BASIC PARTS OF A LESSON PLAN

❖ INSTRUCTIONAL PLANNING
∙ DepEd recognizes that instructional planning is essential to successful teaching and learning.
∙ It is the process of determining what learning opportunities of students in school will have by:
o planning the content instruction;
o selecting teaching materials;
o designing the learning activities and grouping methods; and
o deciding on the pacing and allocation of instructional time
∙ Research shows that effective teachers organize and plan their instruction. (Misulis 1997; Stronge 2007) ∙ With content
and performance standards, and learning competencies firmly articulated in the K to 12 curriculum, it is easier for teachers
to carry out both short-term and long-term instructional planning.
∙ Increases a teacher’s chance of carrying out a lesson successfully.
∙ Allows teachers to be more confident before starting a lesson.
∙ Inculcates reflective practice as it allows teachers to think about their teaching.
∙ Facilitates learning and responds to learner’s needs inside the classroom.
∙ Inculcates reflective practice.
∙ Helps teacher’s master learning area content and sense of ownership.
∙ Helps teachers relearn what they need to teach.
∙ Helps teachers know their learners, teach what students need to learn – ensures curriculum coverage. ∙ Helps
teachers identify expectations for learners, choose the materials, and organize the sequential activities.

❖ INSTRUCTIONAL PROCESS
∙ According to Airasian (1994), the instructional process is made up of three steps:
o planning instruction;
o delivery of instruction; and
o assessment of learning
∙ This means that teaching begins even before a teacher steps in front of a class and begins a lesson. ∙ This also means
that teachers are expected to be able to organize and develop a plan for teaching, implement that plan, and measure how
effectively they implemented a plan.

❖ LESSON PLANNING
∙ Lesson planning is one way of planning instruction.
∙ Lesson planning is a way of visualizing a lesson before it taught.
∙ According to Scrivener (2005), planning a lesson entails, “prediction, anticipation, sequencing, and simplifying.” ∙
Lesson planning is a critical part of the teaching and learning process.

o OBJECTIVES OF LESSON PLANNING

∙ The objective of lesson planning is learning.
∙ Lesson planning helps teachers set learning targets for learners.
∙ It also helps teachers guarantee that learners reach those targets.
∙ By planning lessons, teachers can see to it that daily activities inside the classroom lead to learner progress
and achievement or the attainment of learning outcomes.

o IMPORTANCE OF LESSON PLANNING

∙ Planning lessons increases a teacher’s chances of carrying out a lesson successfully. It also allows teachers to
be more confident before starting a lesson.
∙ Lesson planning inculcates reflective practice as it allows teachers to think about their teaching.
∙ By planning lessons daily, teachers can think about and reflect on different strategies that work inside the
classroom including research-based strategies.
∙ Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to learners’ needs
inside the classroom.
∙ Additionally, lesson planning helps teachers’ master learning area content.
∙ Through the preparation of effective lesson plans, teachers can relearn what they need to teach.
∙ In the classroom, well-prepared teachers show ownership of the learning area they teach.
∙ Lesson planning helps teachers know their learners and teach what students need to learn and therefore
ensures curriculum coverage.
❖ DAILY LESSON LOG (DLL) and DETAILED LESSON PLAN (DLP)
Daily Lesson Log (DLL) a. It is a template teachers Parts: Objectives, Content,
use to log parts of their daily Learning Resources,
lesson Procedures, Remarks and
b. It covers a day’s or Reflection
week’s worth of
lessons.

Detailed Lesson Plan (DLP) a. It is a teacher’s roadmap for

a lesson.
b. It contains a detailed
description of the steps a
teacher will make to
teach a particular lesson/
topic

o WHO ARE REQUIRED TO PREPARE A DLL/ DLP?

∙ Teachers with at least one (1) year of teaching experience, including teachers with private school and higher
education institution (HEI) teaching experience, shall not be required to make s 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 the Department shall not be required to prepare a DLP.
∙ Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
∙ Teachers are allowed to work together in preparing DLPs and DLLs. Seasoned or veteran teachers shall also
mentor new or novice teachers in the preparation of DLPs and DLLs.
∙ 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 Master Teachers who will conduct
demonstration teaching shall be required to prepare a DLP.
∙ Newly-hired teachers who earned a rating of “Very Satisfactory” or “Outstanding” in the RPMS in a year shall
no longer be required to prepare DLPs, while newly-hired teachers who earned a rating of “Satisfactory” shall
still be required to prepare DLPs until such time that their RPMS assessment has improved.
∙ However, when new content is integrated into the curriculum, all teachers are required to write a detailed
lesson plan for that content or subject matter.

PARTS OF A LESSON PLAN

1. OBJECTIVES
∙ The lesson plan objectives are 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. The lesson plan objectives should also be the bases for assessing student
learning before, during, and after the lesson.
According to Airasian (1994), the lesson plan objectives “(1) describe a student behavior that should result
from instruction; (2) state the behavior in terms that can be observed and assessed; and (3) indicate the
content on which the behavior will be performed (p. 57).” Lesson plan objectives should be aligned with
curriculum standards and must be stated in terms of what learners can/will be able to do 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 CG, a particular topic
can be tackled in a week or two.

3. 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. The references a teacher may use include the TG,
LM, textbook, and resources found in the LRMDS portal used for the lesson.

4. PROCEDURES
∙ The procedure details the steps and activities the teachers and learners will do during the lesson towards the
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. Teachers may utilize procedures that are
generally recognized and accepted in their field of specialization. The procedure will also depend on the
abovementioned instructional strategies and methods that a teacher will use to teach the lesson. Flexibility is
 encouraged in the implementation of the DLP procedure. Changes in the procedure are allowed based on
time constraints or when adjustments in teaching are needed to ensure learners’ understanding.
∙ The procedure should clearly show the different parts of the lesson including Before the Lesson, During the
Lesson/ the Lesson Proper, and After the Lesson.
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.
✔ This part of the lesson is the time to check learners’ background knowledge on the new lesson. It
can also be a time to connect the new lesson to what learners already know. 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” activities. Teachers should also allow learners to ask questions about
the new lesson at this time to assess if learners understand the purpose of learning the new
lesson.

b.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 the time when a teacher “explains, models, demonstrates, and
illustrates the concepts, ideas, skills, or processes that students will eventually internalize” (Teach
for America 2011). 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. If teachers require more time to teach a certain
topic, then this part of the lesson can also be a continuation of a previously introduced topic.

c.After the Lesson

✔ This is the lesson closing or the “end” of the lesson. This can be done through different “wrap-up”
activities. In this portion of the plan, the teacher specifies the activity that students will undertake to
pull together the main points taken up in the lesson. This subsection of the procedures is
subdivided into the following: guided practice, synthesis of the lesson, valuing, evaluation, and
assignment.
o Guided Practice. This subsection of the After the Lesson section presents the practice
exercises that shall be administered to the class for the purpose of fixing skills or
competencies taught in the lesson.
o Synthesis of the Lesson. This portion describes what students will do to summarize the
key learning for the session or the generalizations that they are expected to formulate
with
the guidance of the teacher.
o Evaluation/ Assessment. This portion presents the teacher’s planned activity to assess
the intended learning of the students. Integrated into a DLP are assessment methods
used
by the teacher to regularly check understanding of the material being tackled. Formative
assessment of student learning may be done before, during, and after a lesson and should
be carried out to measure attainment of the lesson objectives.
o Valuing or Values Integration. Listed in this section are practical applications of concepts
and skills in daily living which can develop appreciation and valuing for students’ learning
by bridging the lesson to daily living. This will also establish relevance in the lesson.
o Assignment. Providing assignment or “homework” is a form of post-lesson formative
assessment. The assignment should be related to the day’s lesson. The assignment
should allow learners to master what was learned during the lesson or reinforce what has
been taught. Teachers must check assignments promptly. The giving of assignments is
optional and should follow the provisions of DepEd Memorandum 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.

5. REMARKS
∙ This is the part of the DLP in which teachers shall document specific instances that result in the continuation of
lessons to the following day in case of reteaching, insufficient time, transfer of lessons to the following day
as a result of class suspension, etc.

6. REFLECTION
 ∙ This part of the DLP should be filled-out right after the 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. Teachers can also talk about their learners who did well in the lesson and those who need help.

REFERENCES
Government of the Philippines, Department of Education. (2016). Policy Guidelines on Daily Lesson Preparation for the K
to 12 Basic Education Program.