1. POLICY GUIDELINES ON DAILY LESSON PREPARATION for the K to 12 BASIC EDUCATION PROGRAM DepEd Order No. 42 s dated 17 June 2016

2. “Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.(Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Lesson Plan (DLP))

3. Plan instruction with content standards, performance standards and learning competencies firmly articulated in the K to 12 curriculum.

4. Content Standards – essential knowledge that students need to learn
Performance Standards - abilities and skills learners need to demonstrate in relation to the knowledge they have learned
Learning Competencies – knowledge, skills and attitudes learners need to demonstrate in every lesson

5. ENGLISH Grade 5
Grade Level Standards: The learners listens critically to different text types; expresses ideas logically in orally and written forms; and demonstrates interest in reading to meet various needs.

6. Content Standard (Listening Comprehension)
The learner demonstrates understanding of various linguistics nodes to comprehend various texts.

7. Performance Standard (Listening Comprehension)
The learner analyzes text
types to effectively understand
information/messages.

8. Learning Competency: EN5LC-IIIa-2
Learning Competency: EN5LC-IIIa-2.10 Distinguish fact from opinion EN – English (Learning area) 5 – Grade Level LC – Listening Comprehension (Domain) III-Third Quarter (Quarter Number) a – Week – Competency Number

9. Elements of a Lesson Plan
A lesson plan should aim to answer the following questions:
a. What should be taught?
b. How should it be taught?
c. How should learning be assessed?

10. What should be taught?
Follow the CG of the learning area being taught.
Have learner-centered objectives that are aligned with the standards of the curriculum.
Make use of multiple resources that are available including the TG, LM, materials from LRMDS portal, textbooks and other supplementary materials.

11. Consider English 5 – Third Quarter – Week 1
LC – Distinguish fact from opinion (EN5LC-IIIa- 2.10) Provide evidence to support understanding (EN5LC-IIIa-2.15) OL – Remind others to stay on topic (EN5OL-IIIa-2.7) V – Infer the meaning of unfamiliar words (compound, affixed) based on (EN5V-IIIa-2.7) given context clues (EN5V-IIIa-20.4)

12. RC – Distinguish text types according to purpose-to persuade (EN5LC-IIIa-2.10) F – Read grade level text with accuracy (EN5F-IIIa-3.2.4)/appropriate rate (EN5F- IIIa-1.7) and proper expression (EN5F-IIIa- 1.7)

13. SS – Organize information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others (EN5SS-IIIa-3)
G – Compose clear and coherent sentences using appropriate grammatical structures:-Prepositions (EN5G-IIIa-7.3.1)
A – Observe politeness at all times (EN5A-IIIa-16)

14. Plan to teach….
Day 1 V – Infer the meaning of unfamiliar words (compound, affixed) based on (EN5V-IIIa-2.7) given context clues (EN5V-IIIa-20.4) LC – Distinguish fact from opinion (EN5LC-IIIa-2.10) Provide evidence to support understanding (EN5LC- IIIa-2.15) A – Observe politeness at all times (EN5A-IIIa-16)

15. Day 2
G - Compose clear and coherent sentences
using appropriate grammatical
structures:-Prepositions
(EN5G-IIIa-7.3.1)
OL – Remind others to stay on topic
(EN5LC-IIIa-2.15)

16. Day 3
F-Read grade level text with accuracy (EN5F-IIIa-3.2.4)/appropriate rate (EN5F-IIIa-1.7) and proper expression (EN5F-IIIa-1.7)
RC – Distinguish text types according to purpose-to persuade (EN5LC-IIIa-2.10)

17. Day 4
SS – Organize information from primary sources in preparation for writing, reporting and similar academic tasks in collaboration with others (EN5SS-IIIa-3)

18. How should it be taught?
Make use of strategies that help learners learn, build learners’ understanding and respond to learners’ needs.
Explore instructional strategies that consider learners’ cognitive ability, learning style, readiness level, MIs, gender, socio economic background, ethnicity, culture, physical ability, personality, special needs and the different ways learners master the content of a particular learning area.

19. Be open to the possibility of adjusting instruction to respond to the needs of learners.

20. Instructional Models, Strategies and Methods
a. Direct instruction
- to teach facts, rules and action sequences
b. Indirect Instruction
- for concept learning and problem-centered learning
c. Interactive instruction
- brainstorming, debates, cooperative learning, interviewing, small group or whole class discussion

21. d. Experiential instruction
- games, experiments, field trips, model building, field observations, role play, simulations.

22. e. Independent study
-Students interact more with the content through questions, correspondence lessons, computer assisted instruction, essays, homework, learning contracts, reports, research projects

23. Features of the K to 12 Curriculum
1. Spiral Progression
- Previously encountered topics with
an increasing level of complexity
2. Constructivism
- allow collaboration among learners.

24. 3. Differentiated instruction
- multiple learning options in the classroom
4. Contextualization
- relate the curriculum to a particular setting, situation or area of application to make the competencies relevant, meaningful and useful to learners

25. ICT Integration
integrate technology in the
planning, delivery and assessment of instruction.

26. How should learning be assessed?
DepEd Order No. 8 s Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program

27. Communicate to learners what they are expected to learn, involve them in assessing their own learning at the beginning, during and end of every lesson.
Use data from the assessment to continually adjust instruction to ensure attainment of learning outcomes.

28. Daily Lesson log I.Objectives A. Content Standards
The learner understands the nature and elements of oral communication in context.
B. Performance Standards
The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
C. Learning Competencies/ Objectives
The learner defines communications (EN11/12 OC-Ia-1
The learner explains the nature and process of communication (EN11/12OC-Ia-2)

29. III. Learning Resources
Daily Lesson log
II. Content
The Nature and Process of Communication
III. Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
The New Book of Knowledge (2007) Volume 3C p.342
4. Additional Materials from LR portal

30. B. Other learning Resources
Laptop, projector, power point presentation, activity sheets

31. A. Reviewing previous lesson or presenting the new lesson
IV. Procedures
A. Reviewing previous lesson or presenting the new lesson
Let’s play the Human Bingo. Each of you will be given a card. Please fill in the boxes as fast as you can. Ask the name of your classmates who is, who can or who does what is written on the box.(one name for one box) The first to accomplish the boxes wins the game.
After the game, ask:
• How was the experience?
• How were you able to fill in the boxes?

32. B. Establishing a purpose for the lesson
For today, we shall define communication and explain its nature and process. Have you encountered this topic when you took English 7-10?

33. C. Presenting examples/instances of the new lesson

34. D. Discussing new concepts and practicing new skills #1
• What does communication mean?
• How is communication expressed?
• Who are involved in a communication process?
• What is communication said to be a two-way process?

35. E. Discussing new concepts and practicing new skills #2
Divide the class in three groups. Let group proceed to Booth A, Group 2 to Booth B, Group 3 to Booth C for their respective activities. Have them choose their group leader, documenter and reporter.
After the presentation, ask:
• What is communication?
• What was said about the nature of communication?
• How was the communication process described?

36. F. Developing Mastery
Complete the concept map with ideas about communication.

37. G. Finding practical application of concepts and skills in daily living With your group, brainstorm and agree on what to say or do with the given situation. Group 1- Encourage a crying child to tell you why he/she is crying. Group 2 – Respond to the hand signal of a deaf and mute friend. Group 3 – Type a message for a suitor whom you do not like.

38. H. Making generalizations and abstractions about the lesson
In your own understanding, tell us your definition of communication.
Tell also its nature and explain the communication process.

39. I. Evaluating learning Complete the sentences. 1
I. Evaluating learning Complete the sentences. 1. Communication means _____________________________________ Any kind of communication requires a sender, a ________________________, a message and a ___________________ In a face-to-face interaction, people send and receive messages. In this situation, ______________ communication takes place at one _____________ and over a short distance.

40. J. Additional activities for application or remediation
Research on various models of communication.

41. V. Remarks * Specific instances that result in continuation of lesson to the following day in case of reteaching insufficient time, transfer of lessons to the following day as a result of class suspension

42. VI. REFLECTION A. No. of learners who earned 80% in the evaluation
 5 -20
4 - 4
B. No. of learners who require additional activities for remediation who scored below 80%
 3 - 3
2 - 3
C. Did the remedial lessons work? No. of learners who have caught up with the lesson.
 YES. 6
D. No. of learners who continue to require remediation  0
E. Which of my teaching worked well? Why did these work?
Use of organizer .
Students understand the concepts better.
F. What difficulty did I encounter which my principal or supervisor can help me solve?
 maximum class participation
G. What innovation or localized materials did I use/discover which I wish to share with other teachers?
 use of Differentiated Instruction

43. Detailed Lesson Plan
Objectives
Content
Learning Resources
Procedures
A. Before the Lesson
a. Review the previous lesson

44. b. Clarify concepts from the previous lesson c
b. Clarify concepts from the previous lesson c. Introduce the new lesson d. Inform the class of the connection between the old and the new lesson and establish a purpose for the new lesson e. State the new lesson objectives as a guide for the learners

45. B. Lesson Proper - present the new material to the class - convey new information to the learners, help them understand and master the information - provide learners with feedback - regularly check for learners’ understanding

46. - assess whether or not learners have mastered the day’s lesson
C. After the Lesson
- wrap-up activities
- assess whether or not learners have mastered the day’s lesson
- provide assignment which is related to the day’s lesson
(DepEd Memo No. 329 s Guidelines on Giving Homework or Assignments to all Public Elementary School Pupils)

47. V. Remarks VI. Reflection

48. EXPLICIT INSTRUCTION - also known as “explicit teaching”
“direct instruction” or “direct teaching”
- Sequence of supports “ I do”, “We do”, “You do”.

49. PARTS 1. Presentation ( establishing a purpose for the lesson and presenting examples/instances of the new lesson) 2. Teaching and Modeling (discussing new concepts and practicing new skills, making generalizations and abstractions about the lesson) 3. Guided Practice (developing mastery through differentiated instruction) 4. Independent Practice (developing mastery through individual work)

50. 5. Application (finding practical applications of concepts and skills in daily living)

51. THANK YOU!!!