Designing the learning activities and
Lesson Planning grouping methods.
- Create sample lesson plan/log and
assessment plan for their area of specialization
utilizing the copies of the CGs and the templates
found in DepEd Order No. 70, s. 2012.
Planning Lessons is fundamental in ensuring
the delivery of quality teaching and learning in
schools.
A lesson is a unified set of activities that
focuses on one teaching objective at a time.
A teaching objective states what the learners
will be able to do at the end of the lesson.”
Instruction refers to the methods of processes
used to direct learning.
Instructional Planning is the process of
systematically planning, developing evaluating
and managing the instructional process by using
principles of teaching and learning
Daily Lesson Log (DLL) is a template
teachers use to log parts of their daily lesson. The
DLL covers a week’s worth of lessons and
contains the following parts:
 Weekly Objectives
 Topics
 Materials
 Procedures
 Remarks
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.
 Objectives
 Topic
 Materials
 Procedures
What’s in it?
Content of instruction.
Selecting teaching materials.
Deciding on the pacing and allocation of
instructional time.
When Shall We Start?
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.
Starting it Right?
Stating the objectives up front, telling
student and parents how students will be assessed
on those objectives, and then teaching those
objectives, we become more accountable for
student learning.
Our objectives, assessment instruments,
and teaching strategies become SYSTEM leading
to quality learning. (Tileston, 2004).
Three-Step Process in Instructional
Planning (Wiggins and McTighe, 1998)
We need to ask what is it what we want
students to know and be able to do as a result
of the learning.
We must examine how we will know that
our students are learning and that they can
perform tasks as a results of the learning.
We must identify which instructional
practices will assure us that students learn and
that they can use the information provided.

Why, Oh Why 2…
Increases a teacher’s chances of carrying a
lesson/teaching a course successfully.
Allows teachers to be more confident
before starting a lesson.
Inculcates reflective practice as it allows
teachers to think about their teaching.
Gives opportunities for teachers to reflect
on different strategies that work inside the
classroom including research-based strategies.
Ensures that teachers truly facilitate
learning and respond to learners’ needs inside the
classroom.
Helps teachers’ master learning area
content and helps them teach what students need
to learn.
Plan with the End in Mind
Wiggins and McTighe (1998) suggest a
backward design model for planning that begins
NOT with the lesson, but with our expectations
for the END RESULT.
Elements Instructional Planning for
Effective Teaching (Stronge, 2007)
Identify clear lesson and learning
objectives while carefully while carefully linking
activities to them.
Create quality assignments, which is
positively associated with quality instruction and
quality student work.
Plan lessons that have clear goals, are
logically structured, and progress through the
content step-by-step.
Plan the instructional strategies to be used
in the classroom and the timing of these strategies.
Use advance organizers, graphic
organizers, and the outlines to plan for effective
instructional delivery.
Consider student attention spans and
learning styles when designing lessons.
Systematically develop objectives,
questions, and activities that reflect higher-level
and lower-level cognitive skills as appropriate for
the content and the student.
What should be taught?
Content Standards are the essential
knowledge that students need to learn.
Performance Standards are the abilities
and skills learners need to demonstrate in relation
to the knowledge they have learned.
Learning Competencies are knowledge,
skills, and attitudes learners need to demonstrate
in every lesson.
HOW should it be taught?
Utilize instructional strategies that
consider learners’ varying characteristics such as
 Cognitive ability
 Learning style
 Readiness Level
 Socio-economic background
 Ethnicity
How should it be taught?
 Culture
  Physical ability Evaluation – enables the instructor and learners
 Personality to assess how well they have grasped the lesson.
 Special needs
 Different ways learners master the content
of a particular learning area Instructional Models, Strategies, and
Methods
How should it be assessed?  Direct Instruction
 Indirect Instruction
Effective teachers do not online prepare  Interactive Instruction
lesson plans, they also prepare an Assessment  Experiential Instruction
Plan. (Formative Assessment Plan)  Independent Study
Formative Assessment refers to the on-
going forms of assessment that are closely linked
to the learning process. It is characteristically Instructional Approaches
informal and is intended to help students identify
strengths and weaknesses.
Assessment should be integrated into the
lesson and aligned with the lesson objectives.
A lesson plan should embody the unity of
instruction and assessment.
Teachers need to communicate to the
learners what they are expected to learn, involve
them in assessing their own learning at the
beginning, during and end of every lesson.
They need to use date from the assessment
to continually adjust instruction to ensure
attainment of learning.

Before
Warm-up/Review – encourages learners to use
what they have been taught in previous lessons.
Introduction to a new lesson – focuses the
learners’ attention on the objective of the new
lesson and relates the objective to their lives.
ICT Integration
ICTs are basically information—handling
tools that are used to produce, store, process,
distribute and exchange information (UNDP
2010).

During After
Presentation – introduces new information,  Wrap up
checks learner comprehension of the new  Summarize
material, and models the tasks that the learners  Reinforce
will do in the practice stage.
Practice – provides opportunities to practice and
apply the new language or information. Consider these Qs
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?
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?
Monitoring learner versus teacher talk – what
is the balance between learner talk and teacher
talk? Does the lesson allow a 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
finished early, is there any backup activity ready?
If the lesson wasn’t completed as planned, how
can the next class be adjusted to finish the
material?”