DAILY LESSON LOG (DLL),
DATAILED LESSON PLAN (DLP) &
LEARNING ACTIVITY SHEET
PREPARATIONS
DepEd Order No. 42, s.
2016
teacher
lesson
D
guide
-
plan
students
teacher guide
lesson plan
activities students
“Teachers are well-guided
by preparing
lesson plans
to give meaningful activities
to students.”
Lesson Plans: Guiding
Teachers, Inspiring
Students!
Objectives
To explain the purpose and significance of the Daily
Lesson Log and Learning Activity Sheets (LAS) in the
teaching-learning process.
To demonstrate the step-by-step process of developing
an effective DLL and LAS aligned with DepEd
guidelines.
To equip future educators with the skills to design learner
centered activities that correspond with the daily
lesson objectives and promote active learning.
LESSON PREPARATION
● “DepEd hereby issues these guidelines on daily lesson
preparation to institutionalize instructional planning as
critical part of the teaching and learning [Link]
guidelines are meant to support teachers in effectively
organizing and managing K to 12 classrooms to be genuine
and responsive to the learners’ needs. Moreover these
guidelines in the prepartion of DLL and DLP shall inculcate
reflective practice among teachers by providing the
opportunites to think about and reflect on their
instructional practices...Well-prepared and well-planned
lesson are fundamental to ensuring the delivery of quality
teaching and learning in schools.”
A. The Instructional Process
7. According to artisan (1994), instructional process is made
up of three (3) steps: (1) planning instruction; (2) delivery of
instruction; (3) assessment of learning. This means that
teaching even before a teacher steps in front of a class and
begins a lesson.
B. Lesson Planning
8. Lesson Planning is one way of planning instruction. It is a
way of visualizing a lesson before it is taught. According to
Scrivener (2005), planning a lesson entails “prediction,
anticipation, sequencing, and simplifying”. Lesson Planning
is a critical part of the teaching and learning process.
9. The objective of lesson planning is learning. Lesson
planning helps teachers set learning targets fro learners. It
also help teachers guarantee that the learners reach those
targets. By planning lessons, teachers are able to see to it that
daily activities inside the classroom lead to learner progress
achievement or the attainment of learning outcomes.
10. Lesson planning is a hallmark of effective teaching. As
mentioned, effective teachers organize and plan instruction to
ensure learners success inside the classroom . acctding to
Stronge (2007), research shows that instructional planning for
effective teaching has the following elements:
a. Identifying clear lesson and learning objectives while
carefully linking activities to them, which is essential for
effectiveness
b. Creating quality assignments, which is positively
associated with quality insturction and quality stuednt
work.
c. Planning lessons that have clear goals, are logically
structured, and progress through the content step-by-step
d. Planning the instructional strategies to be deployed in the
classroom and the timing of these strategies.
e. Using advance organizers, graphic organizers, and outlines
to plan for effective instrcutional delivery
f. Considering student attention spans and learning styles
when designing lessons
g. Systematically developing objectives, questions, and
activities that reflect higher-level and lower-level cognitive
skills as appropriate for the content and the student therefore,
have learner-centered objectives that are aligned with the
standards of the curriculum.
18. How should it be taught? With lesson plan, teachers
can predict which parts of the lesson learners will have
difficulty in understanding. Teachers can then prepare
stratgeies that help
lerners learn, build learners’ understanding and respond to
learners’ needs. Tachers can explore utilizing different
instructional strategies that considers learners’ varying
characteristics including cognitive ability, learning style,
readiness level, multiple intelligences, gender, socioeconomic
background ethnicity, culture, physival ability, personality,
especial needs, and the different ways learners master the
content of a particular learning area. This presupposes
flexibility in the way teachers plan lessons. This means that a
teacher can prepare a lesson plan but must remain open to
the possibility of adjusting instruction respond to the needs of
the learners.
20. How should learning be assessed? Effective teachers
do only prepare lesson plan, they also prepare a formative
assessment plan or specifically assessment plan. As Define by
DO No. 8, s. 2015, formative assessment “refers to the
ongoing form of assessment that are closely likned to learning
process. It is characteristically informal and it is inteded to
help students identify strenghts and weaknesses inorder to
learn fron the assessmentc experience.” ...
21. This also means that a lesson plan should embody the
unity of instruction and assessment...
C. Parts of a Lesson Plan
22. As stated previuosly, the basic parts of lesson plan include
a beginning, middle, and end. These reffered to as Before the
Lesson, During the Lesson, and After the Lesson.
23. Before the Lesson. This the opening or the “beginning” of
the lesson implementation...
(a) Review of the lesson;
(b) Clarify concepts from the previuos lesson that
learners had difficulty understanding;
(c) introduce the new lesson;
(d) inform the class of the connection btween the olde and
new lesson and established the new purpose of the
new lesson; and
(e) state the new lesson’s objectives as a guide for
learners.
25. Lesson Proper. This the “middle” or main part of the
lesson. During this time, the teacher presents the new material to
the class. This the time when a teacher “ explains, models
demonstrates, and illustrates the concepts, ideas, skills, or
process that students will eventaully eternalize (Teach for
America 2011)... If teachers require more to teach a certain topic,
then this part of the lesson can be continuation of the previuosly
26. After the Lesson. This is the lesson closing od the “end” of
the lesson. This can be done thorugh different “wrap-up”
activities. teachers can provide summary of the lesson or ask
students to summarize waht they have learned. Teachers can
also ask learners to recall the lesson’s key activities. teachers
can provide summary of the lesson to recall the lesson’s key
activities amd concepts. The lesson closing is meant to
reinforce what the teacher has taught and assess whether or
not learners have mastered the day’s lesson.
D. Instructional Models, Strategies, and Methods
27....An instructional models is teacher’s philosophical
oreintation to teacheing. It is related to theories of learning
including behaviorism, cognitivism, constructivism, ans social
interactionism, and others. An instructional strategy is a
teaching approach influenced by the above mentioned
educational philosophies, while instructional method is the
specific activiy that teachers will do in the classroom.
D. Instructional Models, Strategies, and Methods
27....An instructional models is teacher’s philosophical
oreintation to teacheing. It is related to theories of learning
including behaviorism, cognitivism, constructivism, ans social
interactionism, and others. An instructional strategy is a
teaching approach influenced by the above mentioned
educational philosophies, while instructional method is the
specific activiy that teachers will do in the classroom.
EXAMPLES OF INSTRUCTIONAL
STRATEGIES
a. Direct instruction
b. Indirect instruction
c. Interactive instruction
[Link] instruction
f. Independent Study
Importance of Lesson
Planning
Planning lessons increases a teacher’s chances of
carrying out a lessons sucessfully. It allows teachers
to be more confident before starting a new lesson.
Lesson planning inculcates reflective practice as it allows
teacher to think about their teaching. By planning lessons
daily, teachers are able to think about and reflect o the
edifferent stategies that wirk inside the classroom including
research-based strategies. making habit of lesson planning
ensures the teachers truly facilitate learning and respond to
learners’ needs inside the classroom.
Additionaly, lesson planning helps teachers master learning
are content. Through preparation of effective lesson plan,
teacher are able to relearn what they need to teach. In the
classroom, well-prepared teachers show ownership of the
learning area they teach. Lesson planning helps teachers
know their learners and teach waht students need to learn
and there ensures curriculum coverage.
Elements of Lesson Planing
As mentioned, a lesson plan serves as a teacher’s “road
map” for a particular lesson. It is guide for instruction and
constains details of waht a teacher and learners will do in
order to tackle a particular topic. Experts areed that a lesson
plan should aim to answer the following questions (Virginia
Department of Education)
(a) What shoul be taught?
(b)How should it be taught?
(c) How should learing be assessed?
F. ICT Integration
34. ICT are basically information-handling tools that are used
to produce, store, process, disttribute, and exchange
information (Anderson 2010). ICT integration in teaching
involves all activities and processes with the use of technology
that will help prote learning and enhance the abilities and
skills of bothlearners and teachers. With the availability of ICTs
in schools, teachers can ingtrate technology in the planning,
delivery, and assessment of instruction.
F. Daily Lesson Log (DLL)
-it is a template teachers use to log parts of their daily
lesson. DLL covers a day’s or a week’s worth of lessons and
contains the following parts:
40. Objectives: This part of a DLL includes objectives related to
the content knowledge and copetencies...The lesson
objectives describe the behavior or performance teachers
want learners to exhibit on order consider them copetent. The
objectives state waht the teacher inteds to teach and serve as
a guide for instriction assessent.
The content standards refers to the learning are based facts,
concepts, and prcodures that students need to learn, while the
competencies pertains to the knowledge, skills, and attitudes
that students need to demonstrate in a lesson. The
competency codes are also lodged in the part of DLL.
41. Content. The topic or Subject matter pertains the
particular content that the lessons focuses on.
42. Learning Resources. This part of the DLL asks the teachers
to log the reference and other learning resources that teacher
will use for the lesson.
43. Procedures. This part of DLL contains ten
(10) parts including:
a) reviewing previous lesson/s or presenting the new
lesson. Ths part connects with leraner’s prior knowledge. It
explicitly teaches the learners how the new lesson connects to
previous lessons. It reviews and presents new lessons in a
sysytematic manner;
b) establishing a purpose of the lesson will motivate the
learners to learn the new lesson. It encourages the to asks
questions about the new topic and helps establish a reason for
learning the new lesson;
(c) presenting examples/instances of the new lesson
shows instances of the content and competencies. This also
where concepts are clarified;
(d) discussing new concepts leads to the first formative
assessment. The teacher will listen to the answer of learners
to gauge if they understood the lesson. If not, then they re-
teach. If the learner have understood the leson, the teacher
will proceed to deepening the lesson;
(e)continaution of the discussion of new concepts
leading to the second formative assessment that
deepens the lesson and shows learners the new ways of
applying learning. Teacher can use pair, group, and team work
to help learners discuss the lesson
among themselves. The learnes can present theor
work to the class and this serves as the teacher’s way of
assessing f the concepts are solidifying and if their skills are
developing.
(f) developing mastery, which leads to the their
formative assessment, can be done through more individual
work activities scuh as writing, creative ways of representing
learning, dramatizing, etc. The teachers shall ask learners to
demonstrate their learning through assessable activities such
as quizzes, worksheets, seat work, and games. When the
students demonstrate learning, then proceed to the next step.
(g) finding pratical application of concepts and skills
in daily living which can develop appreciation and valuing
for student’s learning by bridging the lesson to daily [Link]
will also establih the relevevance of the lesson;
(h) making genralizations and abstraction about the
lesson will conclude the lesson by asking the learners good
questions that will help them crystallize their learning so they
can declare knowledge and demonstrate their skills;
(i) evaluating learning is a way of assessing the learners
and whether the learning objectives have been met.
Evaluation should tap into three types of objectives; and
(j) additonal activities for application or remediation
will be based on the formative assessments and will provide
childred with enrichment or remedial activities. The teacher
should provide extra time for additional teaching activities to
those learners deonsrating that they have difficulties with the
lesson.
44. Remarks: this is a 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 the lesson to the following day in case of
class suspension, etc.
45. Reflection. This part of the DLL requires teachers
to reflect on and assess their effectiveness. In this part of the
DLL, the teacher should make notes on the number of learners
who earned 80% in the evaluation, the number of learners
who require additional activities for remediation and those who
continue to requirem remediatio, re effectiveness of the
remedial lesson, the teaching strategies and methods that
worked well and why, and the difficulties teachers
encountered that their pricipal or supervisor can help solve.
H. Detailed Lesson Plan (DLP)
-same parts with the DLL but learners responses are included.
Sample
Template [Link]
STEPS
IN PREPARING
A
LESSON
PLAN
1. Define/outline your learning objectives
Activity
Direction: Make an objective/s in KSA format for the assigned
learning competency. Select a presentor of each group.
Group 1:
EN5SW-III-3 Compose appropriate sentences for clarity and
coherence.
3) using tenses of verb
Group 2:
multiply numbers with and without regrouping:
a. 2- to 3-digit numbers by a 1-digit number,
Group 3:
Nabibigyang kahulugan ang kultura
2. Know your learners.
Consider:
• age and grade level
• prior knowledge and skills
• learning styles
• special needs or accomodations
3. Choose content and materials.
Decide what content you will cover and gather the
resources you will need, such as textbooks, videos,
articles, worksheets, or technology tools. Ensure
your materials align with your learning objectives
and are engaging for your students.
4. Plan Your Instructional
Strategies
Select teaching methods that will help students
achieve your objectives. This might include direct
instruction, group work, discussions, hands-on
activities, or a combination of approaches. Different
students learn in different ways, so variety is
helpful.
5. Structure the lessons.
Organize it with an introduction, main instruction,
practice, and assessment.
• before the lesson, during the Lesson, and after
the lesson
6. Create activities
Design exercises that help students practice and
apply what they learn.
7. Prepare materials
Gather and organize all resources you'll need.
8. Review
Check that everything is ready and flows logically.
4 As Approach Lesson
Plan
LESSON
PLAN [Link]
7 Es Lesson Plan Format
[Link]-7e
s-sample-dlp-pr_27627a19ab8
ENGLISH 34
- Q3W3 - HALILI_BECINA_AN
Learning Activity Sheets
(LAS)
Are supplementary learning resources that learners can
engage in , such as individualized exercise that further
develop desired knowledge and skills they are acquiring
from different lessons. The content of this learning
activities will enable them to explore learning possibilities
and broaden their learning experiences, so learners can
gain expertise in the pre-requisite knowledge and skills
set by K to 12 Basic Education Curriclum (DO No. 036, s.
2021)
Steps in Preparing the LAS
1. Review Curriculum Standard
2. Identify the Learning Competency
3. Write Learning Objectives
4. Develop Learning Activities
5. Prepare Assessment Tools
6. Integrate Reflection and Values
7. Use DepEd Template
8. Review and Validate
9. Pilot Test
10. Revise and Finalize
DepEd
Learning Activity Sheets (LAS)
K LM
Tagalog [Link]
Emerging-Le
arning-Activity-Sheets-LAS (1).pd
Learning
Resource Workbook scienc
Activity-She
et-Q3_G4_visualizing-perime
Sources
● DepEd Order No. 42, s. 2016
● LR portal