Module 10. Lesson Proper

IV.
LESSON PROPER
4.1 Objective 1
Writing My Learning/Lesson Plans

Lesson Plan/Learning Plan- refers to the blueprint of the daily teaching and learning activities. It is a step-
by-step guide which help s teacher in maintaining the quality of instruction. Lesson plans consist of
essential components such as learning outcomes, learning content, resources, and procedures. An
effective lesson plan has a great impact on the teaching-learning process. It is a must that teachers plan
their lesson effectively to ensure a successful instructional experience. There are three types of lesson
plans: detailed, semi detailed, and brief. Some schools design their own lesson plan template which
includes their vision, mission, goals, and core values.
The Department of Education has provided templates for Detailed Lesson Plan (DLP) and Daily
Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the teaching-
learning process. Guidelines were formulated to assist teachers in planning, organizing, managing their
lessons to meet the needs of the diverse learners.
Teachers must also keep in mind that in stating the learning outcomes, the three domains must be
considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms that are specific,
measurable, attainably, realistic, and time-bound (SMART). The Cognitive domain includes remembering,
understanding, applying, analyzing, evaluating, and creating.
When writing lesson plans, the learning outcomes, activities, and assessment must be
constructively aligned. The instructional strategies used must help in the attainment of the learning
outcomes. The modes of assessment must determine if the outcomes were attained at the end of the
lesson.
The Department of Education has issued Department Order 42. S, 2016, Policies Guidelines on
Daily Lesson Preparation for the K to 12 Basic Education Program.
Template for the Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL)
Instructional Planning
(The process of systematically planning, developing, evaluating, and managing the instructional process by
using principles of teaching and learning-D.O. 42, s. 2016)
School Grade Level

Teacher Learning Area
Time & Date Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
V. PROCEDURES
A. Reviewing previous lesson or pre-
senting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
New lesson
D. Discussing new concepts and prac-
ticing new skills #1
E. Discussing new concepts and prac-
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
Concepts and skills in daily living
H. Making generalization and
Abstractions about the lesson
I. Evaluating Learning
DAILY LESSON LOG

School Grade Level
Teacher Learning Area
Teaching Dates Quarter
Teaching Time Section
Monday Tuesday Wednesday Thursday Friday
A. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for ea
ch
B. CONTENT
C. LEARNING RESOURCES
A. References
1.Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Resources
D. PROCEDURES
A. Reviewing previous lesson or
pre-senting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the
New lesson
D. Discussing new concepts and
prac-
E. Discussing new concepts and
prac-
F. Developing Mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of
Concepts and skills in daily living
H. Making generalization and
Abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
E. REMARKS
F. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers
SOURCE: https://www.deped.gov.ph/2016/17/do-42-s-2016-policy-guidelines-on-daily-lesson-preparation-
for-the-k-12-basic-educatio-program/
4.2 Objective 2
Delivering My Instruction
Instructional Delivery refers to the interaction among the students, the teacher, and the content for
students to learn the knowledge/skills/dispositions that they will need for further learning and for
collaborating with others in a diverse society and a rapidly changing world. The process of instructional
delivery involves applying a repertoire of instructional strategies to communicate and interact with students
around academic content and to support student engagement.
The process of Instructional delivery involves applying a repertoire of instructional strategies to
communicate and interact with students around academic content and to support student engagement.
The mode of delivery is an important consideration when designing learning activities that will support
students to develop the skills, knowledge, and understandings required to achieve the intended learning
outcomes (ILOs), which will be assessed. The delivery of instruction must also be responsive and relevant
to the needs of the times.
These are the various Learning Delivery Modalities from the Department of Education
Distance Learning- refers to learning delivery modality where learning takes place between the teacher and
the learners who are geographically remote from each other during instruction.
Modular Distance- Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of
the learner and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides,
and other study materials.
Online Distance Learning- It features the teacher facilitating learning and engaging learners’ active
participation using various technologies accessed through the internet while they are geographically remote
from each other during instruction.
Home Schooling- It is an alternative delivery mode (ADM) that aims to provide learners with equal access
to quality basic education through the home-based environment to be facilitated by qualified parents,
guardians or tutors who have undergone relevant training.
Blended Learning- refers to a learning modality that allows for a combination of face-to-face and online
distance learning (ODL), face-to-face, and modular distance learning (MDL), face-to-face, and TV/Radio-
based Instruction (RBI), and face-to-face learning, and a combination with two or more types of distance
learning.
Traditional Face-to-Face Learning- refers to learning modality where the students and the teacher are both
physically present in the classroom and there are opportunities for active engagement, immediate
feedback, socio-emotional development of learners.
Alternative Delivery Mode (ADM)- Alternative Delivery Mode (ADM) are tried and tested alternative
modalities of education delivery within the confines of the formal system that allow schools to deliver quality
education to marginalized students and those at risk of dropping out to help them overcome personal,
social, and economic constraints in their schooling.

Module 10. Lesson Proper

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Module 10. Lesson Proper

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IV.

Writing My Learning/Lesson Plans

School Grade Level

DAILY LESSON LOG

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