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.: Grade Level: Quarter: Duration:
1 English 10 4 60 mins
Learning Competency/ies: Listen to simplify, reorganize, synthesize and evaluate information to
expand, review or update knowledge
(Taken from the Curriculum Guide)
Use locational
skills to gather information from primary and secondary sources of
information
Key Concepts / Understandings to
be Developed Sources of Information
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with familiarity
gained through experience or
association Understanding Write the information to complete the concept map
Applying
Skills
The ability and capacity Analyzing Classify the materials as to primary or secondary source of inform
acquired through deliberate, systematic, and
sustained effort to smoothly and adaptively
carryout complex activities or the ability, coming
from one's knowledge, practice, aptitude, etc.,
Evaluating
to do something

Creating
Attitude Receiving Phenomena Complete the concept map by supplting the required information
Values Valuing Be attentive in listening to get the necessary information
2. Content More Fun in the Philippines
3. Learning Resources
DOT Official AVP, Retrieved on June 20,2014, English 10 LM, pp.
4. Procedures
4.1 Introductory Activity
Let the students realize that the Load or download the video It's More Fun in
5 minutes
Official AVP.
4.2 Activity
15 minutes Let the students write the necessary information to complete the concept ma
4.3 Analysis
After watching the video, did you see how diverse our country really is? Wha
you gather from the video? Did you notice anything that is very that is very c
10 minutes language, specifically the English language? Do you think that the social me
is more effective in promoting a campaign than other forms of communicatio
4.4 Abstraction
Concept map is a type of grahic organizer used to help students organize an
5 minutes
of a subject. It begins with the main idea and then branch out to show how th
broken down into specific topics.
4.5 Application
Classify the materials listed as to primary or secondary source of information
10 minutes Diaries S 2. History textbook P 3. Government documents P 4. Manuscri
6. Encyclopedia S 7. Newapaper P 8. Journals S 9. Magazine P 10. Artif
4.6 Assessment
A. Show another video about Philippines and le
concept map by supplying the necessary data.
Anlysis of Learners' Products
10 minutes
Classify the materials as to primary or seconda
4.7 Assignment Enhancing / improving the
3 minutes day’s lesson Answer task 4 Word Match in LM on page 410.
4.8 Concluding Activity
2 minutes Listening is very essential in doing one's activity.
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have
A. No. of learners who earned 80% in the evaluation. caught up with the lesson.

B. No. of learners who require additional activities

for remediation. 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: Cecilia A. Maribao School: Alcantara National High
Sch
Position/
Designation: Teacher 2 Division: Cebu Province
Contact
Number: 9335546608 Email address:
 Date:
01/22/18
Code:

EN10LC-Iva-16 EN10
SS-Iva-1.5

ation

408-409

the Philippines/DOT

p. (LM pp. 408).

t new information did

reative in terms of
dia, particularly youtube,
n, like the print
media?
d represent knowledge
at main idea can be

. P 1. Letters and
pts S 5. Video Tape S
act

t them complete the

B.
ry source of information,
ool
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment
Reinforcing / strengthening
the day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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.: Grade Level: Quarter: Duration:
2 English 10 4 60 mins
Learning Competency/ies: Get familiar with tecchnical terms used in research

Explain how the elements specific to

(Taken from the Curriculum Guide) a genre contribute to the theme of a particular literary selection
Express appreciation for sensory images used
Key Concepts / Understandings to
be Developed Elements of the Story
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing something
with familiarity gained through
experience or association
Understanding Explain how friendship is valued in the story
Applying
Skills
The ability Analyzing
and capacity acquired through
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
Evaluating
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something Creating Construct sentences that would appeal to the senses using the concept ma
Attitude Receiving Phenomena Perform the group assigned task
Values Valuing Open-mindedness
2. Content The Little Prince
3. Learning Resources LM, pp. 410 - 415
4. Procedures
4.1 Introductory Activity
Let the students answer the anticipation guide which will give them a checklist of wha
5 minutes in the text. Let them read also the short background of the author.
4.2 Activity
Check the activity "Word Match". After checking, let them answer the anticipation guid
15 minutes they are about to read which is entitled "The Prince". Afterwhich, is the reading of the

4.3 Analysis
Who are the characters that are present in the excerpt? Can you describe both of the
fox play with the prince? How important is the rite or ritual of taming in the friendship o
10 minutes the fox? What made the rose of the The Little Prince owned important/ What is the fo
agree with it? Do you think you have been tamed as well?

4.4 Abstraction
The importance of looking beneath the surface to find the real truth and meaning of a
5 minutes teaches the Prince to see with one's heart instead of just with one's eye. It teaches us
essence of life.

4.5 Application
Presentation of the Small Group Differentiated Work SGDW)
10 minutes

4.6 Assessment Construct sentences that would appeal to the senses us

Anlysis of Learners' Products
10 minutes organizer.
4.7 Assignment Enhancing / improving the
Study the cohesive devices, LM, p. 416. i
3 minutes day’s lesson
4.8 Concluding Activity
"Because you have wasted so much time on me, you made me feel very important"
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B. No. of learners who require additional activities

for remediation. 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: Cecilia A. Maribao School: Alcantara National High School

Position/
Designation Teacher 2 Division: Cebu Province
:
Contact
Number: 9335546608 Email address:
 Date:
01/23/18
Code:
EN10V-IVa-30
EN10LT-IVa-2.2
EN10LT-IVa-2.2.1

t they look forward to

e to preview the text

story.

m? Why couldn't the

f the Little Prince
and x's secret? Do
you

thing. It is a fox
who to appreciate
the

ng the graphic
attitude
Receiving Phenomena Responding to Phenomena
Valuing
Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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.: Grade Level: Quarter: Duration:
3 English 10 4 60 mins
Learning Competency/ies: Expand ideas using principles of cohesion and conference

(Taken from the Curriculum Guide) Use appropriate E

language when delivering campaign speeches E
Key Concepts / Understandings to be
Developed Cohesive Devices

Domain Adapted Cognitive Process

Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Remembering Identify the cohesive devices usesd in the given statements
The fact or condition of knowing
something with familiarity gained
through experience or association Understanding Explain how the devices contributed much to have a coherent writing
Applying
Skills Analyzing
The ability and capacity
acquired through deliberate, systematic,
and sustained effort to smoothly and
adaptively carryout complex activities or
Evaluating
the ability, coming from one's knowledge,
practice, aptitude, etc., to do something
Creating Plan and develop an output to be presented in response to the given
tas
Attitude Receiving Phenomena Perform the activity enthusiastically
Values Valuing Be considerate to one's opinion or ideas
2. Content Cohesive Devices/ SGDW
3. Learning Resources LM, pp. 415-416
4. Procedures
4.1 Introductory Activity
Simple recall of the story about "The Little Prince". Let them describe the prince and
5 minutes
4.2 Activity Discuss the cohesive devices used in writing. Afterwhich, give them sentences to re
15 minutes device used
4.3 Analysis
What is a cohesive device? What are the cohesive devices? Why are they importa
10 minutes
4.4 Abstraction
Cohesive devices tell the reader what we are doing in a sentence and help to guide
5 minutes writing. They signal to the reader what the relationships are between the different cl
and paragraphs.
4.5 Application
Group 1 - Compose an open letter to the different pal
Prince visited. Your letter must focus on how each of these planets may achieve
p
Group 2 - Create a b
a message promoting respect for differences.
10 minutes
Group 3 - Role play
The Little Prince met the Fox.
Group
about the Little Prince's travel and perform it.

Your group is part of the Student Government and the Little Prince is the president.
4.6 Assessment Anlysis of Learners' Products Perform the given activity by group.
10 minutes
4.7 Assignment Enhancing / improving the
What is research and how to do a research?
3 minutes day’s lesson
4.8 Concluding Activity
Coherent writing means that sentences, ideas, and details included blend so smoot
2 minutes will have in trouble-free time following what the writer wants to put across.
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up
A. No. of learners who earned 80% in the evaluation. with the lesson.

B. No. of learners who require additional activities for

remediation. 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: Cecilia A. Maribao School: Alcantara National High School

Position/
Designation: Teacher 2 Division: Cebu Province
Contact
Number: Email address:
9335546608
 Date:
01/25/18
Code:
N10WC-Iva-14.1.1
N10OL-Iva-3.9

the fox.

ad and identify the

nt in writing?

them through our

auses, sentences

nets that the

Little eace.
ig greeting card with

a scenario when

4 Write a song

Group 5
- Design a
school

hly that the readers

attitude
Receiving Phenomena

Responding to Phenomena
Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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.: Grade Level: Quarter: Duration:
4 English 10 4 60 mins
Learning Competency/ies:
Observe the language of research, campaigns, and advocacies
(Taken from the Curriculum Guide) EN
Key Concepts / Understandings to be
Developed Research Work
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Identify a good research topic
The fact or
condition of knowing something
with familiarity gained through
experience or association
Understanding

Applying Use graphic organizer for the answers

Skills
ability and capacity acquired
The Analyzing
through deliberate, systematic,
and sustained effort to smoothly
and adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Creating Develop a questionnaire for research
Attitude Receiving Phenomena Fill in the model of their questionnaire
Values Valuing Work diligently on the task given
2. Content Research Work
3. Learning Resources LM pp.416 - 420
4. Procedures
4.1 Introductory Activity
Share to the class the documentary on Brigada, Buwan ng Wika, English Fesrival and
in school as an example topic for their research.Present to them the graphic organizer
5 minutes
that they need to fill it out with the information needed.
4.2 Activity
Divide the class to select a topic that they are convenient with. Using the tips in selectin
a topic, complete the graphic organizer. Let the representative of each group share the
15 minutes
class.
4.3 Analysis
What make you choose the topic? Do you think you have enough information needed t
10 minutes topic? What is a good research? Why do we need to select and limit our research?

4.4 Abstraction Since you have chosen now the topic, let's have now the idea about the preparations b
the result. Discuss the guidelines on how to develop a questionnaire for research. (The
5 minutes LM, 419).

4.5 Application
With the given template, the students must have to develop their own questionnaire. Th
10 minutes have to present the rubric on how to rate their work.

4.6 Assessment
Anlysis of Learners' Products Let each group share their outputs to the class.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
DO the task in the activity "My Treasure".
3 minutes
4.8 Concluding Activity Research is to see what everybody else has seen, and to think what nobody else has
t
2 minutes
Albert Szent-Gyorgyi
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B. No. of learners who require additional

activities for remediation. 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: Cecilia A. Maribao School:

Alcantara National High School
Position/
Designation Teacher 2 Division:
: Cebu Province
Contact
Number: Email address:
9335546608
 Date:
01/26/18
Code:
10G-Iva-32

other activities
and tell them

g and limiting
ir output to the

o support your

efore
arriving
input is in
the

e teacher

hought.
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests