LESSON 8 DEVELOPING LESSON PLAN FOR SOCIAL STUDIES

Objectives
 Differentiate comprehensive and abbreviated lesson plans and discuss how they are used
in the Philippines
 Explain the different components of the Daily Lesson Plan and the Daily lesson log
 Develop a lesson plan for one grade level based on the K to 12 Curriculum Guide for
Social Studies.

INTRODUCTION
After researching travel guides and deciding on your preferred set of activities to Coron,
you and your friends are now ready to finalize the details of the trip. One of your friends suggests
to map out a very detailed plan, indicating what you will be doing at every hour to ensure that the
schedule is maximized. Another one thinks that a more general and flexible one will suffice. After
deliberating on the advantages and disadvantages, all of you agreed to the detailed plan. Since all
of you will visit Coron for the first time, it is important for you to maximize your stay in the famed
tourist spot.

In the same way, instructional plans take on many forms. Some require great attention to
details while others are a mere outline of activities but what differs with the Coron planning is that
the choice on which plan to adopt does not really depend on the teachers. Usually, it is the
administrators who impose on them which format to use. Experienced teachers may be permitted
to utilize abridged plans while beginning teachers are required to submit comprehensive plans.
This is to ensure that activities are structured and learning time is maximized in the classroom.

Think
In the previous chapters, you have learned that instructional planning is vital in the teaching
and learning process. After learning about the things that should be considered in planning and the
different models that can be adopted in planning for social studies lessons, you should familiarize
yourself with the instructional plan that is required for most teachers – the lesson plan.

General Formats of a Lesson Plan

Zarillo (2017) classified lesson plans into two general formats: the comprehensive lesson plan
and the abbreviated lesson plan.

1. Comprehensive Lesson Plan

A comprehensive lesson plan contains a detailed description of the steps in the teaching
and learning process. Sometimes, even the expected responses of students are included to help
teachers envision the flow of discussion. Usually, this type of format serves as a major requirement
for education students in methods courses and student teaching. While it is indeed time-consuming,

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
the preparation of a comprehensive lesson plan is an integral part of learning how to teach. It aids
teachers to be familiar with every part of the with every part of the lesson, ensures that the teaching
process is arranged in a logical sequence, and guarantees that roadblocks in learning are minimized
or eliminated.

In the Philippines, an example of this format is the Detailed Lesson Plan (DLP) which is
mandated through DepEd Order No. 42, s. 2016. The DLP is considered as a teacher’s roadmap
for a specific lesson, containing a detailed description of the processes he or she will do to teach a
particular topic. Based on the said DepEd Order, the following are required to prepare DLPs:

a. Newly-hired teachers without professional teaching experience. they are required to

accomplished DLPs during their first year. If they got a rating of Very Satisfactory at the
end of the year, they will not be required to do DLPs on their second year onwards.
However, a rating of Satisfactory will mean that they have to prepare DLPs until they
receive Very Satisfactory rating.
b. Teacher applicants
c. Master teachers who will conduct demonstration teaching
d. All teachers handling a subject integrated with new content
2. Abbreviated Lesson Plan
In contrast to a comprehensive lesson plan, an abbreviated lesson plan contains less details.
This format is usually utilized by more experienced teachers as a substitute for comprehensive
planning, especially in lessons that do not require major preparation. Instead of describing the
detailed process, teachers may opt to create grids that will outline their learning activities for a
particular day or week. Another method is to use three column sheets that feature a listing of
objectives, teaching sequence and materials/resources. While an abbreviated lesson takes less
preparation time, it still requires great care and thought to develop.
In the Philippines, an example of this format is the Daily lesson Log (DLL), which is also
mandated through DepEd Order No. 42, s. 2016. The DLL serves as a grid template where teachers
input the different parts of the lesson. The template provided by the Department of Education
covers a week’s worth of lessons. Teachers who have been in the education service for at least one
year are instructed to write DLLs instead of the Detailed Lesson Plan.

Important Component of Lesson Plan

The DLP and the DLL have the same six components: Objectives, Content, Learning
Resources, Procedures, Remarks, and Reflection. The basic difference is the mode of preparation.
DLPs are prepared daily while DLLs are submitted weekly. The template of the DLL below is
provided by the Department of Education and is used by public school teachers in the Philippines.

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
1. Objectives
As stated in Chapter 2, teachers may develop specific objectives for a given lesson.
But they need to ensure that these are aligned with the content standard, performance
standard, and competency, this the need to indicate these three in the lesson.
In writing objectives, teachers should ensure that they are specific and measurable and
describes what the students should know or be able to do. Objectives should also tap not
only rote memorization and basic understanding but also critical and creative thinking.
2. Content
The content part states the actual topic or subject that will be discussed for the day
or the following days.
3. Learning Resources
In this part, teachers list down the references that they used in the development of
the lesson: learner’s module, teaching guide, textbooks, and other sources of information.

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
 The materials that will be used, such as visual aids, media equipment, and manipulatives,
should be noted so that teachers can check if everything is prepared for their lesson.
4. Procedures
The procedures portion is the longest part of the lesson plan. It contains the steps
and activities that will be done to achieve the objectives. In preparing a DLP, teachers
divide the procedures portion into three parts: Before the Lesson, During the Lesson, and
After the Lesson.
a. Before the Lesson.
This includes the activities that will be done at the beginning of the lesson. In this
part, teachers may do any of the following:
i) Review of the previous lesson;
ii) Introduction of the new lesson;
iii) Presentation of the connection between the previous and the new lesson; and
iv) Statement if the learning objectives.

It is also important for teachers to conduct a diagnostic assessment to find out what students
already know about the topic. Examples of strategies that teachers can use are Pre-test, K-W-L
Chart, Checklist, Self-evaluation, and Questioning.

Since this is also the beginning of the lesson, there is a great need for teachers to motivate
students and emphasize to them why learning the topic is important. As such, teachers should
implement start-up or warm-up activities that capture the students’ interests and attention at the
beginning of the lesson.

b. During the Lesson

As the body of the lesson, this is the main part where the new topic is presented.
Aside from direct instruction, teachers should provide various activities that will help
students attain mastery and understanding. This ongoing process of activities, feedback,
and assessment in known as formative assessment, which is essential for both students and
teachers to know if learning takes place. Some examples of formative assessment are
Check-up Quiz, Practice Work, Think-Pair-Share, and Journal Entry.

c. After the Lesson

This serves as the closure of the lesson. Teachers and students wrap up discussion by
doing any of the following:
i) Application of the lesson to real-life situations;
ii) Summary, generalization, and conclusion;
iii) Summative assessment; and
iv) Homework.

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
 To ensure that the instructional objectives are attained, it is important for teachers to
conduct a summative assessment at the end of the lesson. This may come in the form of a Chapter
Test, Performance Exam, Homework, and other assessment strategies.

In the DLL template, the Department of Education outlined 10 steps under the procedures
which can also be categorized under the three parts of the lesson. It is important to note, though,
that these steps are mere suggestions; flexibility is allowed in the delivery of the procedures.
Teachers don’t need to go through all the steps but they have to ensure that the instructional
objectives are successfully attained.

5. Remarks
In this part, teachers indicate whether they have finished the lesson or not within
the given time frame. If the lesson will be continued for the next meeting, they write
specific reasons such as re-teaching, insufficient time, class suspension, and other
instances.
6. Reflection
As reflective practitioners, teachers should assess their instructions, filling out thus
portion right after the delivery of the lesson. They may use the following questions as a
guide in their self-evaluation.
a. How many learners earned 80% in the evaluation?
b. How many require additional activities for remediation? Did the remedial lesson work?
How many were able to catch up with the lesson? How many require continuous
remediation?
c. Which of my teaching strategies worked well? Why did these work?
d. What difficulties did I encounter which my principal or supervisor can help me solve?
e. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Some Tips in Developing a Lesson Plan

It will be helpful to keep these tips in mind to further improve your lesson plan:

1. Be familiar with the different instructional models in social studies. The format of your
procedures will greatly depend on the instructional model that you will use.
2. Use an outline in your lesson plan. Refrain from writing long narratives and utilized
differences in front size and types to make a reader-friendly plan.
3. Indicate the time allotment for every activity to help you manage the schedule and
maximize students’ time for learning.
4. Provide clear transitions from one subtopic to another. This will aid students in
understanding the interconnectedness of the concepts and ideas.
5. Include a variety of activities and minimize teacher talk to sustain students’ attention. Also,
every should be processed afterward with the students so that they will see its relevance in
the learning process.

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
Experience
Research sample elementary social studies DLPs and DLL on the internet. Answer the
following questions:

1. What are the contents of the DLP and DLL? Are they consistent?
2. What instructional model was used? How was it manifested in the procedure?
3. Is the lesson plan well-written? Can this be further improved? If yes, how?

Assess
I. True or False. Write T if the statement is true and F if the statement is false.

______ 1. The DLL is an example of a comprehensive lesson plan while the DLP is an example
of an abbreviated lesson plan.

______ 2. Based on the DepEd Order No. 42, s. 2016, all teachers are required to write a lesson
plan.
______ 3. Diagnostic assessment is done in the During the Lesson phase of instruction.

______ 4. One source of reflection for teachers in the percentage of learners who earned 80%
in the evaluation.

______ 5. Long narrative writing in lesson planning is encouraged to make your plan as
detailed as possible.

Challenges
Compare and contrast the comprehensive lesson plan and the abbreviated lesson plan
through a Venn Diagram.

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
Harness
Read the K to 12 Curriculum Guide for Social Studies and choose one lesson from Grades
1 to 6. Develop a Detailed Lesson Plan or Daily Lesson Log by filling out the following
components.

Grade Level
Learning Area
Quarter

I. Objectives

Content Standard

Performance Standard

Learning
Competencies/Objectives

II. Content

III. Learning
Resource
References

Other Learning
Resources

IV. Procedure

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
Before the Lesson

During the Lesson

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies
After the Lesson

Unit II | Instructional Planning

Lesson 8 | Developing Lesson Plans for Social Studies