what teachers should know about lesson planning

1. LESSON PLANNING & DELIVERY
MA. JOAN L. HEMBRA
SHSMT-1

2. LEGAL BASIS

3. LEGAL BASIS

4. LEGAL BASIS

5. LEGAL BASIS

6. LEGAL BASIS

7. LEGAL BASIS

8. DAILY LESSON LOG (DLL)
• is a template teachers use to log parts of their daily lesson.
• covers a day’s or a week’s worth of lesson.
• contains the following parts:
Objectives
Content
Learning Resources
Procedures
Remarks
Reflection

9. BASIC PARTS OF THE NEW DLL
• are broad statements explaining what
students should know, care about and be
able to do in each level of learning.
• are used to evaluate what specific,
measurable evidence is acceptable in
determining whether content
standards have been met.
• pertain to the knowledge, skills and
attitudes (KSA) that students need to
demonstrate in a lesson.

10. BASIC PARTS OF THE NEW DLL
• Lesson as indicated in the curriculum guide.
• Indicate page numbers of TGs, LMs, or textbooks.
• Indicate type of materials from LRMDS.
• Materials from the internet i.e. google, YouTube etc.
• Indicate URL

11. BASIC PARTS OF THE NEW DLL
IV. Procedures (paragraph 43, DO 42, s. 2016)
Definition Example
A. Reviewing
previous
lesson or
presenting
the new
lesson
• Recalls what has
been learned by the
learners
• Teaches the learners
how the new lesson
connects to previous
lessons
• Provide an overview
on what is to be
learned.
• Recall variables such as velocity, speed, acceleration, and
mass (3mins)
• Recall the previous lesson by asking the following
questions:
1.
2.
• Give a 5-item matching type test to review the previous
lesson.
• Ask the following questions:
1. What can you say about the NCOv?
• Show a picture on ________ and ask, “What can you say
about the picture?”

12. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
B. Establishing
a purpose for
the lesson
• Motivates the learners
to learn the new
lesson.
• Encourages to ask
questions about the
new topic.
• Establishes a reason for
learning the new
lesson.
• Show a picture of colliding
vehicles. Elicit ideas on the
damage done.
• Distribute sheets of paper
and let the students list down
words related to
communication.

13. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
C. Presenting
examples/
instances of
the new
lesson
• Shows instances
of the content
and
competencies.
• Group students into 5 and
assign a situation to each
group. Let the students
perform a 1-minute role play
showing the different ways of
communication.

14. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
D. Discussing
new concepts
and practicing
new skills # 1
• Gives/Provides
inputs about the
lesson for
clarified
concepts.
• It can be done
using interactive
discussion.
• Discuss the communication and
its nature.

15. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
E. Discussing
new concepts
and practicing
new skills # 2
• Deepens the
lesson.
• May use pair,
group, or team to
help learners
discuss the
lesson.
• Let the students watch a video
clip on the “Elements of
Communication”. Assign an
element of communication to
be discussed by group
according to what was
presented in the video.

16. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
F. Developing
mastery
• Individual work
activities;
recitation,
writing, quiz, etc.
• Analyze the picture given. Ask,
“Which picture depicts good
communication? Why do you
say so?”

17. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
G. Finding
practical
applications
of concepts
and skills in
daily living
• Develops
appreciation and
valuing student’s
learning by
bridging the
lesson to daily
living.
Ask the students:
1.When can you say there is
good communication between
the teacher and the students?
2. What can you do as a student
to ensure good
communication with teachers?
With parents?

18. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition Example
H. Making
generalizations
and abstraction
about the
lesson
• Concludes the
lesson by asking
students good
HOTS questions
that will help
them crystallize
their learning.
The teacher leads the students to fully
understand the lesson by asking the
following questions:
1. What is communication?
2. What are the elements of
communication?
3. Why is it important to get to know the
elements of communication?
4. What is the importance of good
communication to you as a student?

19. BASIC PARTS OF THE NEW DLL
IV. Procedures
Definition
I. Evaluating
learning
• Is a way of assessing the students and whether the
learning objectives have been met.
• Look back to the objective of the lesson and design
an evaluation that is in line with the objective.
J. Additional
activities for
application or
remediation
• Based on formative assessment.
• Provide students with enrichment or remedial
activities.

20. BASIC PARTS OF THE NEW DLL
V. Remarks
• This is the part of the DLL in which teachers shall indicate special cases
including but not limited to continuation of the lesson plan to the following
day in case of re-teaching or lack of time, transfer of lesson to the following
day in cases of class suspension etc.
VI. Reflection
• This 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 or weak and write about it briefly.
• Teachers can share their thoughts about their lessons that were successfully
carried out, needs improvement or adjustment in the future.

21. Instructional Strategies
An instructional strategy is what a teacher uses inside the
classroom to achieve the objectives of a lesson. A teacher can
use a strategy or a combination of strategies to do this.
a. Direct instruction is systematic, structured and sequential
teaching. Its basic steps include presenting the material,
explaining, and reinforcing it. According to Borich (2001),
direct instruction methods are used to teach facts, rules, and
action sequences. Direct instruction methods include
compare and contrast, demonstrations, didactic questions,
drill and practice, guides for reading, listening and viewing,
lecture, etc.

22. Instructional Strategies
b. Indirect instruction is a teaching strategy in which the
learner is an active and not passive participant. Indirect
instruction methods are used for concept learning, inquiry
learning and problem-centered learning (Borich 2011).
Indirect instruction methods include case study, cloze
procedure, concept formation, inquiry, problem solving,
reflective discussion, etc.

23. Instructional Strategies
c. Interactive instruction is teaching that addresses
learners’ need to be active in their learning and interact with
others including their teachers and peers. Interactive
methods of teaching include brainstorming, debates,
cooperative learning, interviewing, small group discussion,
whole class discussion, etc.

24. Instructional Strategies
d. Experiential instruction is teaching students by directly
involving them in a learning experience. This strategy
emphasizes the process and not the product of learning.
Experiential learning methods include games, experiments,
field trips, model building, field observations, role play,
simulations, etc.

25. Instructional Strategies
e. Independent study is teaching in which the teacher’s
external control is reduced and students interact more with
the content. Independent study methods 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.

26. g

27. C
Thank you!