Teacher Guide • DepEd Lesson Planning • Learning Design
New DepEd Lesson Plan Template Explained: DLP, DLL, Teacher Requirements, and Learning Design Guidelines
Many teachers are asking one urgent question: “Do we still need to prepare DLP or DLL?” Based on the Guidelines on Lesson Planning and Learning Design Policy Briefer, the old Detailed Lesson Plan and Daily Lesson Log formats from previous DepEd orders shall no longer be applicable once the new lesson planning procedures are implemented through the prescribed form.
This is not just a change in template. It is a change in mindset. Lesson planning is being repositioned as a practical instructional tool, not a paperwork exercise. Instead of writing long documents for compliance alone, teachers are expected to design lessons that align learning goals, learner needs, meaningful activities, assessment evidence, and reflection.
For teachers, this can be a welcome reform if implemented properly. For school heads and instructional leaders, it is also a reminder that lesson plans should be used for coaching, collaboration, developmental feedback, and instructional support—not merely for fault-finding or checking boxes.
In this guide:
- What Is the New DepEd Lesson Plan Template?
- Are DLP and DLL Still Required?
- What Changed from the Old Lesson Planning System?
- What Schools Should Stop Requiring
- The 8 Learning Design Principles
- Parts of the New Lesson Plan Template
- How to Fill Out Each Part
- Sample Filled-Out Lesson Plan Entry
- Declaration of AI Use Examples
- Formative Assessment Examples
- Role of School Heads and Master Teachers
- Teacher Checklist
- School Head Implementation Checklist
- Frequently Asked Questions
What Is the New DepEd Lesson Plan Template?
The new lesson plan template is designed to support better learning design. It begins with the idea that teaching is not simply about covering a topic. Teaching requires the teacher to decide what learners need to master, what they already know, what barriers they may face, what activities can help them learn, and how learning evidence will guide the next step.
In the briefer, lesson planning is described as a tool for aligning goals, activities, assessments, and reflection. This means a good lesson plan should answer five practical questions:
- What should learners learn?
- What is the learners’ context?
- What experiences will help learners master the target?
- How will the teacher know if learners understood?
- What should happen next based on learning evidence?
This is why the new template is more than a form. It is a planning framework. It pushes teachers to be clear, intentional, evidence-based, and reflective while reducing unnecessary paperwork.
Are DLP and DLL Still Required?
This is one of the most important parts of the briefer. It states that the policy procedures effectively repeal the definitions and content of DepEd Order 42, s. 2016, the former policy guidelines on daily lesson preparation for the K to 12 Basic Education Program.
Because of this, the Detailed Lesson Plan and Daily Lesson Log in previous DepEd orders shall no longer be applicable. In practical terms, the new prescribed lesson plan template becomes the reference point for lesson preparation, instead of the older DLP or DLL format.
However, teachers and school heads should be careful in communicating this. The safest wording is:
Based on the policy briefer, the new lesson planning guidelines indicate that the old DLP and DLL formats shall no longer be applicable, and the new system uses one simplified lesson plan template.
This wording is careful because a policy briefer explains the policy direction, while the final official issuance and local implementation instructions still matter for school-level compliance.
What Changed from the Old Lesson Planning System?
The old lesson planning system often became associated with compliance: preparing documents to be checked, signed, collected, or filed. The new approach is more concerned with whether the lesson plan actually helps the teacher teach better and helps learners learn better.
| Old DLP/DLL Compliance Mindset | New Lesson Plan Learning Design Mindset | Practical Meaning for Teachers |
|---|---|---|
| Lesson plans are prepared mainly for submission and checking. | Lesson plans are used as practical tools for teaching and learning. | The plan should help guide classroom decisions, not just satisfy paperwork requirements. |
| Longer and more detailed plans may be viewed as better. | Clear, purposeful, and useful plans are valued. | A concise plan can be strong if it shows clear learning design. |
| The focus is often on format completion. | The focus is on goals, learner context, learning experience, assessment, and reflection. | Teachers should prioritize instructional alignment over decorative formatting. |
| Planning is often treated as an individual paperwork task. | Co-created lesson plans, LAC-based planning, and shared outputs may be accepted. | Teachers can collaborate, especially when handling the same competency or grade level. |
| Checking can become fault-finding. | Lesson plans should support coaching and developmental feedback. | School heads and master teachers should use plans to help teachers improve. |
What Schools, Districts, Divisions, and Regions Should Stop Requiring
One of the strongest messages in the briefer is that the new lesson plan is simplified into a single template. It also says that schools, divisions, and regions shall not require lesson plan templates, add-on forms, or documentation beyond the prescribed form.
This part is very important because a simplified national template can easily become burdensome again if additional local documents are added. If every level creates a new form, the reform loses its purpose.
For implementation concerns, teachers should seek clarification through proper school, district, or division channels rather than relying only on informal interpretations or social media discussions.
Stop Requiring
- Extra lesson plan templates beyond the prescribed form
- Additional local forms that duplicate the same information
- Parallel DLP or DLL formats when the new template is already the applicable format
- Unnecessary documentation that does not improve teaching and learning
- Compliance-only checking without feedback or coaching
Start Supporting
- Collaborative planning through LAC and subject groups
- Short walkthroughs focused on instructional support
- Evidence-based feedback that helps teachers improve
- Protected planning time for teachers
- Reflection and adjustment based on learner evidence
The 8 Learning Design Principles Teachers Should Know
The new lesson plan should be guided by eight evidence-based Learning Design Principles. These principles describe the features of effective instruction and the kind of learning experience teachers should try to create.
| Learning Design Principle | Simple Meaning | Classroom Application |
|---|---|---|
| Clear Goals and Teaching | Learners should understand what they are expected to learn. | State the target competency and lesson objective in learner-friendly language. |
| Scaffolding | Learners need support before they can work independently. | Use examples, modeling, guided practice, prompts, and gradual release. |
| Checks for Understanding | Teachers should check learning while the lesson is happening. | Use quick questions, exit tickets, thumbs check, mini-whiteboards, or short tasks. |
| Active Retrieval and Spacing | Learners remember better when they recall and revisit learning over time. | Use short review questions, spaced practice, and recall activities across sessions. |
| Self-awareness and Metacognition | Learners should think about how they learn. | Ask learners what strategy helped them, what confused them, and what they need next. |
| Social Learning | Learners can deepen learning through interaction. | Use pair work, peer explanation, group discussion, and collaborative tasks. |
| Values and Purpose Integration | Learning becomes more meaningful when connected to values and real-life purpose. | Connect the lesson to life skills, citizenship, character formation, and responsible action. |
| Inclusion | Lessons should consider varied learner abilities, needs, and contexts. | Provide options, differentiated support, accessible materials, and alternative ways to participate. |
Parts of the New Lesson Plan Template
The briefer presents the new template as a structured but simplified tool. Its major sections are logical and teacher-friendly. Each part asks the teacher to think about a key instructional decision.
1. Basic Lesson Information
This part includes essential details such as:
- Name of Lesson
- Learning Area/s
- Designed by Teacher/s
- Designed for which Grade Level and Section
- Number of Sessions
- References, such as books, websites, toolkits, and other materials
- Declaration of AI Use, if applicable
2. Intentions
The Intentions section includes:
- Learning Competency — the curriculum competency to be taught
- Learning Objectives — what learners should know, understand, or be able to do
- Learner Context — the learners’ prior knowledge, strengths, interests, needs, and barriers
3. Learning Experience
The Learning Experience section includes:
- Pre-Lesson — how the teacher will prepare learners for the lesson
- Flow — the activities and interactions across one or more sessions
- Learning Resources — the materials and alternatives needed
- Opportunities for Integration — values, peace, special topics, technology, or other meaningful links
4. Assessment
The Assessment section focuses on formative assessment. This is where teachers identify how they will check what learners have gained and what they still need help with.
5. Ways Forward
The Ways Forward section includes:
- Extended Learning Opportunities — enrichment, remediation, practice, or support beyond the classroom
- Reflections — teacher reflection on what worked, what needs adjustment, and what support learners need next
How to Fill Out Each Part of the New Lesson Plan
The new template is easier to understand when teachers treat each section as a question.
| Template Part | Guiding Question | What to Write |
|---|---|---|
| Name of Lesson | What is the lesson about? | Write a clear and specific lesson title, not just a broad topic. |
| Learning Competency | What curriculum target will be addressed? | Copy or cite the applicable competency from the curriculum guide or official learning resource. |
| Learning Objectives | What should learners be able to do by the end? | Write observable, realistic, and measurable objectives aligned with the competency. |
| Learner Context | Who are my learners and what do they need? | Describe prior knowledge, strengths, interests, common difficulties, language needs, access issues, and possible barriers. |
| Pre-Lesson | How will I prepare learners? | Write a short activation, review, motivation, or readiness activity. |
| Flow | What will happen during the learning experience? | Describe the sequence of activities, teacher support, learner tasks, checks for understanding, and transitions. |
| Learning Resources | What materials are needed? | List books, modules, slides, worksheets, videos, tools, manipulatives, or alternative resources. |
| Opportunities for Integration | What meaningful connections can be made? | Write values, peace education, technology, special topics, local context, or write N/A if none applies. |
| Formative Assessment | How will I know if learners understood? | Write the quick task, question, observation, output, performance, or exit ticket that will reveal learning. |
| Ways Forward | What should happen after the lesson? | Write enrichment, remediation, additional practice, parent support, peer tutoring, or next-session adjustment. |
| Reflection | What did I learn from teaching this lesson? | Write what worked, what did not, what learners still need, and what instructional decision should come next. |
Sample Filled-Out New Lesson Plan Entry
Below is a short sample for illustration. This is an illustrative sample only and should not be treated as an official DepEd sample lesson plan. Teachers should still adjust entries based on their subject, grade level, curriculum guide, learner needs, and school context.
Sample Lesson Plan Entry: English 7
Name of Lesson: Identifying the Main Idea and Supporting Details in a Short Informational Text
Learning Area/s: English
Designed by Teacher/s: Grade 7 English Teacher / English Department Team
Designed for which Grade Level and Section: Grade 7
No. of Sessions: 1 session
References: English 7 learning resources, teacher-made worksheet, short informational passage, board or projector
Declaration of AI Use: AI was used to generate sample practice questions. The teacher reviewed, revised, and aligned the questions with the lesson objective and learner context.
Learning Competency: Identify key ideas and supporting details in a text appropriate to the grade level.
Learning Objectives: At the end of the lesson, learners will be able to: identify the main idea of a short paragraph; distinguish supporting details from unrelated information; and explain their answer using evidence from the text.
Learner Context: Learners can read short texts but some still confuse topic, main idea, and supporting details. Several learners benefit from guided examples, visual organizers, and pair discussion before independent work.
Pre-Lesson: The teacher shows three short sentences about the same topic and asks learners: “What are these sentences mostly about?” Learners share quick responses with a seatmate.
Flow: The teacher explains the difference between topic, main idea, and supporting details using a simple graphic organizer. The class analyzes one paragraph together. Learners then work in pairs to identify the main idea and supporting details in a second paragraph. The teacher checks understanding through oral questions and asks selected pairs to explain their answers. Learners complete a short individual practice item before the exit ticket.
Learning Resources: Short passage, graphic organizer, worksheet, board or projector, printed copies for learners without device access.
Opportunities for Integration: Values integration through careful reading, listening to peer explanations, and respecting different answers when supported by text evidence.
Formative Assessment: Exit ticket: Learners read a short paragraph and write the main idea plus two supporting details. The teacher reviews responses to identify who needs reteaching.
Extended Learning Opportunities: Learners who need support will receive a shorter guided paragraph with highlighted clues. Learners ready for enrichment will write their own paragraph with one main idea and three supporting details.
Reflection: After the lesson, the teacher notes whether learners can distinguish the main idea from supporting details and plans a short review if many learners still confuse the two.
How to Write the Declaration of AI Use
The new template includes a Declaration of AI Use, if applicable. This is an important addition because many teachers now use digital tools to generate ideas, examples, activities, questions, rubrics, or summaries.
The key principle is responsibility. AI may help generate materials, but the teacher remains responsible for checking accuracy, appropriateness, alignment, learner context, inclusiveness, and classroom suitability.
| Situation | Sample Declaration of AI Use |
|---|---|
| No AI was used | No AI tool was used in preparing this lesson plan. |
| AI used for sample questions | AI was used to generate sample formative questions. The teacher reviewed, revised, and aligned the questions with the learning objectives and learner context. |
| AI used for activity ideas | AI was used to suggest possible learning activities. The final activities were selected, contextualized, and modified by the teacher. |
| AI used for differentiation ideas | AI was used to generate possible differentiated support strategies. The teacher evaluated and adapted the suggestions based on actual learner needs. |
| AI used for rubric drafting | AI was used to draft a preliminary rubric. The teacher revised the criteria to fit the task, grade level, and expected learner performance. |
Formative Assessment Examples for the New Lesson Plan
The Assessment section should not be treated as a decoration. It is one of the most important parts of the new lesson plan because it connects classroom activities to evidence of learning.
Formative assessment does not always mean a quiz. It can be a quick check, an oral response, a short output, a performance, a drawing, a peer explanation, or an exit ticket. What matters is that it gives the teacher useful evidence.
| Formative Assessment | What It Checks | Example | Possible Teacher Action |
|---|---|---|---|
| Exit Ticket | Individual understanding at the end of the lesson | Write one thing you learned and one question you still have. | Group learners for review or enrichment next session. |
| Quick Oral Questioning | Immediate comprehension during discussion | Why do you think the character made that decision? | Clarify misconceptions before moving to the next activity. |
| Mini-Performance Task | Application of a skill or concept | Solve one real-life problem and explain your process. | Identify learners who need additional guided practice. |
| Peer Explanation | Concept clarity and communication | Explain the steps to your seatmate using your own words. | Listen for errors and provide immediate corrective feedback. |
| Thumbs Check or Traffic Light | Learner confidence and readiness | Green means “I understand,” yellow means “I need practice,” red means “I need help.” | Adjust pacing and provide targeted support. |
| Short Written Response | Reasoning and evidence use | Write two sentences explaining your answer using evidence from the text. | Check whether learners can support answers, not just guess. |
Role of School Heads and Master Teachers
The briefer gives school heads an active instructional leadership role. They are expected to provide structured collaboration opportunities, protect ancillary time, manage instructional leadership assignments, and keep feedback flowing to the Schools Division Office.
This means school heads should not simply collect lesson plans. They should create the conditions that allow teachers to plan well. A teacher cannot design meaningful lessons if planning time is constantly interrupted or if requirements keep multiplying.
Master teachers and instructional leaders also have an important role. Their feedback should focus on the quality of learning design, not on superficial formatting issues. A better coaching conversation might ask:
- Are the learning objectives aligned with the competency?
- Does the plan consider learner context?
- Are activities manageable and connected to the target?
- How does the teacher check understanding during the lesson?
- What support is provided for learners who struggle?
- What enrichment is available for learners who are ready to move ahead?
- What evidence will guide the next instructional decision?
Teacher Checklist Before Using the New Lesson Plan
Before using or submitting the lesson plan, check the following:
- Did I identify the correct learning competency?
- Did I write clear and realistic learning objectives?
- Did I describe learner context honestly and usefully?
- Did I prepare a pre-lesson activity to activate readiness?
- Does my lesson flow move learners toward mastery?
- Did I include checks for understanding during the lesson?
- Did I provide scaffolding before independent work?
- Did I include learning resources and alternatives?
- Did I consider inclusion and learner diversity?
- Did I identify a formative assessment that gives useful evidence?
- Did I include extended learning opportunities?
- Did I leave space for reflection after teaching?
School Head Implementation Checklist
For school heads, department heads, and instructional leaders:
- Orient teachers on the purpose of the new lesson plan template.
- Clarify that the lesson plan is a learning design tool, not merely a compliance document.
- Avoid requiring additional local templates or add-on forms beyond the prescribed form.
- Schedule LAC-based or department-based collaborative planning.
- Protect teachers’ ancillary time for meaningful preparation.
- Use short walkthroughs to observe alignment between the plan and actual instruction.
- Give developmental and evidence-based feedback.
- Encourage shared outputs when teachers plan common competencies collaboratively.
- Monitor recurring planning difficulties and provide targeted support.
- Keep feedback flowing to the appropriate division office channels when needed.
Frequently Asked Questions About the New DepEd Lesson Plan Template
1. Are DLP and DLL still required?
Based on the policy briefer, the previous Detailed Lesson Plan and Daily Lesson Log formats under DepEd Order 42, s. 2016 are no longer the applicable lesson preparation formats because the new policy procedures effectively repeal the definitions and content of that order. Teachers should still follow the final official issuance and authorized implementation instructions.
2. Is this article the official DepEd lesson plan template?
No. This article is an explainer based on the Lesson Planning and Learning Design Policy Briefer. For official implementation, teachers and school heads should refer to the final DepEd issuance, the prescribed template, and regional or division instructions.
3. Can schools require additional lesson plan forms?
Based on the briefer, schools, divisions, and regions shall not require additional lesson plan templates, add-on forms, or documentation beyond the prescribed form. This supports the policy direction of reducing unnecessary teacher workload.
4. What should teachers do if they are still asked to submit extra lesson plan forms?
Teachers should seek clarification through proper school, district, or division channels. The briefer points away from extra templates and add-on documentation, but implementation concerns should be handled professionally through official channels rather than informal interpretation.
5. Does the new lesson plan mean teachers no longer need to plan?
No. The new template simplifies documentation, but it does not remove the teacher’s responsibility to prepare. Teachers still need to identify learning goals, understand learner context, design meaningful activities, check understanding, and reflect on ways forward.
6. Can teachers prepare lesson plans collaboratively?
Yes. The briefer encourages co-created lesson plans, LAC-based collaborative planning, and acceptance of shared outputs as valid evidence of preparation. This supports collaboration among teachers handling similar competencies or grade levels.
7. Can one lesson plan cover more than one session?
The template includes “Number of Sessions,” so it appears designed to allow planning for one or more sessions depending on the learning target. Teachers should still follow the final official issuance and local implementation instructions.
8. What should be written under Learner Context?
Learner Context may include what the teacher knows about the class, such as prior knowledge, learning gaps, strengths, interests, language needs, attendance concerns, available resources, and barriers that may affect participation or mastery.
9. What should be written under Opportunities for Integration?
This section may include meaningful integration of values, peace education, digital tools, special topics, local context, or other relevant cross-curricular connections. If no integration is appropriate for the lesson, the teacher may indicate that it is not applicable, depending on the prescribed template instructions.
10. What should be written under Formative Assessment?
Teachers should write how they will check learner understanding during or after the lesson. Examples include exit tickets, oral questioning, short quizzes, performance tasks, peer explanation, written responses, observation notes, or quick demonstrations of learning.
11. What should be written under Ways Forward?
Ways Forward should describe what happens next based on learning evidence. This may include remediation, enrichment, additional practice, small-group support, adjusted pacing, home-based reinforcement, or another lesson to address remaining learning gaps.
12. Should school heads still review lesson plans?
Yes, but the purpose should be instructional support. The briefer frames lesson plans as tools for developmental feedback, short walkthroughs, coaching, and evidence-based support rather than compliance-only checking.
13. What should master teachers focus on when giving feedback?
Master teachers should focus on instructional quality: alignment of objectives, learner context, scaffolding, checks for understanding, inclusion, assessment evidence, and reflection. Feedback should help teachers improve the learning experience, not merely correct formatting details.
14. How should AI use be declared in the lesson plan?
If AI was used, the teacher may briefly state how it supported preparation and confirm that the final lesson decisions were reviewed and contextualized by the teacher. For example: “AI was used to generate sample formative questions, which were reviewed and revised by the teacher.” If no AI was used, the teacher may write: “No AI tool was used in preparing this lesson plan.”
Human Verdict: Why This New Lesson Plan Matters
In my view, the strongest part of the new lesson planning direction is the professional trust given to teachers. Teachers are not machines filling out boxes. They are instructional decision-makers who understand their learners, their classroom realities, and the adjustments needed during actual teaching.
But the success of this reform depends on implementation. If schools simply replace the old form with a new form while keeping the same compliance-heavy habits, the reform will feel cosmetic. The real improvement will happen only if school heads, department heads, and master teachers use lesson plans as tools for coaching, collaboration, and instructional growth.
The new lesson plan should make teachers ask better questions: What do my learners need? How will I help them reach the target? How will I know if they learned? What will I do if they did not? Those questions matter more than the length of the document.
If implemented faithfully, the new template can reduce unnecessary workload while improving the quality of teaching. That is the balance teachers have long needed: less paperwork for its own sake, but better planning for actual learning.
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