Detailed Lesson Plan (DLP) Format

DLP No. 1 Learning Area: P.E Grade Level: 12 Quarter: 4 Duration: 1 hr

Learning Competency/ies: 1. Explain how to optimize energy system for the safe and Code:
improved performances 1.
2. Engages in moderate to vigorous physical activities 2. PEH12FH-IIa-t-8
(MVPA’s) for at least 60 minutes most days of the week 3. PEH12FHIIa-t-12
in a variety of settings in-and out-of school.
3. Demonstrates proper etiquette and safety in the use of
facilities and equipment
Key Concepts/ Understandings to
be Developed  Optimize energy system
 Moderate to vigorous physical activities
 Proper etiquette and safety in the use of facilities and equipment

Domain 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact condition of Remembering Identify, retrieve,
knowing something The learner can recall information and recognize, duplicate, list, recognize how they have been eating.
with familiarity gained retrieve relevant knowledge from long-term memorize, repeat,
through experience or memory describe, reproduce identify the importance of each factor in
association optimizing energy system.

Understanding interpret, exemplify,

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

Skills Applying execute, implement,

The ability and The learner can use information to demonstrate, dramatize, demonstrate the proper etiquette in the use of
capacity acquired undertake a procedure in familiar situations interpret, solve, use, facilities and equipment according to the
through deliberate, or in a new way illustrate, convert, principle of leave no trace.
systematic, and discover
sustained effort to Analyzing differentiate, distinguish,
smoothly and The learner can distinguish between parts compare, contrast,
adaptively carryout and determine how they relate to one organize, outline, attribute,
complex activities or another, and to the overall structure and deconstruct
the ability, coming purpose
from one’s Evaluating coordinate, measure,
knowledge, practice The learner can make judgments and justify detect, defend, judge,
aptitude, etc., to do decisions argue, debate, describe,
something critique, appraise,
evaluate
Creating generate, hypothesize, create a role play on how to optimize energy
The learner can put elements together to plan, design, develop, system.
form a functional whole, create a new produce, construct,
product or point of view formulate, assemble,
devise

Attitude Categories: List of Attitudes:

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

2. Content Energy System

3. Learning Resources Instructional materials, book, visual aids

4. Procedures

4.1. Introductory Activity (5 minutes). Curriculum Contextualization

This part introduces the lesson Localization: Teacher: “good afternoon class, before anything else I would like to
content. Although at times optional, it Consider/include here the introduce myself and my co-teacher. My name is . . . and my co-
is usually included to serve as a appropriate Local Heritage Themes: teacher . . .Last meeting, teacher Jerome and Mack discussed all
warm-up activity to give the learners A. Annual Rites, Festivals, and about the nature of mountaineering and the seven principles of leave
zest for the incoming lesson and an Rituals (Historical/Religious no trace. What have you learned from the discussion? (sharing
idea about what it to follow. One Festivals, Local Cultural Festivals, answers).
principle in learning is that learning Local Delicacies/Products Festivals,
occurs when it is conducted in a Rituals, Wedding Ritual, Palihi Teacher: last meeting, you already know the principle of Leave no
pleasurable and comfortable Ritual, Burial Ritual, Trace. So our activity today is just a review on what have you learned
atmosphere. B. Literary Anthologies Written in on the seven principles of Leave no trace.
Local Language (BALITAW, BALAK,
Folktales/ Short Stories, Local
Heroes Activity: Paint me a Picture!
C. Historical Events, Enduring
Values, Indigenous Materials, Purpose: to strengthen the learners knowledge through
Indigenous Cultural demonstrating the proper etiquette in the use of facilities and
Communities/Indigenous Games equipment according to the principle of leave no trace.
D. Topography, Flora/Fauna (Falls,
Mountains, River, Cave, Trees, Procedure:
Flower, Fauna
E. Food & Local Products 1. The teacher will group the class into 5 groups.
G. Role Model Family 2. The group must do the paint me a picture about the principles of the
 leave no trace given by the teacher.
3. To add more twist, the teacher will just give the principle number
and they will be the one to guess the principle name through posing
the scenario.
4. Each students will be given 10 seconds to pose the given principle.
5. The group that poses the most accurate principle will receive 1
point.
6. And the group who can get many points, will be the winner for this
activity.

The teacher will ask:

What are the 7 principles of leave no trace?

Teacher: Since you know the 7 principles of leave no trace, let’s

proceed to the next discussion.

4.2. Activity/Strategy (15mins.) This

isan active strategy to elicit learner’s ( The teacher will ask the following questions)
prior learning experience. It serves as
a springboard for new learning. It 1. Have you checked your activity log plan today?(okay, let’s check it
illustrates the principle that learning together)
starts where the learners are. 2. What were the activities you’ve done before coming here in
Carefully structured activities such as school? (the students checking the log plan.)
individual or group reflective 3. How do you feel when you performed that kind of activity? Are you
exercises, group discussion, self-or felling tired?
group assessment, dyadic or triadic 4. What are the reasons that you are tired in doing that activity?
interactions, puzzles, simulations or (Possible answers: lack of sleep, not eating breakfast, not in the mood,
role play, cybernatics exercise, gallery lack of energy)
walk and the like may be created.
Clear instructions should be Teacher: those you mentioned are the factors that you lack the ability
considered in this part of the lesson. of being active or which you call energy. Aside from lack of sleep,
eating food is the reason that you can optimize your energy system.
( The teacher will ask the students first what is their own definition of
optimize and the teacher will tell them the meaning of optimize before
proceeding to the next activity.)

4.3 Analysis (10 minutes). Essential

questions are included to serve as a Activity: 5 Reasons Why
guide for the teachers in clarifying key
understandings about the topic at Purpose: the learners will be able to recognize how they have been
hand. Critical points are organized to eating.
structure the discussions allowing the
learners to maximize interactions and Procedures:
sharing of ideas and opinions about 1. With the same group, each group must choose one representative
expected issues. Affective questions to pick one rolled strip of paper that contains the topic on guide
are included to elicit the feelings of the questions.
learners about the activity or the topic. 2. The students will be given 3 minutes to construct and to write their
The last questions or points taken answer on the manila paper.
should lead the learners to 3. The students will be given 2 minutes to present their answers in
understand the new concepts or skills front of the class.
that are to be presented in the next
part of the lesson. After presentation, the teacher will ask question:
Based on the presentation, what are the most common practices when
you are eating?

Teacher: thank you for sharing your answers, before we proceed to

the next activity, I will more information.

4.4 Abstractions (15 minutes). This

outlines the key concepts, important Activity: Plan-it-Draw
skills that should be enhance, and the Purpose: :to let the students identify the importance of each factor in
proper attitude that should be optimizing energy system.
emphasized. This is organized as a
lecturette that summarizes the Procedure:
learning emphasized from the activity, 1. With the same group, the teacher will give 5 minutes for the
analysis and new inputs in this part of students to collaborate and plan the importance of each factor in
the lesson. optimizing energy system.
2. Each group will be assigned to each factor and create a poster that
shows the importance of each factor in optimizing the energy system
for safe and improved performance.
3. Each group will a maximum of 5 minutes to explain their poster in
front of the class.

The teacher will ask the following question:

1. Why is it important to know the importance of each factor in
optimizing the energy system?

Teacher: let’s generalize the each factor in optimizing energy system

based on your output.

4.5 Application (10 minutes). This part Activity: Role Play!

is structures to ensure the
commitment of the learners to do Purpose: the students will be able to create a role play on how to
something to apply their new learning optimize energy system.
in their own environment.
Procedure:
1. The same groupings, they will create a role play on how to optimize
energy system.
2. They willbe given 5 minutes to construct their own role play and 3
 minutes for their presentation.
3. they will be graded according to the criteria:

Creativity - 20 points
Content - 20 points
Originality - 10 points

4.6 Assessment (_minutes). For the teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate and/or
enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative
Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities

a.) Observation Investigation, Role play, Oral

Formal and informal observations of presentations, Dance, Musical
learners' performance or behaviours performance, Skill Demonstration,
are recorded based on assessment Group Activity (e.g. Choral Reading),
criteria Debate, Motor
b.) Talking to Learners/Conferencing Hands-on Math activities, Written
(Teachers talk to and questions Work and Essay, Picture Analysis,
learners about their learning to gain Comic Strip, Panel Discussion,
insights on their understanding and to Interview, Think-Pair-Share, Reading
progress and clarify their thinking)
c) Analysis of Learners’ Products Worksheets for all subjects, Essay
(Teachers judge the quality of Concept Maps, Graphic Organizer,
products produced by learners Project, Model, Artwork, Multi-media
according to agreed criteria) Presentation, Product made in
technical-vocational subjects
d) Tests Skill Performance Test, open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skills or Test, Oral Test, Quiz
knowledge of content)
4.7 Assignment (2minutes). 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 (3minutes).

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

6. Reflections

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?
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?
Name Genevieve Alferez & Leira Liah Aranas

Position; Student Teacher

Contact no. : 09106398317

09438227742

Email address: [email protected]

[email protected]