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This document outlines the format for a detailed lesson plan, including sections for objectives, content, learning resources, procedures, remarks, and reflection. The procedures section describes the steps to be taken, including introductory activities, interactive strategies, analysis, presenting new concepts, application activities, and assessment. The plan is meant to guide instructional planning and evaluation using principles of teaching and learning.

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Rome Pascua
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1K views

Dlp-Format

This document outlines the format for a detailed lesson plan, including sections for objectives, content, learning resources, procedures, remarks, and reflection. The procedures section describes the steps to be taken, including introductory activities, interactive strategies, analysis, presenting new concepts, application activities, and assessment. The plan is meant to guide instructional planning and evaluation using principles of teaching and learning.

Uploaded by

Rome Pascua
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Grade Level


Teacher Learning Area
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement
( minutes). Fill-in
below any of the four
purposes
 Reinforcing /
strengthening the day’s
lesson
 Enriching / inspiring
the day’s lesson
 Enhancing / improving
the day’s lesson
Preparing for the new lesson
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of re-
teaching or lack of time, transfer of lesson to the following
day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress. What works? What else
needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.
Indicate below whichever is/are appropriate.
A. No.of learners who earned
80% on the formative
assessment.
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No.of learners who have caught
up with the lesson.
D. No.of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
4 A’s PROCEDURE:
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Grade Level


Teacher Learning Area
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies /
Objectives.
Write the LC code for
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
V. PROCEDURES

Introductory Activity
( minutes). This part
introduces the lesson
content. Although at
times optional, it is
usually included to serve
as a warm-up activity to
give the learners zest for
the incoming lesson and
an idea about what it to
follow. One principle in
learning is that learning
occurs when it is
conducted in a
pleasurable and
comfortable atmosphere.
Activity/Strategy (
minutes). This is an
interactive strategy to
elicit learner’s prior
learning experience. It
serves as a springboard
for new learning. It
illustrates the principle
that learning starts
where the learners are.
Carefully structured
activities such as
individual or group
reflective exercises,
group discussion, self-or
group assessment,
dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise,
gallery walk and the like
may be created. Clear
instructions should be
considered in this part
of
the lesson.
Analysis ( minutes).
Essential questions are
included to serve as a
guide for the teacher in
clarifying key
understandings about
the topic at hand.
Critical points are
organized to structure
the discussions allowing
the learners to maximize
interactions and sharing
of ideas and opinions
about expected issues.
Affective questions are
included to elicit the
feelings of the learners
about the
activity or the topic. The

last questions or points


taken should lead the
learners to understand
the new concepts or skills
that are to be presented
in the next part of the
lesson.
Abstraction (
minutes). This outlines
the key concepts,
important skills that
should be enhanced,
and the proper attitude
that should be
emphasized.
This is organized as a
lecturette that
summarizes the learning
emphasized from the
activity, analysis and
new inputs in this part of
the lesson.
Application (
minutes). This part is
structured to ensure the
commitment of the
learners to do
something to apply their
new learning in their
own
environment.
Assessment (
minutes). For the a) Observation (Formal and informal Possible Activities
Teacher to: observations of learners’ Investigation, Role Play,
a) Assess whether performance or behaviors are Oral Presentation, Dance,
learning objectives have recorded, based on assessment Musical Performance, Skill
been met for a specified criteria) Demonstration, Group
duration, Activity (e.g. Choral
b) Remediate and/or Reading), Debate, Motor &
enrich with appropriate Psychomotor Games,
strategies as needed, Simulation Activities,
Science Experiment
and b) Talking to Learners / Conferencing Hands-on Math Activities,
c) Evaluate whether (Teachers talk to and question Written Work and Essay,
learning intentions and learners about their learning to gain Picture Analysis, Comic
success criteria have insights on their understanding and Strip, Panel Discussion,
been met. to progress and clarify their thinking) Interview, Think-Pair-Share,
(Reminder: Formative Reading
Assessment may be c) Analysis of Learners’ Products Worksheets for all subjects,
given before, during, or (Teachers judge the quality of Essay, Concept
after the lesson).
Choose any from the

Assessment Methods products produced by learners Maps/Graphic Organizer,


below. according to agreed criteria) Project, Model, Artwork,
Multimedia Presentation,
Product made in technical-
vocational subjects
d) Tests (Teachers set tests or Skill Performance Test,
quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or Practicum, Pen and Paper
knowledge of content) Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Assignment/Agreement
( minutes). Fill-in
below any of the four
purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving
the day’s
lesson
Preparing for the new
lesson
V. REMARKS
Indicate special cases
including but not limited
to continuation of lesson
plan to the following day
in case of re-teaching or
lack of time, transfer of
lesson to the following
day, in cases of class
suspension, etc.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about
your student’s progress.
What works? What else
needs to be done to help
the students learn?
Identify what help your
instructional supervisors
can provide for you so
when you meet them,
you can ask them
relevant questions.
Indicate below whichever
is/are appropriate.
A. No.of learners who
earned 80% on the
formative assessment.
B. No.of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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