DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

I. OBJECTIVES

A. Content Standard: This is the overarching statement that defines what students
should learn in the lesson. In your case, the content standard is "Finding the Answers to
the Research Questions," which means the lesson should help students understand how
to find answers to research questions using a specific method or approach.

B. Performance Standards: These are specific criteria or benchmarks that indicate

what level of proficiency or mastery students should achieve in relation to the content
standard. If applicable, you would specify these standards here.

C. Learning Competencies / Objectives (Write the LC Code): Learning

competencies or objectives break down the content standard into specific, measurable,
and achievable learning goals. These objectives guide the lesson and help you assess
whether students have achieved the desired outcomes. The LC code is a unique
identifier for each objective, making it easy to reference them.

II. CONTENT
This section describes the content or subject matter you'll be teaching in the lesson. It's
where you provide an overview of the topics, concepts, or skills that will be covered. It
ensures both you and the students are clear on what will be taught.

III. LEARNING RESOURCES

A. References: This part lists the materials and sources you'll use to support your
teaching. It can include teacher's guides, learners' materials, textbook pages, and
additional materials from learning resource portals. These resources are essential for
providing context and content for your lesson.

B. Other Learning Resources: Sometimes, you may use other materials not covered
in the references. This section allows you to mention any supplementary materials, such
as online resources, videos, or handouts.

IV. PROCEDURES
This is the heart of your lesson plan and outlines the step-by-step process for teaching
the lesson.

A. Revising previous lesson or presenting the new lesson: This step either
reviews the previous lesson to provide context or introduces the new lesson. It ensures a
smooth transition between topics.
Revising the Previous Lesson: If you are continuing from a previous lesson, this
is the phase where you review and revisit the concepts, skills, or topics covered in
the previous class. This serves several purposes:
Recall: It helps students recall what they have previously learned,
reinforcing their memory.
Contextualization: It provides context for the new material. Linking the
new lesson to the prior one helps students see the progression of ideas.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

 Assessment: It allows you to assess how well students retained and
understood the previous content. You can identify any areas where students
might need additional clarification or review.
Presenting the New Lesson: If this is the start of a new lesson, you introduce
the topic or content that will be covered during the current class. This involves:
Engagement: Capture students' interest and attention by starting with a
question, a story, a striking image, or a real-world scenario related to the topic.
Setting Objectives: Clearly state the objectives of the lesson, explaining
what students will learn and why it's important.
Outline: Provide an overview of what students can expect to cover during
the lesson. This gives them a sense of the lesson's structure.
Connection: If applicable, connect the new material to what students have
previously learned. This helps them build on existing knowledge.

B. Establishing a purpose for the lesson: Here, you explain the objectives and goals
of the lesson. This helps students understand the importance of what they're about to
learn.
Defining the Learning Objectives: Begin by clearly stating the specific learning
objectives of the lesson. Learning objectives should be specific, measurable,
achievable, relevant, and time-bound (SMART). These objectives guide both the
teacher and the students in understanding what they should achieve by the end of
the lesson. They provide a clear roadmap for the teaching and learning process.
Explaining the Importance: After stating the objectives, explain to the students
why the lesson is important. This step serves several purposes:
Relevance: It helps students understand why they should pay attention to
the topic and how it relates to their lives or future studies.
Motivation: It can motivate students by showing them the real-world
applications or practical benefits of what they're about to learn.
Context: It provides context for the lesson, helping students see the bigger
picture and how the current topic fits into the overall curriculum or
learning journey.
Connecting to Previous Knowledge: If the current lesson builds on prior
knowledge or skills, briefly recap what students have learned previously. This
reinforces their existing knowledge and helps them see the continuity of their
learning.
Setting Expectations: Clearly state what students are expected to achieve or
understand by the end of the lesson. This sets clear expectations and goals for the
class.
Engagement: Use engaging and motivating language to capture students'
interest and enthusiasm for the topic. Pose questions, present intriguing scenarios,
or share anecdotes to pique their curiosity.
Relating to Real Life: Whenever possible, connect the lesson to real-life
situations or examples. This helps students see the practical relevance of what
they're learning and makes the lesson more engaging.
Addressing the "Why": Answer the question, "Why are we learning this?" This is
a question that students often ask, and providing a clear answer helps them understand
the purpose of the lesson.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

C. Presenting examples/instances of the new lesson: This is where you introduce
the lesson with practical examples or real-life scenarios. It engages students and
provides context for the concepts.
Introduction to the Topic: This phase serves to introduce students to the new
lesson or topic. It typically begins with an engaging hook or an attention-grabbing
statement related to the topic. The purpose is to spark curiosity and interest among
students.
Real-World Examples: After the introduction, you should present real-world
examples, instances, or scenarios that are directly related to the new content. These
examples should be clear and relatable, helping students see how the lesson's concepts
or skills are applied in practical situations.
Concrete Illustrations: Use concrete examples that are easy for students to
grasp. These examples should demonstrate the key points or principles you're
teaching. They make the abstract ideas more tangible and relatable.
Variety of Examples: Providing a variety of examples can be beneficial. This
allows you to show different facets of the concept and helps students understand
that the concept can be applied in various contexts.
Visual Aids: If applicable, use visual aids such as diagrams, charts, images, or
videos to enhance the presentation of examples. Visual aids can make complex
ideas more accessible and memorable.
Engagement: Throughout this phase, encourage active engagement from
students. Ask questions related to the examples to stimulate critical thinking and
class discussion. Encourage students to share their thoughts and insights.
Relevance: Emphasize the relevance of the examples to the overall learning
objectives of the lesson. Explain how understanding these examples will contribute
to students' mastery of the topic and how it connects to the real world.
Feedback: Be prepared to provide feedback and guidance as students engage
with the examples. Answer questions, clarify doubts, and ensure that students are
following the presentation effectively.

D. Discussing new concepts and practicing new skills #1: This step involves
teaching the primary concepts and skills related to the lesson. It often includes
explanations, discussions, and the first practice activities.
Concept Introduction: Start by introducing the key concepts, theories, or skills
that are the focus of the lesson. These should be directly related to the learning
objectives you established earlier.
Explanations: Provide clear and concise explanations of the concepts. Use
language and terms that are appropriate for your students' level of understanding.
Avoid jargon or technical language that might be confusing.
Visual Aids: Utilize visual aids like diagrams, charts, or models to enhance your
explanations. Visuals can make complex concepts more accessible and help
students visualize abstract ideas.
Examples: Support your explanations with relevant examples. Examples help
students see how the concepts are applied in practical situations. You can refer
back to the real-world examples you presented earlier in the lesson.
Discussion: Encourage class discussion and interaction. Ask open-ended
questions to prompt critical thinking and invite students to share their thoughts or
questions related to the new concepts.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

 Engagement: Engage students actively in the learning process. Use techniques
like think- pair-share, group discussions, or problem-solving activities to involve them
in applying the new concepts.
Active Learning: Incorporate activities that allow students to practice and apply
the new skills or concepts. These activities could include exercises, simulations, or
hands-on tasks that align with the lesson objectives.
Clarification: Be prepared to clarify any doubts or questions that students may
have. Ensure that students understand the concepts before moving on to the
next phase of the lesson.
Feedback: Provide feedback on students' responses and performance during
discussions or activities. Positive reinforcement and constructive feedback can
motivate students and help them improve.
Relate to Objectives: Continually relate the discussion and practice activities
back to the learning objectives of the lesson. Remind students how what they are
learning connects to the overall purpose of the lesson.

E. Discussing concepts and practicing new skills #2: If needed, this section
continues to explain and practice the concepts and skills introduced earlier.
Extension of Concepts: In this phase, you delve deeper into the previously
introduced concepts or skills. You may introduce more advanced or nuanced
aspects, building upon the foundation established in the previous section.
Advanced Examples: Provide more complex examples or scenarios that require
a deeper understanding of the concepts. These examples should challenge students
and encourage critical thinking.
Problem-Solving: Engage students in problem-solving activities that apply the
newly learned concepts. These activities could involve analyzing case studies, solving
equations, or tackling real-world challenges that require the application of the
concepts.
Group Activities: Encourage collaborative learning by incorporating group
activities or discussions. This allows students to share their insights, work together
to solve problems, and learn from their peers.
Feedback and Guidance: Offer feedback and guidance as students work on
problems or activities. Address any misconceptions or errors promptly and provide
support as needed.
Application: Emphasize how the concepts or skills are applied in various contexts
or disciplines. Discuss practical applications and real-world examples to reinforce the
relevance of the material.
Critical Thinking: Encourage students to think critically and explore alternative
solutions or perspectives. Pose thought-provoking questions that challenge their
understanding and stimulate discussion.
Assessment: Use formative assessment methods to gauge students' grasp of the
advanced concepts and skills. This can include quizzes, short assignments, or in-class
discussions.
Integration: Connect the new concepts to the overall objectives of the lesson and
the broader curriculum. Help students see how the knowledge and skills they are
gaining fit into the bigger picture of their education.
Reflection: Prompt students to reflect on what they've learned in this phase.
Encourage them to consider the implications and real-world significance of the
advanced concepts.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

F. Developing mastery (Leads to Formative Assessment 3): This is where
students deepen their understanding and practice what they've learned. It often leads to
an assessment (formative assessment) to gauge their progress.
Review and Practice: Begin by reviewing the key concepts, theories, or skills
covered in the earlier phases of the lesson. This review helps students consolidate
their understanding and reinforces what they've learned.
Guided Practice: Provide opportunities for guided practice. This can involve
structured exercises or activities that allow students to apply what they've learned in a
controlled environment. These exercises should align with the lesson objectives.
Independent Practice: Gradually transition to independent practice. Give
students the chance to work on exercises or tasks individually to demonstrate their
mastery of the material. This phase encourages self-directed learning.
Feedback: Offer timely feedback as students work through practice exercises.
Identify areas where students may be struggling or making mistakes and
provide guidance and corrections.
Clarification: Be prepared to clarify doubts or misconceptions that students may
have during the practice phase. Ensure that students have a clear understanding of the
material.
Variety of Practice: Use a variety of practice methods to cater to different
learning styles. This could I include written exercises, problem-solving tasks,
discussions, or hands- on activities, depending on the nature of the content.
Assessment Preparation: Connect the practice activities to the upcoming
formative assessment. Ensure that the practice aligns with the skills and knowledge
students will need to demonstrate in the assessment.
Scaffolded Learning: If the content is complex, consider scaffolding the practice
activities, starting with simpler tasks and gradually progressing to more
challenging ones.
Reflection: Encourage students to reflect on their learning and progress. Ask
them to consider what they've accomplished during this phase and how it relates to
the overall lesson objectives.
Preparation for Assessment: The "Leads to Formative Assessment 3" indicates
that this phase prepares students for the third formative assessment in the lesson
plan. Ensure that the practice activities align closely with the assessment to
assess their readiness effectively.

G. Finding practical applications of concepts and skills in daily living: This step
helps students understand how the lesson content applies to real-life situations. It
connects theory to practice.
Real-World Relevance: Begin by explaining to students how the concepts or
skills they've learned are relevant to their daily lives. Highlight the practical
significance and usefulness of the knowledge they've gained.
Everyday Examples: Provide concrete, everyday examples that illustrate how
the concepts or skills can be applied in real-life situations. These examples should
be relatable and resonate with students' experiences.
Problem-Solving Scenarios: Present problem-solving scenarios or case studies
that require students to apply the concepts or skills. Encourage them to think
critically and use what they've learned to find solutions.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

 Discussion and Analysis: Engage students in discussions about how the
concepts or skills can be used to address common challenges or make informed
decisions in various contexts.
Personal Reflection: Encourage students to reflect on their own lives and
consider how they can apply what they've learned. Ask them to share personal
experiences or ideas related to the practical application of the material.
Group Activities: Incorporate group activities or projects that involve real-world
applications. Collaborative tasks can foster creativity and teamwork while applying
the concepts.
Questioning: Pose thought-provoking questions that prompt students to consider
the implications and benefits of applying the knowledge in their daily lives.
Encourage them to ask questions and explore possibilities.
Connect to Future Learning: Explain how the concepts or skills serve as
building blocks for future learning or career development. Help students see the
continuity of their education and the value of what they're learning.
Critical Thinking: Encourage critical thinking by asking students to analyze the
pros and cons of applying the knowledge in different situations. Encourage them to
consider ethical and practical considerations.
Relevance to Goals: Connect the practical applications to students' personal
goals and aspirations. Show them how mastering these concepts or skills can
contribute to their success.

H. Making generalizations and abstractions about the lesson: Here, students

reflect on what they've learned, extract general principles, and synthesize their
understanding.
Summarize Key Concepts: Begin by summarizing the key concepts, theories, or
skills that were covered in the lesson. This recap helps reinforce what students
have learned.
Encourage Reflection: Encourage students to reflect on the lesson as a whole.
Ask open-ended questions that prompt them to think about the broader
implications and takeaways.
Identify Patterns: Encourage students to identify patterns or recurring themes in
the content. Ask them to consider how the different concepts or skills relate to
each other.
Abstraction: Prompt students to abstract from the specific examples and
instances they've encountered in the lesson. Encourage them to think in terms of
principles or overarching ideas.
Application to Other Contexts: Ask students to think about how the knowledge
or skills they've acquired can be applied to different contexts or scenarios.
Encourage them to brainstorm various applications.
Group Discussion: Engage students in group discussions or collaborative
activities where they can share their insights and collectively identify
generalizations or abstract concepts.
Critical Thinking: Encourage critical thinking by asking students to evaluate the
significance of the generalizations they've identified. Are these generalizations
universally applicable, or do they have limitations?
Concept Mapping: Use concept mapping or graphic organizers to help students
visually represent the generalizations and relationships they've discovered in the
lesson.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON

 Link to Real-World Examples: Relate the generalizations to real-world examples
or scenarios. Show how these general principles are applied in practical situations.
Open-Ended Questions: Pose open-ended questions that invite students to
explore the "why" and "how" behind the generalizations they've identified.
Encourage deeper analysis.
Synthesize Understanding: This phase should help students synthesize their
understanding of the lesson's content. They should be able to articulate the main
takeaways and principles.

I. Evaluating learning: This is where you assess students' understanding of the lesson,
typically through quizzes, discussions, or other assessment methods.

J. Additional activities for application or remediation: If some students need more

practice or challenge, you can provide extra activities here.

V. REMARKS
This section is used for recording any noteworthy observations or comments during the
lesson.

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation: This part quantifies how
many students achieved a particular level of mastery in the lesson.
B. No. of learners who require additional activities for remediation: It notes how
many students need extra support or practice.
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson: This part assesses whether the additional support helped students catch up.
D. No. of learners who continue to require remediation: It records how many
students still need remediation after additional activities.
E. Which of my teaching strategies worked well? Why did it work?: Reflect on
what teaching strategies were effective and explain why they were successful.
F. What difficulties did I encounter which my principal or supervisor can help
me solve?: Identify any challenges you faced during the lesson that might require
assistance from your superiors.
G. What innovation or localized materials did I use/discover which I wish to
share with other learners?: Share any innovative teaching materials or approaches
that could benefit other educators and students.

These components of your lesson plan help you organize and structure your teaching
process effectively while also providing a means to evaluate and reflect on the lesson's
success.

DLL COMPONENTS AND FUNCTIONS LAZABELLE BAGALLON