Prepared by:

Regine Acal
Christelle Joy Ascuna
Genevive Cumpio
Clarissa Estrada
Mary Rose Sonajo
 Intended Learning
INTENDED LEARNINGOutcomes
OUTCOMES
At the end of the lesson, the students should be able to:
At the end of the lesson, the students should be able to:

1. Defineand
1. Define instructional instructional/lesson
lesson planning.planning.
2. Distinguish the difference between two types of
2. Discuss the different principles in making lesson plan in
lesson plan.
accordance with DepEd
3. Discuss Order No.
the different 42, s.
principles 2016 (Policy
in making lesson Guidelines
on Daily Lessonplan Preparation
in accordancefor the
with K toOrder
DepEd 12 Basic
No. 42,Education
s.
Program) 2016 (Policy Guidelines on Daily Lesson
3. Distinguish the Preparation
differenceforbetween
the K to 12 Basic Education
two types of lesson plan.
Program)
4. Explain the format of the
4. Explain a Detailed
format of aLesson Plan. Plan.
Detailed Lesson
5. Exhibit
5. Exhibit mastery of themastery
lesson of through
the lesson an
through an activity
activity and mastery test.
and mastery test.
 Intended
ENDURINGLearning Outcomes
UNDERSTANDING
At the end of the lesson, the students should be able to:

1. Define instructional/lesson planning.

“The mind2.once enlightened cannot again become dark”.
Distinguish the difference between two types of
lesson plan.
3. Discuss the different principles in making lesson
“Change planis the end with
in accordance result ofOrder
DepEd all true learning”.
No. 42, s.
2016 (Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education
“Give a man a fish and you feed him for a day; teach a
Program)
man to fish and
4. Explain you of
the format will feed him
a Detailed Lessonfor
Plan.a lifetime”.
5. Exhibit mastery of the lesson through an activity
and mastery test.
 ESSENTIAL QUESTIONS
1. What is instructional/lesson planning?
2. How do the two types of lesson plan differ from each other?
3. What are the different principles in making lesson plans plan in
accordance with DepEd Order No. 42, s. 2016 (Policy Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education
Program)?
4. How is Detailed Lesson Plan prepared?
ESSENTIAL LEARNING
WHAT IS INSTRUCTIONAL PLANNING?

Instructional planning is the process

of systematically planning,
developing, evaluating, and
managing the instructional process
by using principles of teaching and
learning.
WHAT IS LESSON PLANNING?

Lesson planning is one way of

planning instruction. Lesson planning
is a way of visualizing a lesson
before it is taught.
 PRINCIPLES IN MAKING LESSON
PLANS
• Identifying clear lesson and learning objectives while
carefully linking activities to them, which is essential for
effectiveness
• Creating quality assignments, which is positively
associated with quality instruction and quality student
work
• Planning lessons that have clear goals, are logically
structured, and progress through the content step-by-
step
• Planning the instructional strategies to be deployed in
the classroom and the timing of these strategies
PRINCIPLES IN MAKING LESSON
PLANS
• Using advance organizers, graphic
organizers, and outlines to plan for effective
instructional delivery
• Considering student attention spans and
learning styles when designing lessons
• Systematically developing objectives,
questions, and activities that reflect higher-
level and lower-level cognitive skills as
appropriate for the content and the student
 IMPORTANCE OF LESSON PLANNING

1. Planning lessons increases a teacher’s chances of

carrying out a lesson successfully.
2. Lesson planning inculcates reflective practice as it allows
teachers to think about their teaching.
3. 3. Additionally, lesson planning helps teachers’ master
learning area content.
 ELEMENTS OF A LESSON PLAN
A. What should be taught?
Teachers must have a deep understanding of the curriculum and strive
to teach its content.
B. How should it be taught?
Teachers can then prepare strategies that help learners learn, build
learners’ understanding and respond to learners’ needs.
C. How should learning be assessed?
Effective teachers do not only prepare lesson plans, they also prepare an
assessment plan or specifically a formative assessment plan.
TWO TYPES OF LESSON PLAN
 SEMI-DETAILED LESSON PLAN

PARTS:
- will give information about a
lesson plan but not as much as
A. Objectives
detailed lesson plan. A brief plan B. Subject Matter
will mainly just give an outline of
the lesson plan. C. Learning Activities
D. Evaluation
E. Assignment
 DETAILED LESSON PLAN
(as per DepEd Order No. 42, s. 2016 (Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program))

A teacher’s “roadmap” for a lesson. It contains a detailed

description of the steps a teacher will take to teach a particular
topic.
The DLP format includes the following
parts:
I. Objectives
II.Content
III.Learning Resources
IV.Procedures
Before the Lesson
During the Lesson
After the Lesson
I. Remarks
II.Reflection.
I. Objectives:
Statements that describe the expected learning
outcomes of the learners at the end of the lesson. The
objectives specify what students need to learn and
thereby guide learners in carrying out the lesson’s
activities. They also direct the teacher in selecting the
appropriate learning resources and methods to use in
teaching.
Types of Objectives (Based on the Three Domains of Learning):
• Cognitive (Benjamin Bloom)
Behavioral objectives that deal with cognition.
Learning Level Associated Action Verbs
Remembering (Recall facts and basic Define, state, list, name, write, recall, recognize, label,
concepts) underline, outline, match

Understanding (Explain ideas and Classify, describe, discuss, explain, identify, locate, translate
concepts)
Applying (Use information in new Execute, implement, solve, use, demonstrate, interpret,
situations) operate, schedule, sketch

Analyzing (Draw connections among Differentiate, organize, relate, compare, contrast,

ideas) distinguish, examine, question, test

Evaluating (Justify a stand or position) Appraise, argue, defend, judge, select, support, value,
critique, weigh

Creating (Produce new or original work) Design, assemble, construct, conjecture, develop,
formulate, author
 Types of Objectives (Based on the Three Domains of Learning):
• Affective (David Krathwohl)
Objectives that are concerned with feelings or emotions
Learning Level Associated Action Verbs
Receiving
(learner’s sensitivity to the existence of stimuli – awareness, Feel, sense, capture, experience, pursue, attend,
willingness to receive, or selected attention) perceive

Responding
(learners’ active attention to stimuli and his/her motivation Conform, allow, cooperate, contribute, enjoy, satisfy
to learn – acquiescence, willing responses, or feelings of
satisfaction)
Valuing
( learner’s beliefs and attitudes of worth – acceptance, Believe, seek, justify, respect, search, persuade
preference, or commitment to a value)
Organization
(learner’s internalization of values and beliefs involving (1) the Examine, clarify, systematize, create,
conceptualization of values; and (2) the organization of a value integrate
system)
Characterization
(learner’s highest of internalization and relates to behavior that Internalize, review, conclude, resolve,
reflects (1) a generalized set of values; and (2) a characterization or a judge
philosophy about life. At this level the learner is capable of practicing
and acting on their values or beliefs)
Types of Objectives (Based on the Three Domains of Learning):
• Psychomotor (Anita Harrow)
Objectives that specific to discreet physical functions, reflex
actions and interpretive movements.

Reflex movements Fundamental movements

Objectives at this level include reflexes that Objectives in this area refer to skills or
involve one segmental or reflexes of the spine movements or behaviors related to walking,
and movements that may involve more than running, jumping, pushing, pulling and
one segmented portion of the spine as manipulating. They are often components for
intersegmental reflexes (e.g., involuntary more complex actions.
muscle contraction). These movements are
involuntary being either present at birth or
emerging through maturation.
Types of Objectives (Based on the Three Domains of Learning):
• Psychomotor (Anita Harrow)
Objectives that specific to discreet physical functions, reflex
actions and interpretive movements.

Perceptual abilities Skilled movements

Objectives in this area should address skills Objectives in this area refer to skills and
related to kinesthetic (bodily movements), movements that must be learned for games,
visual, auditory, tactile (touch), or coordination sports, dances, performances, or for the arts.
abilities as they are related to the ability to take
in information from the environment and react.
Types of Objectives (Based on the Three Domains of Learning):
• Psychomotor (Anita Harrow)
Objectives that specific to discreet physical functions, reflex
actions and interpretive movements.

Physical abilities Nondiscursive communication

Objectives in this area should be related to Objectives in this area refer to expressive
endurance, flexibility, agility, strength, reaction- movements through posture, gestures, facial
response time or dexterity. expressions, and/or creative movements like
those in mime or ballet. These movements
refer to interpretative movements that
communicate meaning without the aid of
verbal commands or help.
II. Content
This pertains to the subject matter or the specific
content that the lesson aims to teach.

III. Learning Resources

This is a list of resources that a teacher uses to deliver
the lesson. These include the references used and the other
resources needed for the different lesson activities.
IV. Procedures
The procedure details the steps and activities
the teachers and learners will do during the lesson
towards achievement of the lesson’s objectives. The
procedure describes the learning experiences that
learners will go through in understanding and
mastering the lesson’s content.
IV. Procedures
A. 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. learners will do during the
lesson towards achievement of the lesson’s objectives. The procedure
describes the learning experiences that learners will go through in
understanding and mastering the lesson’s content.
IV. Procedures

B. The Lesson Proper (During the Lesson).

This is the “middle” or main part of the lesson. During this time, the
teacher presents and conveys new information to the learners, help
them understand and master that information, provide learners with
feedback, and regularly check for learners’ understanding
IV. Procedures

C. 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.
V. Remarks: This is the part of the DLP in which teachers
shall document specific instances that result in continuation
of lessons to the following day in case of re-teaching,
insufficient time, transfer of lessons to the following day as a
result of class suspension, etc.

VI. Reflection. This part of the DLP should be filled-out

right after delivery of the lesson. 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.
Features of the K to 12 Curriculum
In preparing daily lessons, teachers are encouraged to
emphasize the features of the K to 12 curriculum as discussed
briefly below:

• Spiral progression
The K to 12 curriculum follows a spiral progression
of content. The 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.
Features of the K to 12 Curriculum
In preparing daily lessons, teachers are encouraged to
emphasize the features of the K to 12 curriculum as discussed
briefly below:

• Constructivism
The K to 12 curriculum views learners as active
constructors of knowledge. 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).
Features of the K to 12 Curriculum
In preparing daily lessons, teachers are encouraged to
emphasize the features of the K to 12 curriculum as discussed
briefly below:

• Differentiated instruction.
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. Differentiation or
differentiated instruction means providing multiple 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.
Features of the K to 12 Curriculum
In preparing daily lessons, teachers are encouraged to
emphasize the features of the K to 12 curriculum as discussed
briefly below:

• Contextualization
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.