Lesson Plan

LESSON 9:DepEd Guidelines on Lesson Planning
Objectives
In this lesson, you will be able to:
● Determine the legal bases for instructional planning in the Department of Education;
● Identify key features of instructional planning: and
● Explain how the instructional planning strategies could be integrated in with the DepEd
Guidelines.
The Enhanced Basic Education Act of 2013 has transformed the education sector from a
competency-based to a standards-based approach, with the K to 12 curriculum emphasizing
performance and outputs over simple tests. This change necessitates a shift in instructional
planning. The Department of Education has released guidelines to ensure that planning is done
in an orderly and regular manner. Instructional planning is fundamental to ensuring the delivery
of teaching and learning in schools, involving three major steps: planning instruction, delivery of
instruction, and assessment of learning. This process requires teachers to be prepared to
organize, develop, and evaluate the plan.
Key features of the K to 12 Curriculum include the spiral progression of content constructivist
views on learning and meaning-making, and the use of differentiated instructions. Therefore,
instructional planning should reflect these features in the lessons teachers plan for. The DepEd
Order No. 42, s. 2016, provides guidelines on daily lesson preparation for the K to 12 Education
Program.
Elements of the Learning Plan
The lesson plan serves as the teacher's map in attaining the objectives of the lesson.
the lesson plan should answer the following questions:
What should be taught?

In planning for daily lessons, the teacher needs to follow the curriculum guide of the target
learning area. 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
● Learning Competencies
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 just to name a few.
These strategies could include:

● Direct instruction, where a material is taught in a sequential manner. This strategy is
usually used in teaching facts, rules, or action sequences.
● Indirect instruction 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 leaming methods to engage the learners to interact
with each other and their teacher.
● Experiential instruction 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 teacher's control of the learning
experience is reduced, and gives the learners the reign on their interaction with the
content.
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 on Classroom Assessment for the K to 12 Basic Education
Program. The guidelines put a premium on the use of formative assessment as a tool to help
learners identify their strengths and weaknesses. It also helps the learners make adjustments to
their teaching as areas of concern are identified.
Learning Plans
DepEd Order 42, s. 2016 recognizes that teachers acquire more experience and competency as
they progress in the teaching profession. As such, it provides different plan templates for
different teachers. Newly hired teachers without professional teaching experience will be
required to prepare a daily Detailed Lesson Plan (DLP) for one year. On the other hand,
teachers with at least one year of teaching experience will be required to use the weekly Daily
Lesson Log (DLL).
Parts of a Detailed Lesson Plan (DLP)
Before the Lesson

This part describes the preliminary activities prior to the actual introduction of the lesson.
The Lesson Proper
The teacher presents the new material to the learners. He/she employs various strategies and
methods to convey the new concepts, skills, and competencies to the learners.
After the Lesson

This begins with a wrap-up activity where the teacher provides a summary of the lesson or asks
the learners to summarize the lesson for the class.
Parts of a Daily Lesson Log (DLL)

Objectives - They describe what the teacher intends to attain for the day.
● 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
understand about the content.
● Learning competencies are the knowledge, skills, and attitudes that learners need to
demonstrate in the duration of the lesson.
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 For the Daily Lesson Log, procedure for delivering the lesson shall be composed of
10 steps:
● Reviewing of previous lesson or presentation of the lesson
● Establishing purpose for the lesson as a form of motivation
● Presentation of examples for content and competencies in order to clarify concepts
● Discussion of new concepts, leading to the first formative assessment activity prior to the
deepening of the lesson
● Development of the concept to deepen learners' understanding leading toward the
second formative assessment
● Deepen understanding of the learners on the lesson's concepts to lead toward mastery.
This is through implementation of group and collaborative activities.
● Helping learners find practical ways to use the knowledge and skills they have learned in
the lesson
● Making generalization and abstractions about the concepts and insights from the lesson
● Evaluation learning to assess whether the lesson objectives were met
● Providing additional activities for the application of the lessons learned or remediation for
learners who may have had difficulty with the lesson
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?

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LESSON 9:DepEd Guidelines on Lesson Planning

● Identify key features of instructional planning: and

Elements of the Learning Plan

What should be taught?

How should it be taught?

These strategies could include:

How should learning be assessed?

Parts of a Detailed Lesson Plan (DLP)

Before the Lesson

After the Lesson

Parts of a Daily Lesson Log (DLL)

Content-This describes the subject matter of the lesson

● How many learners got 80% in the evaluation?

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