Policy Guidelines on Daily Lesson

Preparation for the K to 12 Basic

Education
DepEd Order no. 42, s. 2016
Reasons for the issuance of
the Policy
1. In line with the implementation of
Republic Act (RA) No. 10533 or the
Enhanced Basic Education Act of 2013, the
Department of Education (DepEd) issues
the enclosed Policy Guidelines on Daily
Lesson Preparation for K to 12 Basic
Education Program
Reasons for the issuance of
the Policy
2. Planning lessons is fundamental to
ensuring the delivery of teaching and
learning in schools. These guidelines aim to
support teachers in organizing and
managing their classes and lessons
effectively and efficiently and ensure the
achievement of learning outcomes.
Reasons for the issuance of
the Policy
3. These guidelines affirm the role of the K to 12
teacher as a facilitator of learning. Preparing
the Lessons through the DLL or DLP provides
teachers with the opportunity for reflection on
what learners need to learn, how learners learn,
and how best to facilitate the learning process.
Reasons for the issuance of
the Policy
These guidelines also aim to empower teachers to
carry out quality instruction that recognizes the
diversity of learners inside the classroom, is committed
to learners success, allows the use of varied
instructional and formative assessment strategies
including the use of information and communications
technologies (ICTs), and enables the teacher to guide,
mentor and support learners in developing and
assessing their learning across the curriculum.
I. Rationale
• The Department of Education recognizes that
instructional planning is essential to successful
teaching and learning. (Dick & Reiser, 1996)

• Daily lesson preparation also encourages

reflective practice since it requires teachers to
think about and reflect on their instructional
practices on a daily basis
II. Scope of the Policy
This DepEd Order provides the
guidelines in the preparation of
daily lessons through the DLP and
DLL by teachers from K to 12. This
was also developed in
collaboration with teachers and
school heads to ensure that those
affected by the policy would be
consulted.
 III. Definition of Terms
For purposes of this Order, the following
terms are defined as follows:
 
a. Instruction refers to the methods and
processes used to direct learning.
 III. Definition of Terms
For purposes of this Order, the following
terms are defined as follows: 

b. Instructional planning is the process of

systematically planning, developing,
evaluating, and managing the instructional
process by using principles of teaching and
learning.
 III. Definition of Terms
For purposes of this Order, the following
terms are defined as follows: 

c. Daily Lesson Log (DLL) is a template teachers use to

log parts of their daily lesson. The DLL covers a day’s or
a week’s worth of lessons and contains the following
parts: Objectives, Content, Learning Resources,
Procedures, Remarks and Reflection. 
 III. Definition of Terms
For purposes of this Order, the following
terms are defined as follows: 

d. Detailed Lesson Plan (DLP) is a teacher’s “roadmap”

for a lesson. It contains a detailed description of the
steps a teacher will take to teach a particular topic. A
typical DLP contains the following parts: Objectives,
Content, Learning Resources, Procedures, Remarks and
Reflection.
IV. POLICY STATEMENT
 To institutionalize instructional planning as a critical part
of teaching and learning process.
 These guidelines are meant to support teachers in
effectively organizing and managing the K to 12 classrooms
to be genuinely responsive to learners’ needs.
 Preparation of DLP and DLL shall inculcate reflective
practice among teachers by providing opportunities to think
about and reflect on their instructional practices.
IV. POLICY STATEMENT
 Daily lesson preparation is a part of
teachers’ core function as a facilitator of
learning inside the classroom as affirmed in
DepEd’s RPMS.

 Well-prepared and well-planned lessons

are fundamental to ensuring the delivery of
quality teaching and learning in schools.
 V. LESSON
PREPARATION
A.The instructional process

Assessment of Learning
Delivery of Instruction

Planning Instruction
B. Lesson Planning
•Lesson planning is a way of
visualizing a lesson before it is
taught.
•The objective of lesson
planning is learning.
•Lesson planning is a hallmark
of effective teaching.
Elements of Effective Teaching
• Identifyingclear lesson and clear objectives while
carefully linking activities to them which is
essential for effectiveness.
• Creatingquality assignments, which is positively
associated with quality instruction and quality
student work.
Elements of Effective Teaching
• Planning lessons that have clear goals, are
logically structured and progress through the
content step-by-step.
• Planning the instructional strategies to be
deployed in the classroom and the timing of these
strategies.
Elements of Effective Teaching
• Using advance organizers, graphic organizers, and
outlines to plan for effective instructional delivery.
• Considering students’ attention spans and learning
styles when designing lessons.
• Systematically developing objectives, questions, and
activities that reflect higher level and lower level
cognitive skills as appropriate for the content and the
learners.
B. Lesson Planning
•Planning lessons increases a
teacher’s chances of carrying out a
lesson successfully.
•Lesson planning inculcates reflective
practice as it allows teachers to
think about their teaching.
•Lesson planning helps teachers
master learning area content.
B. Lesson Planning
What teachers need?
• Teacher’s Guide (TG)
• Learner’s Material (LM)
• Learning Resources Management
and Development System
(LRMDS)
Elements of Lesson Plan
• What should be
taught?

• How should it be
taught?

• How should learning

be assessed?
Elements of Lesson Plan
Formative Assessment
As defined in DepEd Order No. 8, s. 2015
entitled Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education
Program, formative assessment “refers to the
on going forms of assessment that are closely
linked to the learning process. It is
characteristically informal and is intended to
help students identify strengths and
weaknesses in order to learn from the
assessment experience.”
C. Parts of a Lesson Plan
Before the
Lesson

The Lesson
Proper

After the
Lesson
D. Instructional models, strategies, and
methods
• Instructional Model is a
teacher’s philosophical Behaviorism
orientation to teaching.
• Instructional strategy is a Cognitivism
teaching approach influenced
by the abovementioned
educational philosophies.
Constructivism
• Instructional method is the
specific activity that teachers
and learners will do in the Social
classroom.  Interactionism
 Instructional Strategies
(Saskatchewan Education 1991)

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.
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.
 Instructional Strategies
(Saskatchewan Education 1991)

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.
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.
 Instructional Strategies
(Saskatchewan Education 1991)

e. Independent study is teaching in which the teacher’s external control is reduced

and students interact more with the content (Petrina in press). 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
E. Features of the K to 12 Curriculum
Spiral Progression

Constructivism

Differentiated Instruction

Contextualization
E. Features of the K to 12 Curriculum
Spiral progression. The K to 12 curriculum follows a
spiral progression of content. This means that students
learn concepts while young and learn the same
concepts repeatedly at a higher degree of complexity
as they move from one grade level to another.
According to Bruner (1960), this helps learners
organize their knowledge, connect what they know, and
master it. Teachers should make sure that in preparing
lessons, learners are able to revisit previously
encountered topics with an increasing level of
complexity and that lessons build on previous learning.
E. Features of the K to 12 Curriculum
Constructivism. The K to 12 curriculum views learners as
active constructors of knowledge. This means that in
planning lessons, teachers should provide learners with
opportunities to organize or re-organize their thinking and
construct knowledge that is meaningful to them (Piaget
1950). This can be done by ensuring that lessons engage and
challenge learners and tap into the learners’ zone of proximal
development (ZPD) or the distance between the learners’ actual
development level and the level of potential development
(Vygotsky 1978). Vygotsky (1978) suggests that to do this,
teachers can employ strategies that allow collaboration among
learners, so that learners of varying skills can benefit from
interaction with one another.
E. Features of the K to 12 Curriculum
Differentiated instruction. All K to 12 teachers are
encouraged to differentiate their teaching in order to help
different kinds of learners meet the outcomes expected in
each lesson. Differentiation or differentiated instruction
means providing multiple learning options in the
classroom so that learners of varying interests, abilities,
and needs are able to take in the same content appropriate
to their needs, According to Ravitch (2007),
differentiation is instruction that aims to “maximize each
student's growth by recognizing that students have
different ways of learning, different interests, and different
ways of responding to instruction.”
E. Features of the K to 12 Curriculum
Differentiation is just one of the strategies available to
teachers in the K to 12 classroom. In planning lessons,
teachers are encouraged to think about and include in
their lessons options for different kinds of learners to
understand and learn the lesson’s topic. This means that
teachers need to continually conduct formative
assessment of learners to be able to articulate these
options for learners. However, it shall still be up to the
individual teacher to decide when to utilize
differentiated instruction in the classroom.
E. Features of the K to 12 Curriculum
Contextualization. Section 5 of RA 100533 or The
Enhanced Basic Education Act of 2013 states that the K
to 12 curriculum shall be learner-centered, inclusive and
developmentally appropriate, relevant, responsive,
research-based, culture-sensitive, contextualized, global,
and flexible enough to allow schools to localize,
indigenize, and enhance the same based on their
respective educational and social context. K to 12
teachers are allowed to use contextualization strategies
in their lessons.
E. Features of the K to 12 Curriculum
According to DepEd Order No. 32, s. 2015 entitled Adopting The
Indigenous Peoples Education Curriculum Framework, contextualization in
“the educational process of relating the curriculum to a particular setting,
situation, or area of application to make the competencies relevant,
meaningful, and useful to all learners.” The degree of contextualization can
be further distinguished into localization which involves relating curriculum
content to information and materials found in the learner’s immediate
community, and indigenization which involves enhancing curriculum
competencies, learning resources, and the even the instructional process in
the relation to the biographical, historical, and socio-cultural context of the
learners’ community. In preparing lessons, teachers are encouraged to make
full use of these contextualization strategies, if necessary, to make lessons
more relevant and meaningful to learners.
 F. ICT Integration
ICTs are basically information-handling tools that are used to
produce, store, process, distribute, and exchange information
(Anderson 2010). ICT integration in teaching and learning
involves all activities and processes with the use of
technology that will help promote learning and enhance
the abilities and skills of both learners and teachers. With
the availability of ICTs in schools, teachers can integrate
technology in the planning, delivery, and assessment of
instruction.
G. Daily Lesson Log (DLL)
Teachers who have been in the
service for at least one year,
handling learning areas with
available LMs and TGs provided
by DepEd

Teachers are allowed to work

together, seasoned teachers shall
mentor new/novice teachers
G. Daily Lesson Log (DLL)
Is a template teachers use to log parts of their
daily lesson. The DLL covers a day’s or a
week’s worth of lessons and contains the
following parts:
- Objectives (Layunin)
- Content (Nilalaman)
- Learning Resources (Kagamitang Panturo)
- Procedures (Pamamaraan)
- Remarks (Mga Tala)
- Reflection (Pagninilay)
Objective (Layunin)
•This part of the DLL includes related to
content knowledge and competencies.
•The number of objectives set depends
on the subject areas, Language Subjects
such as MTB, Fil. And Eng. Are
composed of 2-3 objectives per day but
subjects such as EsP has weekly
objectives.
•Objectives can be found in Teacher’s
Guide.
Content (Nilalaman)
The topic or subject matter pertains to
the particular content that the lesson
focuses on.
Learning Resources
(Kagamitang Panturo)
This part of the DLL asks teachers to log the
references and other learning resources that the
teacher will use for the lesson. The references
includes the particular pages of the TG, LM,
textbooks and the additional materials from the
LRMDS portal. The other learning resources refer
to materials such as those that are teacher-made,
authentic and others not included tools and other
non-print materials needed for activities before,
during and after the lesson.
Procedures (Pamamaraan)
Binubuo ito ng 10 bahagi:
1. Balik-aral sa nakaraang aralin at/o pagsisimula ng bagong aralin ( Reviewing
Previous Lesson or Presenting New Lesson)
2. Paghahabi sa layunin ng aralin (Establishing a Purpose for the Lesson)
3. Pag-uugnay ng mga halimbawa sa bagong aralin (Presenting
Examples/instances of the new lesson)
4. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #1
(Discussing New Concepts and Practicing New Skills #1)
5. Pagtalakay ng bagong konsepto at paglalahad ng bagong kasanayan #2
(Discussing New Concepts and Practicing New Skills #1)
Procedures (Pamamaraan)
Binubuo ito ng 10 bahagi:
6. Paglinang sa Kabihasaan Tungo sa Formative Assessment (Developing
Mastery Leads to Formative Assessment #3)
7. Paglalapat ng aralin sa pang-araw-araw na buhay (Finding Practical
Applications of Concepts and skills in daily living)
8. Paglalapat ng Aralin (Making Genralizations and Abstractions about the
Lesson
9. Pagtataya ng Aralin (Evaluating Learning)
10. Karagdagang gawain para sa takdang aralin at remediation (Additional
Activities for Application or Remediation)
Mahalagang Paalala
Flexibility is allowed in the delivery of the
DLL procedures . Teachers do not need to go
through all ten (10) parts in every lesson.
Teachers need to ensure that the procedures
of the lesson lead to the achievement of the
objectives. The formative assessment
methods to be used by the teacher should
determine if the objectives of the lesson are
being met. These ten parts should be done
across the week.
Remarks (Mga Tala)
•This part of the DLL in which teachers
shall indicate special cases including
but not limited to:
a.Continuation of lesson plan to the
following day
b.In case of re-teaching or lack of time,
c.Transfer to the following day in case
of class suspension
Reflection (Pagninilay)
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 require remediation, the
effectiveness of the remedial lesson, teaching
strategies or methods that worked well and
why, and the difficulties encountered that their
principal can help solve
H. Daily Lesson Plan (DLP)
 Newly hired teachers with out
professional teaching experience
shall be required to prepare a daily
DLP for a year.
Teacher applicants as well as the
teachers in the service including
Master Teachers who will conduct
demonstration teaching shall be
required to prepare DLP.
H. Daily Lesson Plan (DLP)
 Newly-hired teachers who earned a
rating of “Very Satisfactory” or
“Outstanding” in RPMS in a year
shall no longer be required to
prepare DLPs, while newly-hired
teachers who earned a rating of
“Satisfactory” shall be required to
prepare DLPs until such time that
their RPMS assessment has
improved.
H. Daily Lesson Plan (DLP)
Parts of DLP
A. Objectives
B. Content
C. Learning Resources
D. Procedures
E. Remarks
F. Reflection
H. Daily Lesson Plan (DLP)
Parts of DLP
A. Objectives
B. Content
C. Learning Resources
D. Procedures
E. Remarks
F. Reflection
 Parts of DLP
Objectives
Lesson plan objectives shall:
•describe learners’ behavior that should
result from instruction;
•state the behavior in terms that can be
observed and assessed; and
•indicate the content on which the
behavior will be performed.
 Parts of DLP
Content
Subject Matter or specific content that
the lesson aims to teach.

Learning Resources
List of resources that a teacher uses to
deliver the lesson.
 Parts of DLP
Procedures

Before the Lesson

During the Lesson

After the Lesson

Parts of DLP
Remarks
Reflection
VII. Monitoring and Evaluation
• Preparation of DLP and DLL shall be part of
the performance assessment of those who
are Teacher I – III and Master Teacher I – IV
positions through the RPMS.
• Compliance with DLP and DLL preparations
shall be monitored following the RPMS
Cycle.
• Teachers with exemplary DLLs and DLPs
may be provided with incentives.
Mga Sanggunian
• https://www.slideshare.net/scsalamat/deped-order-no-42-s-2016
• https://www.slideshare.net/belindasagun/slides-for-deped-order-no42-s-2
016
• file:///C:/Users/user/Documents/d.o/DO_s2016_042.pdf
• https://drive.google.com/drive/folders/1gIM0iWm3s1_3Yqcgtg_5S8NFTrm
HI5Rw
• https://drive.google.com/drive/folders/1o8fWdERxRPfE_idfBrb4KG-pJOC
kz0MG
• https://docs.google.com/document/d/1-3zFS6UtlknJErodfJR2slV7q6DPwq
Ng/edit
• https://lenydaniel.files.wordpress.com/2017/02/deped-order-42-s-2016.pp
tx
• https://www.slideshare.net/AbbygaleJade/deped-order-no-42-s-2016-122
112920