POLICY GUIDELINES ON

DAILY LESSON PREPARATION

FOR THE K TO 12 BASIC EDUCATION
PROGRAM
DepEd Order No. 42. s. 2016

2016
DEPARTMENT OF EDUCATION
 RATIONALE
 Planning is the vital step in the instructional process
(Airasian,1994). It involves identifying expectations for
learners and choosing the materials and organizing the
sequential activities that will help learners reach those
expectations.
 Instructional planning guarantees that teaching and
learning are the central focus of classroom activity.
 It helps ensure that the time spent inside the
classroom is maximized for instruction, is responsive to
learners’ needs, and therefore communicates
expectations of achievement to learners (Stronge,
2007)
DEPARTMENT OF EDUCATION
 RATIONALE
 Effective teachers organize and plan their instruction
(Misulis, 1997; Stronge, 2007) with content and
performance standards and learning competencies
firmly articulated in K to 12 curriculum, it is easier for
teachers to carry out both short-term and long term
instructional planning.
 Daily lesson preparation encourages reflective practice
since it requires teachers to think about and reflect on
their instructional practices on daily basis.
 Aim to assist teachers in not only effectively managing
instruction but also managing the performance of one
of their core functions, which is to facilitate learning
inside their classrooms
DEPARTMENT OF EDUCATION
 Definition of Terms
Instructional Planning
 Process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and leaning.

Daily Lesson Log (DLL) Detailed Lesson Plan (DLP)

 Covers a day’s or week’s  Roadmap for the lesson
worth of lessons.  Detailed description of the
 Parts: steps
 Objectives  Parts:
 Content  Objectives
 Learning Resources  Content
 Procedures  Learning Resources
 Remarks  Procedures
 Reflections  Remarks
 Reflections

DEPARTMENT OF EDUCATION
 Policy Statement
 Support teachers in effectively organizing and
managing K to 12 classrooms to be genuinely
responsive to learners’ needs
 Inculcate reflective practice among teachers by
providing them the opportunities to think about
and reflect on their instructional practices
 Daily lesson preparation is the core function of the
teacher as facilitator of learning (RPMS)
 Well-prepared and well-planned lessons are
fundamental to ensuring the delivery of quality
teaching and learning in schools

DEPARTMENT OF EDUCATION
 LESSON PREPARATION
A. Instructional Process (Airasian, 1994)
• Planning instruction
• Delivery of instruction
• Assessment of learning
B. Lesson Planning
• A way of visualizing a lesson before it is taught. Entails
prediction, anticipation, sequencing, simplifying
• Critical part of the teaching and learning process
• Help teachers set learning targets for learners and see to it
that daily activities inside the classroom lead learners
progress and achievement or the attainment of learning
outcomes

DEPARTMENT OF EDUCATION
 LESSON PREPARATION
B. Lesson Planning
Elements of effective teaching:
 Identifying clear lesson and learning objectives carefully linking to
activities
 Creating quality assignments, positively associated with quality
instruction and quality student work
 Clear goals are logically structures and progress through the content
step by step
 Planning the instructional strategies to be deployed in the classroom
and the timing of these strategies
 Using advance organizers, graphic organizers and outlines to plan for
effective instructional delivery
 Considering student attention spans and learning styles
 Systematically developing objectives, questions, and activities that
reflect higher and lower level cognitive skills appropriate for content
and learners
DEPARTMENT OF EDUCATION
 LESSON PREPARATION
Importance of Lesson Planning
 Increases teacher’s chances of carrying out a lesson successfully.
 Allows teachers to be more confident before stating a lesson
 Inculcates reflective practice as it allows teachers to think about
their teaching. Teachers should reflect on different strategies that
work inside the classroom including research-based strategies.
 Teachers facilitate learning and respond to learners’ needs inside
the classroom.
 Helps teachers’ master the learning area content. Teachers
relearn what they need to teach through effective lesson plan
preparation.
 Well-prepared teachers show ownership of the learning area they
teach.
 Help teachers know their learners and teach what students need
to learn and therefore ensures curriculum coverage.
DEPARTMENT OF EDUCATION
 LESSON PREPARATION:
Elements of a Lesson Plan
a. What should be taught?
 Teacher must have a deep understanding of the curriculum and
strive to teach its content.
 Teachers need to follow the curriculum guides of the learning areas.
Using the CGs, teachers can plan many ways to teach what it
contains including the
 content standards or the essential knowledge that students
need to learn,
 performance standards or the abilities and skills learners
need to demonstrate in relation to the knowledge they have
learned, and
 learning competencies or the knowledge, skills and attitudes
learners need to demonstrate in every lesson

DEPARTMENT OF EDUCATION
 LESSON PREPARATION:
Elements of a Lesson Plan
a. What should be taught?
 Following the CGs, teachers can plan their instruction backwards –
they can set a long-term vision of what learners need to be able to
master in terms of content and competencies at the end of the
school-year
 At the end of the year, learners should have mastery of grade level
standards and demonstrate readiness to learn the curriculum
standards of the next grade level
 Lessons should aid learners in mastering the content and
competencies of the curriculum progressively, therefore, lesson plan
should have learner-centered objectives that are aligned with the
standards of the curriculum
 Teachers can use multiple resources available – TGs, LMs, LRs in
LRMDS, textbooks, other supplementary materials (digital,
multimedia, online)
DEPARTMENT OF EDUCATION
 LESSON PREPARATION:
Elements of a Lesson Plan
b. How should it taught?
Teacher predicts which part of the lesson learners will have difficulty in
understanding so;
 Prepare strategies that help learners learner, build learning
understanding and respond to learners’ needs
 Explore by utilizing different instructional strategies that consider
learners’ varying characteristics
• Cognitive ability * Physical ability
• Learning style * Personality
• Readiness level * Special needs
• Multiple intelligences * Gender
• Socio economic background * Ethnicity
• Culture
• Different ways learner master the content of a particular learning
area
DEPARTMENT OF EDUCATION
 LESSON PREPARATION:
Elements of a Lesson Plan

b. How should it be taught?

 Presupposes flexibility and remain open to the
possibility of adjusting instruction to respond to
learner’s needs.
 Treat leaners not a passive recipients of knowledge
but an active agents in their own learning
 Teacher and learners should do and build
understanding of the lesson together
 Lesson plan must describe what learners need to do as
co-constructors of knowledge inside the classroom

DEPARTMENT OF EDUCATION
 LESSON PREPARATION:
Elements of a Lesson Plan
c. How learning should be assessed?
 (Reference is DO #8, s. 2015)
 Formative assessment is the ongoing form of assessment that closely
linked to the learning process characterized informally and intended to
help students identify strengths and weaknesses in order to learn from
assessment experiences
 Formative assessment plan must be integrated into the lesson and
aligned with lesson objectives
 Use multiple ways of assessing learning inside the classroom (DO 8 s.
2015 list of formative assessment methods)
 LP should embody the unity of instruction and assessment
 Teacher needs to communicate to learners what they are expected to
learn, involve them in assessing heir own learning at the beginning,
during and end of every lesson and use data from the assessment to
continually adjust instruction to ensure attainment of learning outcomes

DEPARTMENT OF EDUCATION
 PARTS OF A LESSON PLAN
Before the Lesson
 Review the previous lesson/s
 clarify concepts from previous lesson that learners had difficulty
understanding
 Introduce the new lesson
 Inform the class of the connection between the old and new
lesson and establish a purpose of the new lesson
 State the new lesson’s objectives as guide for the leaners

• Check learners’ background knowledge on the new lesson

• Time to connect new lesson to what learners already know
• Teacher encourages learners to be interested in the new lesson
through “start up” or “warm Up” activities
• Allow learners to ask questions about the new lessons
DEPARTMENT OF EDUCATION
 PARTS OF A LESSON PLAN
Lesson Proper
 Explains, models, demonstrates and illustrates the concepts,
ideas, skills or processes that students will eventually internalize
 Convey new information to the learners, help them understand
and master that information, provide learners with feedback
and regularly check learners’ understanding

After the Lesson

 Teacher provides summary of the lesson or ask students to
summarize what they have learned
 This is to reinforce what the teacher has taught and assess
whether or not learners have mastered the day’s lesson

DEPARTMENT OF EDUCATION
INSTRUCTIONAL MODELS , STRATEGIES AND METHODS

Direct Instruction
 Used to teach facts, rules, and action sequences
 Compare and contrast, demonstrations, didactic questions, drill
and practice, guides for reading, listening and viewing, lecture,
etc

Indirect Instruction
 Learner is an active participant
 Used for concept learning, inquiry learning and problem-
centered learning
 Includes case study, cloze procedure, concept formation,
inquiry, problem solving, reflective discussion, etc

DEPARTMENT OF EDUCATION
INSTRUCTIONAL MODELS , STRATEGIES AND METHODS
Interactive Instruction
 Addresses learners’ need to be active in their learning and interact with
others including their teachers and peers
 Include brainstorming, debates, cooperative learning, interviewing, small
group discussion, whole class discussion, etc

Experiential Instruction
 Emphasizes the process and not the product of learning
 Includes games, experiments, field trips, model building, field observations,
role play, simulations, etc

Independent Study
 Teacher’s external control is reduced and students interact more with
content
 Aim to develop learners’ initiative, self-reliance and self-improvement and
include assigned questions, correspondence lessons, computer assisted
instruction, essays, homework, learning contracts, reports, research
projects, etc
DEPARTMENT OF EDUCATION
 Features of K to 12 Curriculum
1. Spiral Progression. This means that learners 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.
2. Constructivism. The curriculum views learners as active constructors of
knowledge. The teacher should provide learners with opportunities to
organize or reorganize their thinking and construct knowledge that is
meaningful to them (Piaget, 1950).
3. 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. It means providing multiple
learning options in the classroom so that learners of varying interest,
abilities and needs are able to take in the same content appropriate to
their needs.
4. Contextualization. It is the educational process of relating the curriculum
to a particular setting, situation or area of application to make the
competencies relevant, meaningful and useful to all learners. It has two
degrees, namely: localization and indiginization.
DEPARTMENT OF EDUCATION
 Daily Lesson Log (DLL)
Teachers with at least one (1) year of teaching
experience, including teachers with private school and
HEI teaching experience, shall not be required to make
a Detailed Lesson Plan (DLP). Teachers who have been
in the service for at least one (1) year, handling
learning areas with available LMs and TGs provided by
DepEd shall not be required to prepare a DLP. Instead,
they shall be required to fill out a weekly DLL. Teachers
are allowed to work together in preparing the DLPs and
DLLs. Seasoned or veteran teachers shall also mentor
new or novice teachers in the preparation of DLPs and
DLLs.
DEPARTMENT OF EDUCATION
 Parts of Daily Lesson Log (DLL)
1. Objectives. This part of DLL includes objectives related to
content knowledge and competencies. The lesson objectives
describe the behavior or performance teachers want learners to
exhibit in order to consider them competent.

2. Content. The topic or subject matter pertains to the particular

content that the lesson focuses on.

3. Learning Resources. This asks teachers to log the references

and other learning resources that the teacher will use for the
lesson. The references include the particular pages of the TG,
LM, textbook and additional materials from LRMDS portal. This
part can also include the supplies, equipment, tools and other
non-print materials needed for the activities before, during and
after the lesson.
DEPARTMENT OF EDUCATION
 Parts of Daily Lesson Log (DLL)
4. Procedures. This contains ten (10) parts including:
a. Reviewing previous lesson/s or presenting the new lesson
b. Establishing a purpose for the lesson
c. Presenting examples/instances
d. Discussing new concepts
e. Continuation of the discussion
f. Developing mastery
g. Finding practical applications of concepts
h. Making generalizations and abstractions
i. Evaluating learning
j. Additional activities for application or remediation
5. Remarks. Teachers shall indicate special cases including but not
limited to continuation of lesson plan to the ff. day in case of re-
teaching or lack of time, transfer of lesson to the ff. day in cases
of class suspension, etc.
DEPARTMENT OF EDUCATION
 Parts of Daily Lesson Log (DLL)
6. Reflection. This requires teachers to reflect on and
assess their effectiveness. The teacher here should
make notes on the number of learners who earned
80% in the evaluation, the no. of learners who require
additional activities for remediation and those who
continue to require remediation, the effectiveness of
the remedial lesson, the teaching strategies or
methods that worked well and why, and the difficulties
teachers encountered that their principal or supervisor
can help solve.

DEPARTMENT OF EDUCATION
 Detailed Lesson Plan (DLP)
Newly-hired teachers without professional teaching
experience shall be required to prepare a daily
Detailed Lesson Plan (DLP) for a year. Applicant
teachers as well as teachers in the service including
MTs who will conduct demonstration teaching shall be
required to prepare a DLP.
Newly-hired teachers who earned a rating of “VS” or “O”
in the RPMS in a year shall no longer be required to
prepare DLPs, while newly-hired teachers with “S”
rating shall still be required to prepare DLPs until such
time that their RPMS assessment has improved.

DEPARTMENT OF EDUCATION
 Parts of a Detailed Lesson Plan (DLP)
1. Objectives. The lesson objectives describe the expected learning
outcomes of the learners at the end of the lesson.
2. Content. This pertains to the subject matter or the specific
content that the lesson aims to teach. In the CG, a particular
topic can be tackled in a week or two.
3. Learning Resources. This asks teachers to log the references and
other learning resources that the teacher will use for the lesson.
The references include the particular pages of the TG, LM,
textbook and additional materials from LRMDS portal. The other
resources include those described in the DLL above.

DEPARTMENT OF EDUCATION
 Parts of a Detailed Lesson Plan (DLP)
4. Procedures. The procedure details the steps and activities the
teachers and learners will do during the lesson towards
achievement of the lesson’s objectives. It should clearly show
the different parts of the lesson including Before the Lesson,
During the Lesson & After the Lesson. Formative assessment
should be carried out to measure attainment of the lesson
objectives. Providing assignment or “homework” is a form of
post-lesson formative assessment. The giving of assignments is
optional and should follow the provisions of DM No. 329, s. 2010
entitled, Guidelines on Giving Homework or Assignments to All
Public Elementary School Pupils. Giving of assignments shall also
be optional in all other grade levels.

DEPARTMENT OF EDUCATION
 Parts of a Detailed Lesson Plan (DLP)
5. Remarks. The teacher 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.

6. Reflection. This part should be filled-out 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. In
the reflection, teachers can share their thoughts and
feelings about their lessons including things about the
lesson that were successfully implemented, need
improvement, or could be adjusted in the future.
DEPARTMENT OF EDUCATION
 Monitoring and Evaluation

The preparation of the DLP and DLL shall be part of

the performance assessment of those who are
in Teacher I-III and MT I-IV positions through the
RPMS. Compliance with DLP and DLL
preparation shall be monitored following the
RPMS cycle. Teachers with exemplary DLLs and
DLPs may be provided with incentives.

DEPARTMENT OF EDUCATION
THANK YOU VERY MUCH!!!

DEPARTMENT OF EDUCATION