LESSON PLANNING

JAKE C. LUMANG
DepEd Order No.
42, s. 2016
POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K TO 12 BASIC
EDUCATION CURRICULUM
RATIONALE
• Instructional planning is essential to teaching
and learning.
• Research shows that effective teachers
organize and plan their instruction.
• Planning is fundamental to ensuring the
delivery of teaching and learning in schools.
POLICY STATEMENT
 To institutionalize instructional planning as a critical part of
teaching and learning process.

 These guidelines are meant to support teachers in effectively

organizing and managing the K to 12 classrooms to be genuinely
responsive to learners’ needs.

 Preparation of DLP and DLL shall inculcate reflective practice

among teachers by providing opportunities to think about and
reflect on their instructional practices.
 Daily lesson preparation is a part of teachers’ core function as
a facilitator of learning inside the classroom as affirmed in
DepEd’s RPMS (Results-based Performance Management
System).

 Well-prepared and well-planned lessons are fundamental to

ensuring the delivery of quality teaching and learning in
schools.
INSTRUCTIONAL PROCESS

Assessment of Learning

Delivery of Instruction

Planning Instruction
LESSON PLANNING
• Lesson planning is a way of visualizing a lesson before it is
taught.
• The objective of lesson planning is learning.
• Lesson planning is a hallmark of effective teaching.
• Planning lessons increases a teacher’s chances of carrying
out a lesson successfully.
• Lesson planning inculcates reflective practice as it allows
teachers to think about their teaching.
• Lesson planning helps teachers master learning area content.
ELEMENTS OF EFFECTIVE TEACHING
• Identifying clear lesson and clear objectives while carefully
linking activities to them which is essential for effectiveness.
• Creating quality assignments, which is positively associated
with quality instruction and quality student work.
• Planning lessons that have clear goals, are logically
structured 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 students’ attention spans and learning
styles when designing lessons.
• Systematically developing objectives, questions, and
activities that reflect higher level and lower level
cognitive skills as appropriate for the content and the
learners.
 Elements of a Lesson Plan

• What should be taught?

• How should it be taught?

• How should learning be assessed?

Parts of a Lesson Plan

Before the Lesson

The Lesson Proper

After the Lesson

INSTRUCTIONAL STRATEGIES

Direct Indirect Interactive

Instruction Instruction Interaction

Experiential Independent
Instruction Study
FEATURES OF THE K TO 12
CURRICULUM
Spiral Progression
Constructivism
Differentiated Instruction
Contextualization
ICT INTEGRATION
DAILY LESSON LOG (DLL)
Teachers who have been in the service for at least
one year, handling learning areas with available
LMs and TGs provided by DepEd

Teachers are allowed to work together, seasoned

teachers shall mentor new/novice teachers
SAMPLE DLL IN SCIENCE
OBJECTIVES/OUTCOMES SHOULD BE S-M-A-R-T

•S – specific
•M- measurable
•A- attainable
•R- reliable/realistic/results-oriented
•T- time bound
WHICH OF THE TWO FOLLOW SMART
OUTCOMES
1. Draw a flower.
2. Draw a flower beautifully using coloring and
art materials.
BENJAMIN BLOOM’S TAXONOMY
*Blooms taxonomy is familiar to most teachers and is often used as a structure to
plan learning programs and assessment tasks. The column here for teachers is based
only on armchair thinking but it holds up reasonably well. As with students the
thought processes for teachers become more sophisticated up the table. Although it
could be argued that many teachers, particularly those new to the game or outside
their “subject” area, find themselves having to jump straight into the creating level.

*An interesting question is whether teachers actually understand and believe in a

construction like Blooms taxonomy as a framework for “higher order thinking”. If
they do they may also see that there are parallels with their own learning and hence
value the levels of analysis, evaluation and creating as superior (albeit harder) than
the lower levels.
Cognitive Domain
Blooms, 1956
Krathwohl, 2002
 BLOOMS Levels of Students Teachers
Thinking

Creating The learner creates new ideas and The teacher plans and implements new
information using what has been previously approaches and improvements based on
learned. previous experience or new information.
Evaluating The learner makes decisions based on in- The teacher reflects upon data. Interprets
depth reflection, criticism and assessment. strengths/weaknesses and plans
improvements.
Analyzing The learner breaks learned information The teacher seeks feedback on their own
into its parts to best understand that and their student’s performance. Collects
information. data.
Applying The learner makes use of information in a The teacher develops and applies effective
context different from the one in which it programs and strategies to ‘Teach’ the
was learned. discipline.
Understanding The learner grasps the meaning of The teacher has an overview of the
information by interpreting and translating discipline, effective learning approaches
what has been learned. and links to the whole curriculum.
Remembering The learner is able to recall, restate and The teacher is aware of the basic content
remember learned information. and teaching methodologies in a discipline.
Psychomotor
Domain
Affective Domain
SUMMARY AND COMPARISON
UNPACKING OF LEARNING OUTCOMES
Learning Competency: “Focus specimens using the
compound microscope.” S7LT-IIb-2
Unpacked Outcomes:
1. Prepare wet-mount specimens using the preferred
specimen of the students.
2. Manipulate efficiently the adjustment knobs of the
compound microscope.
3. Practice using the compound microscope
Learning Competencies: “Napapahalagahan ang papel ng
mamamayan sa pamamahala ng isang komunidad.”AP10PNP-IVh-8
Unpacked Outcomes:
1. Natatalakay ang kahalagahan ng tamang pamamahala sa
pamayanan.
2. Natatalakay ang ginagampanan ng Participatory Governance.
3. Naipapaliwanag ang mga epekto ng tamang pamamahala sa
bansa.
4. Napapahalagahan ang pagganap sa mga papel ng mamamayan
sa pamamahala sa bansa.
GAGNE’S 9 INSTRUCTIONAL EVENTS
• Gaining attention (reception)
• Informing learners of the objectives (expectancy)
• Stimulating prior recall of learning (retrieval)
• Presenting the stimulus ( selective perception)
• Providing learning guidance (semantic encoding)
• Eliciting performance ( responding)
• Providing feedback (reinforcement)
• Assessing performance (retrieval)
• Enhancing retention and transfer ( generalization)
LESSON PLAN FORMATS
 LESSON PLAN FORMATS
Traditional 7 E’s 4A’s
Objectives/Outcomes Objectives/Outcomes Objectives/Outcomes
Review Elicit Review
Motivation Engage Motivation
Activity Engage Activity
Discussion/Analysis Explore Analysis
Analysis/ Explain Abstraction
Generalization
Generalization Elaborate Abstraction
Agreement/Assignment Extend Application
Evaluation Evaluation Assessment
 PRELIMINARY PARTS
1.Learning Objectives/ Outcomes
(Content Standards, Performance Standards, Learning Competencies)

II. Subject Matter/Content

( Lesson Title, References, Instructional Materials)

III. Routinely Activities

( Greetings, prayer, checking of attendance)
 TRADITIONAL LESSON PLAN
Parts Remember….
Review Checking previous learning (retention) before connecting/ introducing the next lesson
What was our lesson yesterday?
Motivation -Introduce new lesson through different activities
-Learner- centered
-To awaken interest of the students
-Use varied teaching strategies and instructional materials
Activity -Student build concepts
-Teacher provide scaffolding through differentiated learning
-Students make discoveries, observations and connections
Discussion/Analysis -Teacher centered
-Correct misconceptions
- Ask structured and HOTS question to strengthen students’ metacognition
-Students shared their understanding from the Explore part.
Generalization -Synthesize the content of the lesson
-Generalization/ Conclusion
Evaluation -Check the learning of the students
-Can be done using different testing tool
Assignment/ Agreement For deeper understanding of the concepts of the lesson by applying concepts to new
situations
 7 E’S LESSON PLAN
(INQUIRY –BASED LEARNING AND LEARNER-CENTERED APPROACH)

Elicit Engage Explore Explain Elaborate Evaluate Extend

- To check, -Introduce -Student build -Teacher -Solidify -Check the -For deeper
gather prior new lesson concepts centered learning by learning of the understanding
learning or through -Teacher -Correct applying students of the
skills of the different provide misconception learning to -Can be done concepts of
students activities scaffolding s new or using different the lesson by
-Learner- through - Ask different testing tool applying
centered differentiated structured and situations concepts to
-To awaken learning HOTS -Learners new situations
interest of the -Students question to opportunity to -Teachers
students make strengthen apply their should
-Use varied discoveries, students’ newly provide
teaching observations metacognition understood additional
strategies and and -Students concept of activitites
instructional connections shared their lessons
materials understanding
from the
Explore part.
 The E’s Learning Cycle Model
Engagement
*Object, event or question used to engage students.
*Connections facilitated between what students know and can do.
Exploration
*Objects and phenomena are explored.
*Hands-on activities, with guidance.
Explanation
*Students explain their understanding of concepts and processes.
*New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Elaboration
*Activities allow students to apply concepts in contexts, and build on or extend understanding
and skill.
Evaluation
*Students assess their knowledge, skills and abilities. Activities permit evaluation of student
development and lesson effectiveness.

Adapted from Bybee, R.W. et al. (1989).

 Questions for Consideration for Each Phase
1. Engagement
• The engagement phase of the 5-E model is intended to provide a focus for the
lesson and to allow the teacher to probe students’ initial conceptions.
• What do students already know about the concept?
• What do they want to know?
• What will they explore?

2. Exploration
• What is the precise concept that students will explore?
• What activities must the children do to become familiar with the concept?
• What kinds of observations and records should the children keep?
• What kinds of instructions will the children need? How can you give the instructions
without telling the concept?

3. Explanation
• What kinds of information or findings should the children talk about?
• How can you help students summarize their findings?
• How can you guide the students and refrain from telling them what they should have
found, even if their understanding is incomplete?
• What concept “labels” should the children discover?
• Why is the concept important?
4. Expansion/ Elaboration
• How can you connect with children's prior experiences?
• How does the concept relate to the science program goals?
• What questions can be used to encourage discovery of the concept's importance?
• What new experiences will help to apply or expand the concept?
• What is the next concept related to the present one?

5. Evaluation
• What are the appropriate learning outcomes you should expect?
• What types of hands-on evaluation techniques can the children do to demonstrate the
basic process skills?
• What techniques are appropriate for children to demonstrate the integrated process
skills?
• How can pictures help children to demonstrate how well they can think through
problems?
• What types of questions will help children to reflect on what they have discovered?
 Engage
In the stage Engage, the students first encounter and
identify the instructional task. Here they make
connections between past and present learning
experiences, lay the organizational ground work for the
activities ahead and stimulate their involvement in the
anticipation of these activities. Asking a question, defining
a problem, showing a surprising event and acting out a
problematic situation are all ways to engage the students
and focus them on the instructional tasks.
 Engage
Activity which will focus student’s attention, stimulate
their thinking, and access prior knowledge.
Demonstration
Reading
Free writing
Analyze a graphic organizer
KWL ( Know-What-Learn)
Brainstorming
Students ask question such as:
 Why did this happen?
 What do I already know about this?
 What have I found about this?
 Explore
In the Exploration stage the students have the opportunity
to get directly involved with phenomena and materials.
Involving themselves in these activities they develop a
grounding of experience with the phenomenon. As they
work together in teams, students build a base of common
experience which assists them in the process of sharing and
communicating. The teacher acts as a facilitator, providing
materials and guiding the students' focus. The students'
inquiry process drives the instruction during an
exploration.
 Explore
Activity which gives students time to think and investigate,
test, make decisions, problem solve, and collect
information?
Perform an investigation and experiment
Read authentic resources to collect
Solve problem
Construct a model
Analyze a reading materials
 Explain
The third stage, Explain, is the point at which the learner begins to put the abstract experience
through which she/he has gone /into a communicable form. Language provides motivation for
sequencing events into a logical format. Communication occurs between peers, the facilitator, or
within the learner himself. Working in groups, learners support each other's understanding as
they articulate their observations, ideas, questions and hypotheses. Language provides a tool of
communicable labels. These labels, applied to elements of abstract exploration, give the learner a
means of sharing these explorations. For example a child, through her exploration, may state
they have noticed that a magnet has a tendency to "stick" to a certain metallic object. The
facilitator, in her discussion with the child, might at this stage introduce terminology referring to
"an attracting force". Introducing labels, after the child has had a direct experience, is far more
meaningful than before that experience. The experiential base she has built offers the student an
attachment place for the label. The facilitator can determine levels of understanding and
possible misconceptions. Created works such as writing, drawing, video, or tape recordings are
communications that provide recorded evidence of the learner's development, progress and
growth.
 Explain
Student ‘s understading is clarified and modified through
reflective activity. Activity which allows to analyze their
exploration and guide their explanation are:
Student analysis and explanation
Supporting ideas with evidence
Structured questioning
Reading and discussion
Teacher explanation
Thinking skill activities: compare, classify, error analysis
 Elaborate
In stage four, Elaborate, the students expand on the concepts they have
learned, make connections to other related concepts, and apply their
understandings to the world around them. For example, while exploring light
phenomena, a learner constructs an understanding of the path light travels
through space. Examining a lamp post, she may notice that the shadow of the
post changes its location as the day grows later. This observation can lead to
further inquiry as to possible connections between the shadow's changing
location and the changes in direction of the light source, the Sun. Applications
to real world events, such as where to plant flowers so that they receive sunlight
most of the day, or how to prop up a beach umbrella for shade from the Sun,
are both extensions and applications of the concept that light travels in a
straight path. These connections often lead to further inquiry and new
understandings.
 Elaborate
Activity which expands and solidifies student thinking
and/or applies it to a real-world situation.
Problem solving
Decision making
Experimental Inquiry
Thinking skill activities: compare, classify, apply
 Evaluate
Evaluate, the fifth "E", is an on-going diagnostic process that allows the teacher to determine if
the learner has attained understanding of concepts and knowledge. Evaluation and assessment
can occur at all points along the continuum of the instructional process. Some of the tools that
assist in this diagnostic process are: rubrics (quantified and prioritized outcome expectations)
determined hand-in-hand with the lesson design, teacher observation structured by checklists,
student interviews, portfolios designed with specific purposes, project and problem-based
learning products, and embedded assessments. Concrete evidence of the learning proceed is
most valuable in communications between students, teachers, parents and administrators.
Displays of attainment and progress enhance understanding for all parties involved in the
educational process, and can become jumping off points for further enrichment of the students'
education. These evidences of learning serve to guide the teacher in further lesson planning and
may signal the need for modification and change of direction. For example, if a teacher perceives
clear evidence of misconception, then he/she can revisit the concept to enhance clearer
understanding. If the students show profound interest in a branching direction of inquiry, the
teacher can consider refocusing the investigation to take advantage of this high level of interest.
 Evaluate
Activity which allows the teacher to assess student
performance and/ or understandngs of concepts, skills,
processes, and applications.
Any output/performance from given activities
Develop a scoring tool or rubric
Performance assessment
Produce a product/output
Journal entry/ reflection entry
Portfolio
 4 A’S LESSON PLAN

Activity Analysis Abstraction Application

- Activates prior learning - Check answers based on - Discussion/ corrections - Apply the content of the
- Links previous lesson to the activity of misconceptions lesson to new or different
the new one - Look for patterns and - Synthesize the content situation
- Springboard to new trends of the lesson - Integration
lesson - Ask additional guide/ - Generalization/
structured Conclusion
questions(HOTS)
- Discussion/correctio