Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
____________________________________________________________________________________________________

LESSON PLAN GUIDELINES

This document will guide the teacher on what to consider/look into the different learning episodes when
crafting his/her lesson plan.

LEARNING EPISODE GUIDELINES GUIDE QUESTION/S

1. must be taken from the CG/MELCs (A) What is the source?
2. SMART (Specific, Measurable, Attainable, Result- CG? MELCS? Others?
Oriented and Time-Bound) (B) What is the behavior
3. maybe localized/indigenized/contextualized (if and content?
applicable) (C) Broad or specific?
I. OBJECTIVE 4. sub-tasking is a must if the objective is broad and if Does it need to be broken
the learner’s ability so requires down into smaller tasks
5. observe the behavior and content in the objective as especially for lower
your compass throughout the session sections?
6. if entry or pre-requisite skill is needed for the lesson, (D) Does it need
teacher should start with the prerequisite entry/prerequisite skill?
II. SUBJECT MATTER 1. must be based on the content of the objective
(A) Is/are learning
resource/s and content
appropriate/congruent to
the objective?
(B) localized/
contextualized? Not
1. indicate here the references used necessary or applicable?
III. LEARNING (to include the Teacher’s Guide pages, Learner’s (C) sufficient/ICT-aided/
RESOURCES material pages, textbook pages and other reference enabled/
materials used) (D) References?
Sufficient? Varied?
(E) support instructional
materials used?
Sufficient/varied/localized/
indigenized/contextualized/
relevant?
IV. PROCEDURE
A. Preliminary Activities
 Words to be used in the new lesson may be written
in flashcards.
 Teacher models the reading of the words but may
assign good readers to do the modelling.
1. Drill  Flashcards must be of standard size and font.
 Individual and group practice is recommended.
 is optional if it has no relation to the new lesson
 Song may be used as an opener to perk up the
learners.
2. Review  It is done if it is a prerequisite or entry skill to the
new lesson.
 Previous lesson related to the lesson proper. If not,
do not review.

Rizal St., Brgy. 3, Hinigaran, Negros Occidental

034 – 740-7096
302651.hinjhs@deped.gov.ph / 343863hin@deped.gov.ph / hinigaranshs@gmail.com
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
____________________________________________________________________________________________________
 Previous or new lesson to link or activate prior
knowledge.
 Use flashcards, situation, problem-solving, etc.
 It should be relevant to the lesson, if not, optional.
 is used for reading lesson
3. Unlocking of
 may use different method: context clues,
Difficulties
configuration clue, use of pictures and gestures
 is not only to arouse interest, but to set the stage for
the new lesson
 This is done to prepare learners’ engagement
4. Motivation  should be relevant
 It may employ different mediums or forms like
songs, puzzles, games, pictures or any audio-visual
materials related to the new lesson.
B. Developmental
Activities
 The purpose of this episode is to introduce the new
lesson/activity.
 a picture, a real object, a local material, an ICT-
generated material, a story, a poem, a situationer,
Presentation paragraphs, personal experience, or any other
material may be used as a springboard of the
lesson
For grammar: Explicit teaching (explaining the what, the
why and flow of the session) or direct teaching is
recommended.
 presentation of varied activities, such output would
lead to the surfacing of key concepts
 at least 3-5 varied activities that are congruent to
the objective in terms of behavior and content
 could be done through group/pairs or individual
learner
Activity  Informal assessment is recommended after every
exercise.
 Questions asked in the activity/ies are leading to the
surfacing of the key concepts.
(School heads/process observers are encouraged to
check first the directions and or questions asked in the
activity card to ensure congruency with the objective in
terms of behavior and content.)
Analysis  teacher proceeds to ask questions about the
activity/material
 questions asked would lead to the highlighting of
the key concepts to be developed
 all levels of questioning should be manifested if
possible
(Note: Not all whys and whys are HOTS questions)
 HOTs questions that jive with the objective in terms
of behavior and content and will lead to the

Rizal St., Brgy. 3, Hinigaran, Negros Occidental

034 – 740-7096
302651.hinjhs@deped.gov.ph / 343863hin@deped.gov.ph / hinigaranshs@gmail.com
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
____________________________________________________________________________________________________
development of the generalization
 The teacher should draw out/highlight the key
concepts in preparation for the generalization.
 Key words are published in the order as it appears
in the expected generalization to be developed.
 During this episode, teacher may start publishing
important/key concepts needed for the
generalization based on the “landscape” the teacher
has in mind.
 interactions to be observed should be between
teacher to learner; learner to learner; learner to
materials
 must be student-generated (with the guidance of the
teacher)
 is the explanation of the objective in statement form
 contains the key concepts
 to be published on the board
Abstraction/  Teachers are expected to ask questions leading to
Generalization the development of the generalization, always
referring back to the published key concepts (which
at times would only require connectors to complete
if properly landscaped).
 Questions to be asked should draw out the key
concepts found in the generalization.
 is done to test if the generalization works in the form
of an informal assessment parallel to the evaluation
questions
 applying the generalization to new and other
Application situation
 must be congruent to the objectives in terms of
behavior and content
 Concepts and skills are applied using real-life
situation.
 to assess extent of learning using paper and pencil
tests for cognitive objective and rubrics for
performance assessment.
 must be congruent with the objective in terms of
behavior and content
 at least 5 items for cognitive objectives and rubrics
Evaluation for performance objectives
 Language used must be within the level of the
learning ability of learners.
 If there is still enough time, teacher may include
(optional) additional exercises (1 to 2 HOTS
questions) for enrichment but must be consistent
with the objective/s.
Assignment/  Assignment is given to prepare the learner for the
Enrichment/ new lesson.
Remediation  Enrichment is given to further strengthen the skills

Rizal St., Brgy. 3, Hinigaran, Negros Occidental

034 – 740-7096
302651.hinjhs@deped.gov.ph / 343863hin@deped.gov.ph / hinigaranshs@gmail.com
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
HINIGARAN NATIONAL HIGH SCHOOL
____________________________________________________________________________________________________
learned.
 Remediation is given for those that did not meet the
mastery level.

Rizal St., Brgy. 3, Hinigaran, Negros Occidental

034 – 740-7096
302651.hinjhs@deped.gov.ph / 343863hin@deped.gov.ph / hinigaranshs@gmail.com