DepEd

Guidelines
On
Lesson Planning
INTRODUCTION
With the promulgation of Republic Act No.
10533 or the Enhanced Basic Education Act
of 2013, the education sector has changed.
It has moved from a competency-based
curriculum toward a standard-based one.
Furthermore, the way learners are assessed
and evaluated under the new curriculum
has also changed with the K to 12, putting
more emphasis on performance and
outputs rather than simple pen and paper
INSTRUCTIONAL PLANNING
• Instructional planning plays a vital role in the
delivery of learning. In the eyes of the Department of
Education, instructional planning is fundamental to
ensure the delivery of teaching and learning in the
schools.
• Instructional planning is comprised of three major
steps advocated in the policy, namely: planning
instruction, delivery of instruction, and assessment of
learning.
• Lesson planning is one way of planning instruction. It
is a critical part of the teaching and learning process
 Elements
of the
Learning Plan
1. What should be taught?
2. How should be taught?
3. How should learning be assessed?
1. What Should be
Taught?
In planning for daily lessons, the teacher
needs to follow the curriculum guide of the
target learning areas. As such, a deep
understanding of the curriculum is
required from the teacher in order to teach
the content.
Key areas to be taught from the
curriculum guide are:
Content Standards
Essential Knowledge/Understanding
Performance Standards
2. How Should it be
Taught?
The DepEd policy also acknowledges that with
the use of the lesson plan the teacher can
identify which parts of the lesson the learners
could find difficult and address them
appropriately.
Furthermore, teachers are expected to utilize
varied strategies. Teachers are encouraged to
use strategies that address the learners'
cognitive abilities, learning styles, readiness
levels, multiple intelligences, gender, socio-
economic background, culture, ethnicity,
physical ability, and special needs.
 DIRECT INSTRUCTION
It is where a material is taught in a sequential
manner. This strategy is usually used in teaching
facts, rules, or action sequences.
INDIRECT
INSTRUCTION
STRATEGIES It is a strategy that directly involves the learners
as a more active participant in the classroom
rather than a passive one.

INTERACTIVE INSTRUCTION
Uses active learning methods to engage the
learners to interact with each other and their
teacher
EXPERIENTIAL INSTRUCTION
It involves the learners in the learning experience.
They become part of the learning process rather
than simply a recipient of learning. Thus, the
teacher puts more emphasis on the process rather
than the product.

INDEPENDENT STUDY
As the name suggests, the teachers control of the
learning experience is reduced and gives the
Learners the reign on their interaction with the
content.
3. How Should Learning be
Assessed?
Lesson planning not only involves
planning for the execution of the
lesson, it should also convey an
assessment plan in measuring student
learning. The policy refers to DepEd
Order No. 8, s. 2015 entitled Policy
Guidelines put premium of the use of
formative assessment as a tool to help
learners identify their strengths and
weaknesses. It also helps the Learners
 PARTS OF A
DETAILED LESSON PLAN
(DLP)
 DETAILED
LESSON PLAN
Detailed Lesson Plan is a thorough
description of a teacher's instructions for a
particular class. DLP is particularly for
newly-hired teachers or teachers who join
DepEd without any professional teaching
experience.
 DETAILED LESSON PLAN
I. Objectives
a. Content Standards
b. Performance Standards
c. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures
a. Before the Lesson
b. During the Lesson
c. After the Lesson
V. Assignment (optional)
VI. Remarks
VII. Reflection
 Before the Lesson
• This is the lesson opening or the "beginning" of
lesson implementation.
• The teacher reviews the previous lesson and
clarifies concepts from the previous lesson that
may have been unclear to the learners.
• This part of the lesson is the time to check
learners' background knowledge on the new
lesson.
• 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
 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 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.
 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.
 PARTS OF A
DAILY LESSON LOG
(DLL)
 DAILY
LESSON LOG
Daily Lesson Log is a template that
teachers use to log parts of their daily
lessons. It covers a day's or a week's worth
of lessons. As a DepEd guideline, Teachers
with at least one year of teaching
experience may use the DLL.
 OBJECTIVES
It describe what the teacher intends to attain for the day.
These are of course based on the curriculum guide set by
the DepEd.
CONTENT STANDARDS - are the facts, concepts,
and procedures based on each of the learning areas
that the learners need to learn.
PERFORMANCE STANDARDS - are the tasks that
learners need to perform based on what they
understood about the content.
LEARNING COMPETENCIES - are the knowledge,
skills, and attitudes that learners need to demonstrate
in the duration of the lesson. These competencies are
 CONTENT

This describes the subject matter

of the lesson.
 LEARNING
RESOURCES

This pertains to the references and

other sources of information the
teacher will use for the lesson.
PROCEDURES
1. Reviewing of previous lesson or presentation of the lesson.
2. Establishing purpose for the lesson as a form of motivation.
3. Presentation of examples for content and competencies in order to
clarify concepts.
4. Discussion of new concepts, leading to the first formative assessment
activity prior to the deepening of the lesson.
5. Development of the concept to deepen leaners' understanding, leading
forward the second formative assessment.
6. Deepen understanding of the learners on the lesson's concepts to lead
toward mastery. This is through implementation of group and
collaborative activities.
7. Helping learners find practical ways to use the knowledge and skills
they have learned in the lesson.
8. Making generalization and abstractions about the concepts and
insights from the lesson.
9. Evaluation learning to assess whether the lesson objectives were met.
REMARKS
This part indicates the special
cases, such as continuation of the
lesson or reteaching or
rescheduling due to lack of time or
suspension of classes.
 REFLECTION
This is where the teacher reflects on what transpired during
the lesson.
• How many learners got 80% in the evaluation?
• How many learners need additional activities?
• Did the remediation activities work?
• How many require additional work?
• Which strategies used in the lesson engaged the
learners?
• What are the difficulties encountered by the
teacher and learner before, during, and after the
lesson?
• Which of the practices that is used in this lesson
could be shared with my colleagues?
Thank you!