role plays ◦ The context provided by works of literature facilitates the creation of role-play
situations. This activity allows the students to work among themselves.
• cover designs ◦ Asking the students to prepare a paperback cover of a book is to see how they
are eliciting and crystallizing their overall response to the text they are reading.
• writing a blurb for the back cover ◦ As preparation for this activity, the teacher reads out the
cover blurb of selected novels. This activity aims to see if the students can come up with a
distinct blurb for a particular literary work.
• short writing tasks ◦ These activities test the ability of the students to use language in written
activities.

Examples:
✓ letters
✓ essays
✓ newspaper articles
✓ journal

Developing an Instructional Plan

Lesson planning is an important task that a teacher should master in order to deliver the lesson
with ease. Through the careful planning of the lesson, the teacher would be able to prepare for
a meaningful learning for his/her learners. A teacher should master lesson planning. Through
this, needs of learners are determined, appropriate methods, techniques, strategies and
approaches are identified, instructional materials are prepared and meaningful learning takes
place. In this chapter, you will understand lesson planning base on the DepEd Order No. 42,
series of 2016.

DepEd Order No.42 S. 2016

Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
• Lesson planning is one way of planning instruction. 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.
• The objective of lesson planning is learning. Lesson planning helps teachers set learning
targets for learners. It also helps teachers guarantee that learners reach those targets. By
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.
DEFINITION OF TERMS
• Instruction refers to the methods and processes used to direct learning.
• Instructional planning is the process of systematically planning, developing, evaluating, and
managing the instructional process by using principles of teaching and learning.
• Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The DLL
covers a day’s or a week’s worth of lessons and contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and Reflection.
• Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A typical DLP contains the
following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection
A. The instructional process
According to Airasian (1994), the instructional process is made up of three (3) steps:
(1) planning instruction
(2) delivery of instruction
(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.
B. Lesson Planning
Lesson planning is one way of planning instruction. 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.
The objective of lesson planning is learning. Lesson planning helps teachers set learning
targets for learners. It also helps teachers guarantee that learners reach those targets. By
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. Lesson planning is a
hallmark of effective teaching. As mentioned, effective teachers organize and plan instruction to
ensure learners’ success inside the classroom. 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
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.
PARTS OF A LESSON PLAN The basic parts of a lesson plan include a beginning, middle, and end.
These are referred to as Before the Lesson, the Lesson Proper, and After the Lesson.
1. Before the Lesson.
This is the lesson opening or the “beginning” of lesson implementation. 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 learners had 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.
2. 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 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). 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. 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.
3.After the Lesson.
This is the lesson closing or the “end” of the lesson. This can be done through different
“wrapup” 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.
INSTRUCTIONAL MODELS, STRATEGIES, AND METHODS
In planning lessons, teachers can choose from a variety of instructional models and their
corresponding strategies and methods. 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. An instructional strategy is a teaching
approach influenced by the abovementioned educational philosophies, while an instructional
method is the specific activity that teachers and learners will do in the classroom.
An 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.
Below are examples of different instructional strategies briefly explained (Saskatchewan
Education 1991):
 a.Direct instruction is systematic, structured and sequential teaching. Its basic steps
include presenting the material, explaining, and reinforcing it. According to Borich (2001), 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.
b.Indirect instruction is a teaching strategy in which the learner is an active and not
passive participant. Indirect instruction methods are used for concept learning, inquiry learning
and problemcentered learning (Borich 2011). Indirect instruction methods include case study,
cloze procedure, concept formation, inquiry, problem solving, reflective discussion, etc.
c.Interactive instruction 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.
d.Experiential instruction is teaching students by directly involving them in a learning
experience. This strategy emphasizes the process and not the product of learning. Experiential
learning methods include games, experiments, field trips, model building, field observations,
role play, simulations, etc.
e.Independent study is teaching in which the teacher’s external control is reduced and
students interact more with the content (Petrina in press). Independent 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.

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. • 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.
 • Lesson- Planning gives the teacher greater assurance and greater freedom in teaching. The
teacher who has planned his lesson wisely, enters the class-room without anxiety, ready to
embark with confidence upon a job he understands and prepared to carry it to a work-man like
conclusion.
• It provides for adequate lesson summaries, ensures a definite assignment for class, and
availability of materials for lesson when needed.
• It stimulates the teacher to introduce pivotal questions and illustrations.
• Since lesson planning establishes proper connections between different lessons or units of
study, it provides and encourages continuity in the teaching provides and encourages continuity
in the teaching process.
• It ensures association between various lessons in the same main, unit, the selection and
organisation of subject-matter, materials and activities.
• It enables the teacher to know the most desirable type of teaching procedures and to prepare
tests of progress and checks for judging the outcomes of instruction.
• Lesson-planning prevents waste because it helps the teacher to be systematic and orderly. It
saves him form haphazard teaching

Daily Lesson Log (DLL) is a template teachers use to log parts of their daily lesson. The DLL
covers a day’s or a week’s worth of lessons and contains the following parts:
– Objectives
– Content
– Learning Resources
– Procedures
– Remarks and
– Reflection
LESSON PREPARATION
✓ What teachers need: template, curriculum guide, learner’s material, teacher’s manual/guide
✓ Parts of a lesson:
1. Objective:
• This part of the DLL includes related to content knowledge and competencies.
• The number of objectives set depends on the subject areas.
 Objectives can be found in Teacher’s Guide
2. Content Standards and Performance Standards
• The content standards and performance standards refer to the learning area-based
facts,concepts, and procedures that students need to learn.
• This can be found in the Curriculum Guides.
• The placement of content and performance standards differs each subject. Content
Standards
• Describes the specific content that should taught and learned.
• Articulates core knowledge and skills that student should master.
• Guides teachers in identifying instructions on the knowledge and skills that students
should learn Performance Standard
• Defines the level of work that achievement of standard.
• Provides clear expectations for instruction, assessment and students at work.
• Helps teachers assessed the extent to the students have acquired the knowledge and
applied the skills learned.
3. Learning Competency
• Learning competencies pertain to the knowledge, skills and attitudes that students
need to demonstrate in a lesson.
4. Content
• The topic or subject matter pertains to the particular content that the lesson focuses
on.
5. Learning Resources
• The topic or subject matter pertains to the particular content that the lesson focuses
on.

6. Procedure
• This part of the DLL contains ten (10) parts including:
1. Reviewing Previous Lesson or Presenting New Lesson
2. Establishing a Purpose for the Lesson
3. Presenting Examples/instances of the new Lesson
4. Discussing New Concepts and Practicing New Skills
5. Discussing New Concepts and Practicing New Skills
6. Developing Mastery Leads to Formative Assessment
7. Finding Practical Applications of Concepts and skills in daily living
8. Making Generalizations and Abstractions about the Lesson
9. Evaluating Learning 10. Additional Activities for Application or Remediation

Important note: Flexibility is allowed in the delivery of the DLL 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 objectives. The formative assessment
methods to be used by the teacher should determine if the objectives of the lesson are being
met. These ten parts should be done across the week.
7. Remarks
This part of the DLL in which teachers shall indicate special cases including but not
limited to: a) continuation of lesson plan to the following day b) in case of re-teaching or
lack of time, c) transfer to the following day in cases of class suspension
8. Reflection
• This part of the DLL requires teachers to reflect on and assess their effectiveness. In
this part of the DLL, the teacher should make notes on the number of learners who
earned 80% in the evaluation, the number of learners who require additional activities
for remediation and those who continue to require remediation, the effectiveness of the
remedial lesson, teaching strategies or methods that worked well and why, and the
difficulties teacher encountered that their principal can help solve.

Inset a Sample of Daily Lesson Log Template under Matatag Curriculum