This document provides information and guidance for teachers on lesson planning. It discusses the importance of detailed lesson planning and having clear learning outcomes and objectives. Tips are provided on writing effective learning outcomes using Bloom's taxonomy. The document also covers components of a good lesson plan such as sequencing, pacing, gauging difficulty level, and accounting for individual learner differences. Questions are presented to help teachers evaluate different aspects of their lesson plans such as monitoring talk time, timing of activities, and providing back-up plans. References on lesson planning principles and guidelines are also included.

1. Mass Training of SHS Teachers
on English for Academic and
Professional Purposes

3. DETAILED LESSON
PLANNING
DepEd Order No. 42, series 2016

4. SESSION OBJECTIVES:
1. Explain the components of detailed lesson
plan
2. Demonstrate positive attitude towards the
given activity
3. Design a lesson plan for the assigned learning
competency.

5. “Every teacher should see to it that
his work tends to definite results.
BEFORE attempting to teach a
subject, he should have a distinct
PLAN in mind, and should know just
what he desires to ACCOMPLISH.”
–Ellen G. White, Education, p. 233-s

6.  Planning Lessons is fundamental in
ensuring the delivery of quality
teaching and learning in schools.
 It is the Hallmark of Effective
Teaching.
Why plan?

7. •Detailed Lesson Plan (DLP) is a
teacher’s roadmap for a lesson. It
contains the description of the
steps a teacher will take to teach a
particular topic.
Why detailed lesson plan?

8.  Teachers can plan students’ learning for a year,
a semester, a unit, or a lesson and secure the
coverage of the curriculum.
 Daily Lesson Preparation is part of the
teacher’s core function as a facilitator of
learning inside the classroom
When shall we start ?

10. TIPS ON WRITING LEARNING OUTCOMES
What is a learning outcome?
Learning outcomes are statements of what students will learn
in a class or in a class session. The statements are focused on
student learning (What will students learn today?) rather than
instructor teaching (What am I going to teach today?). These
statements should include a verb phrase and an impact ("in
order to") phrase -- what students will do/be able to do and
how they will apply that skill or knowledge.

11. TIPS ON WRITING LEARNING OUTCOMES
Sample Learning Outcomes
• Students will be able to search a database using boolean logic and
flexible vocabulary in order to retrieve articles that are on-target and
topic-relevant.
• Students will be able to use the compass properly.
• Students will be able to distinguish the different kinds of engines.
• Students will be able to create an accident report using the transitional
devices in grammar.
• Students will be able to compare and contrast mores and values.

12. TIPS ON WRITING LEARNING OUTCOMES
How do I write learning outcomes?
Bloom's Taxonomy of Educational Objectives (published in 1956 and
revised in 2001) gives you a way to express learning outcomes in a way
that reflects cognitive skills.
There are five levels (lowest to highest cognitive skills):
• Knowledge/remembering
• Comprehension/understanding
• Application/applying
• Analysis/analyzing
• Evaluation/evaluating
• Synthesis/creating

13. TIPS ON WRITING LEARNING OUTCOMES
You can use Bloom's taxonomy to identify verbs to describe
student learning. Examples of learning outcomes verbs include:
• Knowledge/Remembering: define, list, recognize
• Comprehension/Understanding: characterize, describe, explain,
identify, locate, recognize, sort
• Application/Applying: choose, demonstrate, implement, perform
• Analysis/Analyzing: analyze, categorize, compare, differentiate
• Evaluation/Evaluating: assess, critique, evaluate, rank, rate
• Synthesis/Creating: construct, design, formulate, organize, synthesize

14. TIPS ON WRITING LEARNING OUTCOMES
There are some verbs to avoid when writing learning outcomes. These verbs
are vague and often not observable or measurable. For example, how would
you measure whether someone has "become familiar with" a particular tool?
Use a more specific verb. If you want students to "understand" something,
think more closely about what you want them to be able to do or produce as a
result of their "understanding."
Verbs to avoid:
• Understand
• Appreciate
• Know about
• Become familiar with
• Learn about
• Become aware of

15. Sequencing—Do the activities move
logically so learners are progressively
building on what they already know?
Do the activities flow well? Are
transitions between activities smooth?
Pacing – Are activities the right length
and varied so that learners remain
engaged and enthused?
Consider these Qs...

16. •Gauging difficulty – Do the learners have
enough skill and knowledge to do the
planned activities? Are the instructions clear?
•Accounting for individual differences – Do the
activities allow for learners of varying
proficiency levels to receive extra attention
they might need, whether below or above the
norm? Are all students actively involved?
Consider these Qs...

17. Monitoring learner versus teacher talk – What is
the balance between learner talk and teacher talk?
Does the lesson allow time for learners to interact
producing and initiating language?
Timing – Was the amount of time allotted for
each part of the lesson sufficient? If the planned
lesson finishes early, is there a backup activity
ready? If the lesson wasn’t completed as planned,
how can the next class be adjusted to finish the
material?”
Consider these Qs...

18. iPlan_DLP_Format_v.02.doc

19. “Meticulous planning will
enable everything a man
does to appear spontaneous.”
-Mark Caine
Remember

20. National Training of Trainers
for Grade 11 Teachers
2525

21. • Planning Lessons
www.princeton.edu/~pia/TEFL.pdf
• Effective Lesson Planning - Teaching
Excellence in Adult
https://teal.ed.gov/sites/default/files/Fact...
/8_TEAL_Lesson_Planning.pdf
• Lesson Planning - Center for Applied
Linguistics
www.cal.org/caela/tools/program.../Part2-
29LessonPlanning.pdf
• LESSON PLAN
https://www.faa.gov/regulations_policies/...
/sample_lesson_plans.pdf
• Strategies for Effective Lesson Planning
www.keansburg.k12.nj.us/.../Strategies%20
for%20Effective%20Lesson...
• Lesson Planning
http://cet.usc.edu/resources/teaching_lear
ning/docs/teaching_nuggets_docs/2.5_Les
son_Planning.pdf
• The Principles of Planning
http://www.corwin.com/upm-
data/6631_tileston_4_ch_1.pdf
References
•Effective Lesson Planning
https://teal.ed.gov/sites/default/files/Fact-
Sheets/8_TEAL_Lesson_Planning.pdf
•Lesson Planning Using Backward Design
https://www.wku.edu/library/dlps/infolit/docu
ments/designing_lesson_plans_using_back
ward_design.pdf
•Lesson Planning
http://www.reflectiveinquiry.ca/wp-
content/uploads/2014/10/lesson-planning-
chapter.pdf
•Principles of Planning
http://www.corwin.com/upm-
data/6631_tileston_4_ch_1.pdf
•Lesson Plan Development
www.jblearning.com/samples/0763749109/4
9109_CH06_088_113.pdf
•DepEd Order No 70, 2012

22. THANK
YOU