DEPED ORDER NO.

42, S 2016
Policy Guidelines on Daily Lesson
Preparation for the K- to 12 Basic
Education Program
 LEGAL BASES
• Republic Act No. 10533- Enhanced Basic Education Act of 2013
An Act Enhancing the Philippine Basic Education System by
Strengthening its Curriculum and Increasing the Number of Years for
Basic Education, Appropriating Funds Therefor and for Other Purposes
• Article IV, Section 2 of the Code of Ethics for Professional Teachers
adopted in 1997 states that every teacher shall uphold the highest
standards of quality education, shall make the best preparation for the
career of teaching, and shall be at his best at all times in the practice
of his profession
• DepEd Order # 42, s 2016- Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program
 POLICY GUIDELINES ON DAILY LESSON
PREPARATION FOR THE K- TO 12 BASIC
EDUCATION PROGRAM
• OBJECTIVES:
• It aims to support teachers in organizing and managing their classes and
lessons effectively and efficiently, and ensure the achievements of the
learning outcomes;
• It also aims to empower teachers a) to carry out quality instruction that
recognizes the diversity of learners inside the classroom, b) allows the use of
varied instructional materials, and formative assessment strategies, c) enables
teacher to guide, mentor, and support learners in developing and assessing
their learning across curriculum.
• Affirms the role of K to 12 teacher as a facilitator of learning;
• Provides teachers with opportunity for reflection on what learners need to
learn, how learners learn, and how best to facilitate the learning process.
 THREE STEPS OF INSTRUCTIONAL
PROCESS
Planning instruction
Delivery of Instruction
Assessment of Learning

Lesson Planning
Is a way of visualizing a lesson before it is taught.
Its objective is learning. It helps teachers set learning targets for learners. It
helps teachers guarantee that learners reach those targets
 ELEMENTS OF INSTRUCTIONAL PLANNING
• Clear learning objectives while carefully linking activities to them
• Student attention span and learning styles when designing lessons.
• Instructional strategies and its timing
• Advance organizers, graphic organizers and outlines to be used for
effective instructional delivery.
• Learning activities with comprehensive discussion to enhance higher level
/ lower level thinking cognitive skills
• Creating quality assignments which are positively associated with quality
instruction and quality student work.
 LESSON PLAN
• Serves as a teacher’s roadmap for particular lesson.
• Contains details of what a teachers and pupils will do to discuss the topic

Elements of Lesson Plan

1. What should be taught?
• deep understanding of the curriculum and its contents (content standards
as essential knowledge that students need to learn, performance
standards, and attitudes that need to demonstrate.
• Set long term vision of what learners need to learn and master in terms of
contents and competencies considering learner centered objectives.
• Make use of available multiple resources (TGs, LMs, additional materials
from LRMDS, textbooks & other supplementary materials)
 ELEMENTS OF LESSON PLAN
2. How should the lesson be taught?
• Prepare appropriate teaching strategies that help learners learn, build
understanding, and respond to learners’ need considering cognitive ability,
learning styles, readiness level, socio- economic background, ethnicity, physical
ability, special needs.
• Lesson plan should show what the teacher and learners will do inside the
classroom.
3. How should learning be assessed?
• Prepare formative assessment plan (DepEd Order # 8, s 2015), informal & intended
to identify the strengths and weaknesses of students in terms of lesson taught.
• Embody the unity of instruction and assessment. Involve students 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 the
attainment of learning outcomes.
 DAILY LESSON LOG (DLL)
• Teachers with at least 1 year of teaching experience, including teachers with
private schools & HEIs teaching experience shall not be required to make
detailed lesson plans.
• Teachers with at least 1 year handling learning areas with LMs and TGs
provided by the DepEd shall not be required to prepare DLP.
• Instead, they shall be required to fill out a weekly Daily Lesson Log (DLL).
They are allowed to work together. Seasoned teachers can mentor novice
teachers in preparing DLL.
 PARTS OF THE DAILY LESSON LOG (DLL)
1. Objectives
• the content knowledge and processes teachers hope their students will
learn from the instruction.
• Describe the behavior/ performance teachers want learners to exhibit to
consider them competent.
• State what the teacher intends to teach and serve as guide for instruction
and assessment.
• Content standards- the learning area-based facts, concepts, and
procedures that students need to learn
• Competency standards- the KSA that students need to demonstrate in a
lesson
• The competency codes are also logged in this part of the DLL.
 PARTS OF THE DAILY LESSON LOG (DLL)
2. Content- the topic/ subject matter
3. Learning Resources
• Asks the teacher to log the references & other learning resources as TGs, LMs,
textbooks, materials from LRMDS, teacher-made materials. Include also the
supplies, equipment, tools and other non-print materials needed for activities
before, during and after the lesson.
3. Procedures
• Reviewing past lesson/ presenting the new lesson- it connects the lesson with
learners’ prior knowledge. It presents new lesson in a systematic manner.
• Establishing purpose for the lesson- it motivates the learners to learn new lesson.
It encourages them to ask questions about the new topic.
• Presenting examples/ instances of the new lesson- this is where the concepts are
clarified.
 PARTS OF THE DAILY LESSON LOG (DLL)
• Discussing new concepts and practicing new skills
Teachers shall prepare good questions for this part, and listen to the answers of
learners to gauge if they understood the lesson.
The teacher can use pair, group and team work to help learners discuss the
lesson among themselves. Then, presentation of work outputs. Analysis of the
work outputs follows.
• Developing Mastery
More individual work activities will be given to demonstrate learning thru
assessable activities as writing, dramatizing, worksheets, seat work, games
• Finding practical applications of concepts & skills in daily lesson by asking good
questions that will help them crystallize their learning
• Making generalizations and abstractions about the lesson.
• Evaluating Learning- way of assessing learning whether the objectives have
been met.
• Additional activities for application or remediation (enrichment or remedial
instruction based on the results of the formative tests.)
 PARTS OF THE DAILY LESSON LOG
(DLL)
• Remarks-part of the DLL where the teachers shall indicate special cases like
continuation of the lesson to the following day in case of re-teaching/ class
suspension.
• Reflection- part of the DLL where the teachers need to reflect and assess their
effectiveness. The teacher should make notes on the number of learners who
earned 75% and above in the evaluation, the number of learners who
require remediation activities, as to the effectiveness of teaching methods
and strategies employed, and the difficulties encountered by the teacher
that their principal can help solve.

I. OBJECTIVES
A. Content Standards
B. Performance Standards
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages
2. Textbook’s pages
3. Additional Resources
4. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
B. Establishing a purpose for
the lesson
DAILY LESSON LOG SAMPLE
Classifies changes that occur as to physical and chemical
changes
Determine the changes occur in materials whether they are
physical or chemical.
Observe and classify the changes occur in materials as to physical
or chemical
Physical and Chemical Changes in Materials
CG, TG, LM, Realia, Print Materials, DLP, Worksheets
CG 5, S5MT-Ic-d-2
Science Works! Gr. 5, Diwa Learning System, p 167
Cyber Science Worktext in Science 5, p. 8
Table, Activity Sheets, Metacards
Definition of the Physical and Chemical Changes
What do you want to learn more about physical and chemical
changes? Can you easily classify changes in matter whether it is
physical or chemical change?

C. Presenting Examples/
instances of new lesson
D. Discussing new concepts
and practicing new skills
E. Discussing new concepts
and practicing new skills
F. Developing Mastery
G. Finding practical
application of concepts & skills
in daily living
H. Making generalizations and
abstractions about the lesson
DAILY LESSON LOG SAMPLE
1. Liquid freezes into solid such that you can hold water.
2. Melting a candle is a change from solid to liquid.
When liquid changes into solid, is it physical or chemical change?
Why? How about the melted candle, is it physical or chemical
change? Why?
When we left food outside the refrigerator, it gets spoiled. Is it physical
or chemical change? Why.
How about the sugar being burnt, is it physical or chemical change?
What conditions can be satisfied during chemical change? physical
change?
1. You stretched a rubber band without breaking it, is it physical or
chemical change? Why?
2. When you combine ammonia and vinegar, what does it produce?
Is it physical or chemical change? Why?
Based on the experiments/ activities conducted, what changes took
place in the materials during physical change?
How will you describe the materials in chemical change?
What are the evidences that chemical change takes place?
How will you classify changes in matter whether it is physical or
chemical change?

I. Evaluating Learning
J. Additional activities for
applications or remediation
V. REMARKS
DAILY LESSON LOG SAMPLE
Directions: Read the situations carefully. Classify whether the change
occurs in material is physical or chemical change.
1. Breaking barbecue sticks into 3 pieces.
2. Overriped bananas become rotten.
3. Pounding a teaspoon of peanuts
4. Smoke produced while heating the sugar.
5. Bending a piece of wire to form a circle.
Directions: Classify changes that occur as to physical and chemical
changes.
1. Vegetable infected with pests.
2. Tissue paper being burned.
3. Cutting a sheet of cardboard into 4.
4. To dry clothes, liquid evaporates into gas called water vapor.
5. Crumpled papers.
Because majority of the pupils were not able to classify changes in
materials, more situational activities that need further analysis will be
given for mastery.
 DAILY LESSON LOG SAMPLE
VI. REFLECTIONS
A. No. of learners who earned 43 out of 62 pupils got 80% in the evaluation
80% in evaluation
B. No. of learners who require 11 pupils need enhancement activities, and 8 pupils need remedial
additional activities lessons on physical and chemical change.
C. Which of my teaching Giving differentiated activities with varied learning materials being
strategies worked well? manipulated and managed by the pupils.
D. What difficulties did I Effecting learning during the discussion of the activities/ situations to
encounter determine if the change occurs in material is physical or chemical.
E. What innovation or localized The use of available local materials that are familiar and within the
materials did I use which I can experiences of my learners like the use of barbecue sticks instead of
share to my fellow teachers? using other expensive counters, bananas instead of apples/ oranges,
and others.
 MONITORING & EVALUATION
• The preparation of the DLL and DLP shall be part of the performance
assessment of the teachers through RPMS. Teachers with exemplary DLLs/
DLPs may be provided with incentives
Teaching is about changing and
transforming the lives of children

Thank you!