 Review the components of a daily

plan for teaching.

 Identify intended learning outcomes.

 Matchedlearning outcomes with

appropriate teaching methods.
 DepEd Order No. 70 s. 2012 sets forth guidelines on
the preparation of daily lessons. It says that teachers,
who have been in the service for more than two years-
private school experience included, shall not be required
to prepare detailed lesson plans. Instead, they may adopt
the daily lesson logs which contain the needed
information and guide from the Teacher Guide (TG) and
Teacher Manual (TM) reference material with page
number, interventions given to students and remarks to
indicate how many students have mastered the lesson or
are needing remediation.
 On the other hand, teachers with less than two
years of teaching experience shall be required to
prepare Daily Lesson Plans that include objectives,
subject matter, procedure, assessment, and
assignment.
MAIN PARTS OF LESSON PLAN:
 Objectives (Intended Learning Outcomes)
 Subject Matter
 Procedures or Strategies of Teaching
 Assessment of Learning Outcomes
 Assignment or Agreement
 These are the desired learning that will be the focus of the lesson.

BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY ANDERSON

(2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
 Categories Example Key Words

Defines , describes, identifies,

Remembering recall or retrieve labels, lists, outlines, selects,
previous learned information states

Understanding comprehend Comprehend, explains,

meaning, translation, state distinguishes, estimates,
problem in own words, making gives, examples, interprets,
meaning predicts, rewrites, summarizes

Applies, changes, computes,

Applying Use concept in new
operates, constructs, modifies,
situation, applies what has
uses, manipulates, prepares,
been learned in new situation
shows, solves
  Categories
Analyzing separate materials
or concept into components
parts so that the organization
is clear. Distinguishes between
facts and inferences
Evaluating make judgments
about the value of ideas or
materials
Creating build a structure or
pattern from various elements.
Put parts together to create a
whole, to make new meaning
and structure
 Example Key Words
Breaks down, compares,
contrasts, diagrams,
differentiates, discriminates,
identifies, infers, outlines,
relates, selects, separates
Appraises, compares,
criticizes, defends, describes,
discriminates, evaluates,
interprets, justifies,
summarizes.
Composes, compiles, designs,
generates, modifies,
organizes, rearranges,
reorganizes, revises, rewrites,
summarizes, creates
Higher Order Thinking
Skills
Creating

Evaluating

Analyzing

Applying

Understanding

Remembering
Lower Order Thinking
Skills
1.Factual Knowledge- ideas, specific data, information
2. Conceptual Knowledge- words or ideas known by
common name, common features, multiple similar
examples which may either be abstract or concrete.
3.Procedural Knowledge- how things work, step-by-step
actions, methods of inquiry.
4.Metacognitive Knowledge – knowledge of cognition in
general, awareness of knowledge of one’s own
cognition, thinking about thinking.

TAKE NOTE!
The Intended Learning Outcome should be written in the
SMART way. (Specific, Measurable, Attainable, Result-
Oriented, Time Bound)
 The WHAT in teaching.
 Comes from the body of knowledge that
will be learned through the guidance of
the teacher.
‣ How a teacher will put life to the
intended outcomes and the subject
matter to be used depends to on this
component.
1. Direct Demonstration Methods (Guided
Exploratory/Discovery Approach, Inquiry Method,
Problem-based Learning, Project Method)
2. Cooperative Learning (Peer Tutoring, Learning Action
cells, Think-Pair Share)
3. Deductive or Inductive Approaches (Project Method,
Inquiry-based Learning)
4. Other approaches (Blended Learning, Reflective
Teaching, Integrated Learning, Outcome-based
Approach)

COMMON CHARACTERISTICS
VISUAL- Uses graphs, charts,
pictures.
Tends to remember things that
bare written in form.
AUDITORY- Recalls information
through hearing and speaking.
Preferred to be told how to do
things orally. Learns aloud.
KINESTHETIC- Prefers hands-on
approach. Demonstrates how to
do, rather than explain. Like
group work with hands on-
minds on;.
TIPS FOR TEACHERS ABOUT
LEARNERS
Turn notes into pictures,
diagrams, maps. Learn the big
picture first than details. Make
mind maps or concept maps.
Record lectures and listen to
these. Repeat materials out loud
“parrots”. Read aloud.
Learn something while doing
another thing. Work while
standing. Does many things at
one time.
1.Use of direct purposeful experience through learning
by doing retains almost all of the learning is
retained.
Ex: field trip, field study, community immersion,
practice teaching.
2.Participation in class activities, discussion, reporting
and similar activities where learners have the
opportunity to say and write.
Ex: small group discussion, individual reporting,
role play
3. Passive participation (50% remembering)
Ex: watching a movie, viewing exhibit,
watching demonstrations
4. Looking at pictures, paintings, illustrations and
drawings (30% remembering)
5. Hearing lectures, monologues, sermon (20%
remembering)
6. Reading (10% remembering)
10% of what we READ Reading
Verbal
Receiving
20% of what we HEAR Hearing words

PASSIVE
30% of what we SEE Looking at pictures

Watching a movie
Looking at an Exhibit Visual
50% of what we HEAR & SEE Watching a Demonstration Receiving
Seeing It Done onLocation

Participating in a discussion Receiving &

70% of what we SAY
Giving a talk Participating

ACTIVE
90% of what we SAY & Doing a Dramatic Presentation
DO Simulating the Real Experience Doing
Doing the Real Thing
 Lesson Using Basic Steps and Parts as
Prescribed by DepEd Order 70 s.2012 for
teachers two years and less in service.
I. Objectives/Intended Learning Outcomes
II. Subject Matter
A. Topic
B. Reference
C. Concepts
D. Processes
E. Materials
III. Procedure
A. Preparatory Activity
 B. Lesson Proper
1. Motivation
2. Pre- Laboratory
3. Laboratory Activity
4. Post-Laboratory Activity
5. Conceptualization
6. Application
IV. Assessment of Learning Outcomes
V. Assignment
 Test and other tools are utilized at the end
of the lesson to identify this.
 What Knowledge, Process, Understanding
and Performance (KPUP) are demonstrated by
the learners?
CONCLUSION