Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: 11 Quarter: 1 Duration: 5
Learning Competency/ies: THE LEARNERS: Code:
(Taken from the Curriculum Guide) Presents a novel concept or project with accompanying visuals/
graphic aids CS_EN11/12A-EAPP-
Ig-j-24

Key Concepts /
Understandings to be Determines the ways a writer can elucidate on
Developed a concept by definition, explication and
clarification
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering Identifies situations in which a concept
of knowing something duplicate, list, memorize,
The learner can recall information and retrieve relevant paper may be effectively used to improve
with familiarity repeat, describe, reproduce
knowledge from long-term memory
gained through our society.
experience or
association

Understanding interpret, exemplify, classify,

The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, Demonstrate the functions and features of
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, their prototype.
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend, Evaluate the students concept paper and
complex activities or Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe, prototype using a rubric.
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design, Develop their own concept paper for their
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct, project proposal.
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
feelings or point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
thinking practice, present, read, recite, report, select, tell, write Acceptance, Determined,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control, Propose their
about acceptance to the more complex state of commitment. Valuing is based on the internalization
someone Calmness, Responsibility, project to
of a set of specified values, while clues to these values are expressed in the learner's overt
or behavior and are often identifiable. Accountability, Industriousness, possible
something Industry, Cooperation, Optimism, sponsors.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
, typically initiate, invite, join, justify, propose, read, report, select, share, study
one that is Reliable, Gentle, Appreciation of
4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism, Formulate their
reflected conflicts between them, and creating a unique value system. The emphasis is on comparing,
in a Compassion, Work Ethics, Creativity, propose project
relating, and synthesizing values. Entrepreneurial Spirit, Financial that will help
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making solve current
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize a stand for the good, Voluntariness problems the we
 of human act, Appreciation of one’s are facing.
rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The Modest, Authority, Hardworking,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Realistic, Flexible, Considerate,
Instructional objectives are concerned with the student's general patterns of adjustment (personal, Sympathetic, Frankness
social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
earth,
relating, and synthesizing values.
Some proposal
include Risk Management, Protection of
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, projects aims to
more than the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness, help in cleaning
and fame, synthesize Orderliness, Saving the ecosystem, and protecting
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
and would
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
our environment
affect the
eternal learner. Instructional objectives are concerned with the student's general patterns of
destiny of adjustment (personal, social, emotional).
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Intention practice, propose, qualify, question, revise, serve, solve, verify
ally
adding 4. Makabansa
value to Peace and order, Heroism and
people Students impose
Appreciation of Heroes, National
everyday. social
Unity, Civic Consciousness, Social
responsibility, Harmony, responsibility in
Patriotism, creating their
Productivity proposed subjects
for their concern
is to help their
country first.

2. Content Presentation of their Prototype together with its Concept Paper.

3. Learning Resources Microsoft word, Power Point Presentation, and Communicate Today: English
for Academic and Professional Purposes Book

4. Procedures
4.1 Introductory Activity (__10__ minutes). This part introduces the Curriculum Prayer and Recapitulation on previous discussion and
lesson content. Although at times optional, it is usually included to serve as a Contextualization activities.
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization:
about what it to follow. One principle in learning is that learning occurs when it
Consider/include here
is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Heritage Themes:
elicit learner’s prior learning experience. It serves as a springboard for new A. Annual Rites,
learning. It illustrates the principle that learning starts where the learners are. Festivals, and
Carefully structured activities such as individual or group reflective exercises, Rituals
group discussion, self-or group assessment, dyadic or triadic interactions, (Historical/Religiou
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like s Festivals, Local
may be created. Clear instructions should be considered in this part of the Cultural Festivals,
lesson.
4.3 Analysis (____ minutes). Essential questions are included to serve as a Local
guide for the teacher in clarifying key understandings about the topic at hand. Delicacies/Products
Critical points are organized to structure the discussions allowing the learners Festivals, Rituals,
to maximize interactions and sharing of ideas and opinions about expected Wedding Ritual,
issues. Affective questions are included to elicit the feelings of the learners about Palihi Ritual,
the activity or the topic. The last questions or points taken should lead the Burial Ritual,
learners to understand the new concepts or skills that are to be presented in the B Literary
next part of the lesson. Anthologies Written In
Local Language
4.4 Abstraction (____ minutes). This outlines the key concepts, important (BALITAW, BALAK,
skills that should be enhanced, and the proper attitude that should be Folktales/ Short
emphasized. This is organized as a lecturette that summarizes the learning Stories, Local Heroes
emphasized from the activity, analysis and new inputs in this part of the lesson. C. Historical Events,
4.5 Application (____ minutes). This part is structured to ensure the Enduring Values, Learners will
commitment of the learners to do something to apply their new learning in their Indigenous Materials,
own environment. Indigenous Cultural
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Communities/Indigeno
learning objectives have been met for a specified duration, b) Remediate us People, Indigenous
and/or enrich with appropriate strategies as needed, and c) Evaluate whether Games
learning intentions and success criteria have been met. (Reminder: Formative D. Topography, Flora/
Assessment may be given before, during, or after the lesson). Choose any from Fauna (Falls,
the Assessment Methods below: Mountains, River,
Cave, Trees, Flower,
Fauna
E. Food & Local
products
G. Role Model Family

Assessment Method Possible Activities

a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral All throughout the lesson:
recorded, based on assessment criteria) Presentation, Dance, During the activity the teacher shall employ direct observation
Musical Performance, method in order to assess if students are involving themselves and
Skill Demonstration, interacting during the activity and in the class. This way the
Group Activity (e.g. teacher knows when pertinent remediation is needed.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math (Activity part)
(Teachers talk to and question learners about their learning to gain insights on Activities, Written The teacher shall approach ask and assess their learnings and
their understanding and to progress and clarify their thinking) Work and Essay, involvement. The teacher will also ask questions if necessary in
Picture Analysis, order to lead them to the germane answers.
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners according to subjects, Essay, Teacher uses a rubric on how the students will be graded for
agreed criteria) Concept their Prototype and Concept paper.
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

  Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: MARIA CONNIE A. ARCENAL School: APAS INTEGRATED SENIOR HIGH SCHOOL
Position/Designation: T1 Division: CEBU CITY
Contact Number: Email address: