LESSON

PLANNING
Put the following teacher’ s task under proper heading

Identify student’s attributes Create a realistic time plan

Try to collect data Share the plan with students
Analyze collected data Effectively implement the plan
Reflect on what worked and what didn’t. Identify learning outcomes
Redesign the lesson and the lesson plan. Plan the learning activities
Plan to assess student understanding Plan for lesson closure
Try to keep to the proposed time plan
Before the lesson During the lesson After the lesson
DO 42, s. 2016
June 17, 2016

Policy Guidelines on Daily Lesson

Preparation for the K to 12 Basic Education
Program
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 teacher as a
facilitator of learning. Preparing for
lessons through the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP)
and provides teachers with an
opportunity for reflection on what
learners need to learn, how learners
learn, and how best to facilitate the
learning process.
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and in effect unless sooner repealed,
amended, or rescinded.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hereby rescinded.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
 I. RATIONALE
II. SCOPE OF THE POLICY
III. DEFINITION OF TERMS
IV. POLICY STATEMENT

V. LESSON PREPARATION
A. The instructional process
7. 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.
B. Lesson planning
8. 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.
9. 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.
10. 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 therefore, have
learner-centered objectives that are
aligned with the standards of the
curriculum.
C. PARTS OF A LESSON PLAN
As stated previously, 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.
C. PARTS OF A LESSON PLAN
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.
This part of the lesson is the time to check
learners’ background knowledge on the new
lesson. It can also be a time to connect the
new lesson to what learners already know. 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.
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.
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.
After the Lesson.
This is the lesson closing or the “end” of the
lesson. This can be done through different
“wrap-up” activities. Teachers can provide a
summary of the lesson or ask students to
summarize what they have learned.
Teachers can also ask learners to recall the
lesson’s key activities and concepts. The lesson
closing is meant to reinforce what the teacher
has taught and assess whether or not learners
have mastered the day’s lesson.
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.
What is a Lesson Plan?
A Lesson Plan is:
✔ A model of organized learning
events within a set period of time
or session
✔ A projection of real lesson filled
with concrete processes,
assignments, and learning tools
✔ A blueprint on which to construct a
learning process made up of
clearly stated goals and objectives
✔ A tool that moves from theory to practice
by carrying out a methodological
approach (based on latest research)
• 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.
A Road Map….

Because teaching is
complex, it is helpful to have a road map
through the territory, structured around
a shared understanding of teaching.
Charlotte Danielson
The greater the structure of a lesson and the
more precise the directions on what is to be

Harry Wong,
The First Days of Teaching
Consider This Research …
According to Emma McDonald, co-author of
Survival Tips for New Teachers (2006), “One of the
best ways to lower the amount of stress you deal
with on a daily basis is to be prepared.” She adds,
“Preparation is absolutely the key to being a
successful teacher. The more thought and effort you
put into your lessons and your job, the better you will
be. You also will be less stressed during the year.”
Teachers are not the only ones to benefit greatly
from effective lesson planning. Research indicates
that all students benefit from, and appreciate,
well-structured lessons. (Kizlik, 2010).
Students are very observant. They generally know
when teachers are prepared. Students today seem to
have a need for constant momentum or stimulation
(Marcotte, 2010). When there is “down time”, or
hesitation from teachers trying to decide what to do,
students can shift quickly from being on-track to off
and away from the task at hand. Teachers who have
planned well for a lesson are more likely to have
attentive students. An atmosphere that helps them be
more attentive is a definite benefit to students from
effectively planned lessons.
Our Students Are Depending on Us!
STAGES IN LESSON PLANNING
PREPARATION
Who is to be taught?
⚫ By knowing the learners, the desired outcome can be
determined and the teacher can identify the purpose
of the lesson.
DEVELOPMENT
What is to be taught?
⚫ This stage covers the substance of the lesson such as
subject matter, instructional goals, specific learning
objectives, concepts and skills.
⚫ An effective activity or lesson plan begins with a
specific objective.
► Bloom’s
taxonomy
provides good
examples of
appropriate
action words
to use in
learning
objectives.
With this, the
learning
objective
becomes
student-focus
ed and
outcomes
oriented.
TALAAN NG MGA LAYUNING PANGKAUGALIAN
(LIST OF BEHAVIORAL OBJECTIVES)

I. COGNITIVE (PANGKABATIRAN)
At the end of the lesson, the students are expected to:
(Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:

A. Knowledge objectives (Mga layuning pangkabatiran)

1. Recall,recognize data,concepts and generalizations related
to...(Nakagugunita,nakakikilala ng mga datos,mga kaisipan
at paglalahat na nauugnay sa...)
2. Deduce that... (Nakahihinuha...)
3. Identify to recognize... (Nakakikilala...)
4. Tell the difference between... (Nasasabi ang pagkakaiba
ng...)
B. INQUIRY AND SKILLS OBJECTIVES (Mga Layunin ukol sa
poagsisiyasat at kasanayan)
1. Explain how... (Nakapagpapaliwanag kung paano...)
2. Describe and compare... (Nakapagpapakita ng paraan kung
paano...)
3. Demonstrate how... (Nakapagpapakita ng paraan kung
paano...)
4. Distinguish... from.... (Nakakikilala ng pagkakaiba... sa...)
5. Consider and use... (Naisasaalang-alang at nagagamit...)
6. Plan carefully and...(Maingat na nakapagbabalak at...)
7. Conceive varied ways of... (Nakapag-iisip ng iba’t ibang
paraan...)
8. Formulate effectively... (Nakapagbubuo nang mabisa ng...)
9. Give evidences or proofs of... (Nakapagbibigay ng mga
katibayan o mga patunay ng...)
10. Weigh the validi9ty o f... (Napagtitimbang-timbang ang
katumpakan ng...)
11. Use a variety of... (Nakagagamit ng iba’t ibang...)
12. Locate,gather,appraise,summarize and report...
(Nakahahanap,nakatitipon,nakapagbibigay-halaga,nakapag
lalago at nakapag-uulat...)
13. Read...material critically (Nababasa nang masusi ang
kagamitang...)
14. Compare,interpret and abstract...
(Nakapaghahambing,nakapagbibigay kahulugan at
nakapagbubuod...)
15. Conclude from available supporting evidences that...
(Nakapaghihinuha buhat sa mga nakukuhang katibayan
pantulong na....)
16. Express ideas effectively in... (Nakapagpapahayag ng mga
kaisipan ng mabisa sa...)
17. Ortganize materials from several sources as... (Nakabubuo
ng mga kagamitan buhat sa ilang mapagkukunan gaya
ng....)
18. Note sequences of events... (Nabibigyang-pansin ang
pagkakasunud-sunod ng mga pangyayari...)
19. Examine critically... (Nkapagsisiyasat nang masusi...)
20. Recall experiences pertinent to... (Nakagugunita ng mga
karanasang may kinalaman sa...)
21. State... clearly (Nkapagpapahayag ng... nang maliwanag....)
22. Consider every aspect of.... (Naisasaalang-alang ang lahat
ng panig/bahagi ng.....)
23. Select materials relevant to... (Nakapipili ng mga
kiagamitang may kaugnayan sa....)
24. Classify... (Nakapag-uuri nang....)
25. Analyze.... (Nakapagsusuri....)
26. Differentiate....from.... (Nakikita ang pagkakaiba ng....sa...)
27. Define....clearly... (Nabibigyang kahulugan ang... nang
naliliwanagan...)
28. Infer or deduce.... (Nahihinuha o napaghuhulo....)
29. Correlate..... (Nakapag-uugnay....)\
30. Arrange... (Nakapagsasaayos o naisasaayos....)
31. Discuss.... intelligently.... (Natatalakay ng buong talino...)
32. Establish... (Nkapagpapatunay/Napananatili....)
33. Emphasize that.... (Nabibigyang-diin na....)
34. Predict that..... (Nahuhulaan na...)
35. Specify...... (Natutukoy/Natitiyak....)
36. Observe carefully.... (Nakapagmamasid nang masusi....)
37. Record accurately.... (Nakapagtatalang tumpak....)
38. Attain... (Naaabot/Natatamo...)
39. Examine carefully... (Nasisiyasat na mabuti....)
40. Disseminate.... (Nakapagpapalaganap/Napalalaganap.....)
II. PSYCHOMOTOR/ MANIPULATIVE
(PANGKASANAYAN/SAYKOMOTOR O PAGKAKAUGNAY NG
KAISIPAN AT KILOS)

At the end of the lesson, the students are expected to:

(Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
1. Construct.... (Nakayayari..../Nakabubuo....)
2. Build..... (Nakagagawa..../Nakapagtatayo....)
3. Manipulate.... (Nakakahawak....../Nakagagawa....)
4. Make use of.... (Nakagagamit nang....)
5. Perform..... (Nakagagawa..../ Nakagaganap.....)
6. Measure..... (Nakasusukat.....)
7. Handle..... (Nakahahawak....)
8. Execute..... ( Naisasakatuparan..../Naisasagawa.....)
9. Install........ (Nakapagkakabit...../Nakapaglalagay....)
10. Copy..... (Nakasisipi..../Nakakukopya....)
11. Operate.... (Nakapagpapaandar..../Nakapagpapalakad....)
 12. Connect...
(Nakapagdudugtong..../Nakapag-uugnay-ugnay....)
13. Experiment on.... (Nakagagawa ng pagsubok sa...../
Nakapag-eeksperimento......)

IV. AFFECTIVE (ATTITUDES, APPRECIATIONS, IDEALS AND INTERESTS)

PANDAMDAMIN (MGA SALOOBIN, PAGPAPAHALAGA, MITHIIN AT
KAWILIHAN)
At the end of the lesson, the students are expected to:
(Sa katapusan ng aralin, ang mga mag-aaral ay inaasahang:
1. Assume responsibility for... (Naisasabalikat ang
pananagutan para sa...)
2. Utilize... wisely and effectively (nakagagamit ng... nang
matino at mabisa)
3. Observe... strictly (Mahigpit na nakapagmamasid....)
4. Listen critically and purposesively.... (Nakapapakinig nang
masusi at may layunin....)
 5. Participate actively in... (Nakalalahok nang masigla sa...)
6. Sustain interest in... (Naipagpapatuloy ang kawilihan sa...)
7. Share.... with... (Nakibabahagi.... sa...)
8. Tolerate... (Nagpapaubaya/Nagpaparaya....)
9. Comply with.... (Nakasusunod sa....)
10. Find pleasure in...(Nakatatamo ng kasiyahan sa...)
11. Form sound judgment.... (Nakapagpapasiya nang
tumpak...)
12. Venerate.... (Nagbibigay-pitagan.....)
13. Control..... (Napipigil.....)
14. Equalize..... (Napagtitimbang....)
15. Appreciate.... (Napapahalagahan/Nakapagpapahalaga....)
16. Appreciate.... (Humahanga....
17. Follow.... (Nasusunod/Nakasusunod.....)
18. Adjust to.... (Naibabagay...../ Naiaangkop.....)
19. Value.... (Pahalagahan...../Napahahalagahan...)
20. Satisfy.... (Nasisiyahan.../Nabibigyang kasiyahan....)
21. Maintain.... (Napapanatili....)
22. Visit.... (Nadadalaw....)
23. Conserve... (Nakapangangalaga....../Napangangalagaan...)
24. Show respect for.... (Nakapagpapamalas ng paggalang sa...)
25. Initiate worthwhile projects..... (Nakapagsisimula ng mga
proyektong kapaki-pakinabang....)
26. Commemmorate.... (Alalahanin..../Gunitain.....)
27. Strengthen..... (Napalalakas..../Napatitibay.....)
28. Intensify.... (Napasisidhi...../Napatitindi.....)
29. Sharpen (Napatatalas..../Napatatalim....)
30. Exert more effort in.... (Nakapagsisikap nang higit sa.....)
31. Generate.... (Nakalilikha..../Nakapagbibigay.....)
Definitions I. II. III. IV. V. VI.
Remembering Understanding Applying Analyzing Evaluating Creating

Bloom’s Exhibit Demonstrate Solve problems Examine and Present and Compile
Definition memory of understanding to new break defend information
previously of facts and situations by information opinions by together in a
learned ideas by applying into parts by making different way
material by organizing, acquired identifying judgments by combining
recalling facts, comparing, knowledge, motives or about elements in a
terms, basic translating, facts, causes. information, new pattern or
concepts, and interpreting, techniques and Make validity of proposing
answers. giving rules in a inferences and ideas, or alternative
descriptions, different way. find evidence quality of work solutions
remembering and stating to support based on a set
previously main ideas. applying generalizations of criteria.
learned knowledge to .
information grasping the actual
meaning of situations breaking down
information objects or
ideas into
simpler parts
and seeing
how the parts
relate and are
organized
Definitions I. II. III. IV. V. VI.
Remembering Understanding Applying Analyzing Evaluating Creating

Verbs choose ask act advertise agree adapt

define associate administer analyze appraise anticipate
describe cite apply appraise argue assemble
duplicate classify articulate assume assess build
enumerate compare build calculate award change
examine contrast calculate categorize choose choose
find convert change classify compare collaborate
how demonstrate chart compare conclude combine
identify describe choose conclude consider compile
label differentiate complete connect convince compose
list discover compute contrast criteria construct
locate discuss collect correlate criticize create
match distinguish construct criticize critique delete
memorize estimate determine deduce debate design
name explain develop devise decide develop
observe express discover diagram deduct devise
omit extend dramatize differentiate defend discuss
quote generalize employ discover determine elaborate
read give establish discriminate discriminate estimate
recall examples examine dissect disprove facilitate
Definitions I. II. III. IV. V. VI.
Remembering Understanding Applying Analyzing Evaluating Creating

Verbs recite group experiment distinguish distinguish formulate

recognize identify with divide editorialize generalize
record illustrate explain estimate estimate happen
relate indicate identify evaluate evaluate hypothesize
repeat infer illustrate examine explain imagine
reproduce interpret interpret experiment find errors improve
retell judge interview explain grade infer
select observe judge focus importance integrate
show order make use of function influence intervene
spell outline manipulate illustrate interpret invent
state paraphrase model infer judge justify
tabulate predict modify inspect justify make up
tell relate operate list mark manage
visualize rephrase organize motive measure maximize
report plan order opinion minimize
represent practice organize order modify
research predict plan perceive negotiate
restate prepare prioritize persuade original
review produce relationships predict originate
rewrite record select prioritize plan
Definitions I. II. III. IV. V. VI.
Remembering Understanding Applying Analyzing Evaluating Creating

Verbs select relate separate prove predict

show report simplify rank prepare
summarize schedule subdivide rate produce
trace select survey recommend propose
transform simulate take part in reframe rearrange
translate sketch test for rule on reorganize
solve theme score report
teach select revise
utilize summarize rewrite
transfer support role-play
write test simulate
value solution
weigh solve
speculate
structure
suppose
test
theory
validate
write
IMPLEMENTATION
How do you teach students?
⚫ Methods or strategies employed
⚫ Learning activities and methodological approach

⚫ Materials and technology applications

REFLECTION
Will/ Is my lesson plan effective?
⚫ the teacher evaluates the strengths and
weaknesses of the lesson plan before
implementing it and after it has been delivered
Description/ • date, subject area,
►
Introduction topic, grade level
There are
different
• may include
academic and ways to
Goals and culturally relevant
Objectives content standards, make a
adaptations for
diverse populations lesson
plan. But
• instructional
resources such as ALL
Materials texts, visuals,
and Tools handouts, etc. effective
• educational
technology lesson
plans
• content
have
Procedures presentation and
activities
structure.

• reflection and
assessment (tests,
Evaluation
quizzes, essays, etc.
• The detailed lesson plan
has five parts: DETAILED
• Objectives
• Subject Matter (topic, LESSON PLAN
references, materials)
• Procedure (motivation, • Everything is written
activity, routines, lesson down like a script of
proper)
a play.
• Evaluation
• Assignment
• It contains what the
teacher does and
says and what the
students are
expected to say and
do.
 SEMI-DETAILED
LESSON PLAN
• Has all the components
of a detailed plan but
does not include a
complete description of
pupils’ activity.

• It contains the important

subject matter and a
description of
teaching-learning
activities. (Beltran,
1992)
Brief Lesson
Plan
• Only guide
statements or brief
explanation of the
activities to be
performed in each
part are provided
Thank you!!!