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Detailed Lesson Plan

A lesson plan serves as a roadmap for teaching, outlining what will be taught, how it will be taught, and how student progress will be assessed. It is essential for ensuring quality teaching and learning, helping teachers identify effective activities for student achievement. Key elements include content standards, performance standards, learning competencies, instructional strategies, and assessment methods.

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ongotanjenellebartolay
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6 views16 pages

Detailed Lesson Plan

A lesson plan serves as a roadmap for teaching, outlining what will be taught, how it will be taught, and how student progress will be assessed. It is essential for ensuring quality teaching and learning, helping teachers identify effective activities for student achievement. Key elements include content standards, performance standards, learning competencies, instructional strategies, and assessment methods.

Uploaded by

ongotanjenellebartolay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DETAILED

LESSON PLAN
WHAT IS A LESSON PLAN?
 It serves as a “roadmap” in a particular
lesson.
 It is an instructional material (supported
curriculum) that outlines what students
will learn during each class period, how
the lesson will be taught, and how
student progress will be measured.
WHY DO WE NEED TO
PREPARE A LESSON PLAN?
 It helps teachers identify activities that lead to
learners’ progress and achievement or
attainment of learning outcomes.
 Well-planned and well-prepared lessons are
fundamental in ensuring quality teaching and
learning delivery in community learning centers.
 It is part of the teacher’s core function as a
facilitator of learning, as affirmed by DepEd’s
Results-based Performance Management System
(RPMS).
ELEMENTS OF A LESSON
PLAN
1. What should be taught?
2. How it should be taught?
3. How it should be assessed?
WHAT SHOULD BE TAUGHT?
 Content standards/essential
knowledge
Performance standards/abilities/skills
Learning Competencies (CG) or Most
Essential Learning Competencies
(MELCs)
WHAT SHOULD BE TAUGHT?
This part sets the foundation of your lesson. It
includes the why and what of learning.
🔹 Content Standards / Essential Knowledge
Define what students should know.
Broad statements of what students should learn
in a particular grade level or subject.
👉 Example: "The learner demonstrates
understanding of the elements of a short story."
WHAT SHOULD BE TAUGHT?
🔹 Performance Standards / Abilities /
Skills
Define what students should be able to do
with the knowledge they’ve acquired.
These relate to real-life applications and
higher-order thinking skills.
👉 Example: "The learner composes a narrative
based on observed events using appropriate
structure and conventions."
WHAT SHOULD BE TAUGHT?
🔹 Learning Competencies (from CG) / Most
Essential Learning Competencies (MELCs)
Specific objectives or skills the students must
develop during the lesson.
These are directly from the Curriculum Guide
or MELCs from DepEd.
👉 Example: "Identify the elements of a short
story (character, setting, plot, conflict, theme)."
HOW IT SHOULD BE
TAUGHT?
Instructional Strategies
Utilization of the Instructional Strategies
Flexibility to respond to the children’s
needs
Requires teachers to treat learners not
as passive recipients of knowledge but
as active agents in their own learning.
HOW IT SHOULD BE
TAUGHT?
 This section covers your methodology and teaching
strategies.
🔹 Instructional Strategies
 These refer to the teaching approaches you will use:
 Direct instruction (e.g., lecture, explanation)
 Inquiry-based learning
 Collaborative learning (e.g., group discussions)
 Differentiated instruction
 Use of ICT or multimedia
👉 Example: “Begin with a brainstorming activity, followed by
group analysis of a short story, then individual reflection writing.”
HOW IT SHOULD BE
TAUGHT?
🔹 Utilization of Instructional Materials
Use of textbooks, visual aids, video
clips, worksheets, interactive tools,
etc.
Encourage multi-sensory learning
(visual, auditory, kinesthetic).
👉 Example: “Show a short animated video of
the story to engage visual learners.”
HOW IT SHOULD BE
TAUGHT?
🔹 Flexibility and Learner-Centered Approach
 Encourage active participation and critical
thinking.
 Allow learners to construct meaning through
exploration and interaction.
 Adjust strategies based on the learners’ pace and
needs.
👉 Example: “Ask open-ended questions to allow
learners to share different interpretations of the
story.”
HOW IT SHOULD BE
ASSESSED?
Assessment tells you how well students have learned and whether the
lesson objectives have been met.
🔹 Formative Assessment (During the lesson)
 Used to check progress and guide instruction.
 Recitation
 Exit tickets
 Think-pair-share
 Worksheets
 Quizzes
 Graphic organizers

👉 Example: “Ask students to fill out a plot diagram after reading the story.”
HOW IT SHOULD BE
ASSESSED?
🔹 Summative Assessment (After the lesson or
unit)
 Used to evaluate overall learning.
 Performance tasks
 Projects
 Written outputs
 Long quizzes or tests
👉 Example: “Students write their own short story
applying the elements discussed.”
HOW IT SHOULD BE
ASSESSED?
🔹 Assessment Tools
 Rubrics
 Checklists
 Self/peer assessments
 Anecdotal records (for teacher observations)
👉 Example: “Use a rubric to grade their short
story on creativity, grammar, and correct use of
elements.”
CURRICULUM GUIDE
(CODING)
E8PL1a8
E8 – Subject and grade level
PL – Abbreviation of Quarter Title
1 – Quarter Number
a- Week
8 – Competency Number

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