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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: Quarter: Duration:
Learning Code:
Competency/ies:
(Taken from the Curriculum
Guide)
Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives
s. 2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize,
something with repeat, describe,
familiarity gained reproduce
through Understanding interpret, exemplify,
experience or The learner can construct meaning from oral, classify, summarize,
association written and graphic messages infer, compare,
explain, paraphrase,
discuss

Skills Applying execute, implement,


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

Attitu Categories: List of Attitudes:


de 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
Growth attention confidence, Wellness,
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Respect, Honesty, Personal
feelings identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
or Sincerity, Patience, Critical
2. Responding to Phenomena - Active participation on the part of
thinking, Open-
emotion the learners. Attends and reacts to a particular phenomenon. Learning
al mindedness, Interest,
outcomes may emphasize compliance in responding, willingness to
areas. Courteous, Obedience,
respond, or satisfaction in responding (motivation).
A Hope, Charity, Fortitude,
settled
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Resiliency, Positive vision,
greet, help, label, perform, practice, present, read, recite, report, Acceptance, Determined,
way of
select, tell, write Independent , Gratitude,
thinkin
g or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Tolerant, Cautious,
feeling This ranges from simple acceptance to the more complex state of Decisive, Self-Control,
about commitment. Valuing is based on the internalization of a set of specified Calmness, Responsibility,
someon values, while clues to these values are expressed in the learner's overt Accountability,
behavior and are often identifiable. Industriousness, Industry,
e or Behavioral Verbs: work, complete, demonstrate, differentiate, Cooperation, Optimism,
somethi explain, follow, form, initiate, invite, join, justify, propose, read, Satisfaction, Persistent,
ng, report, select, share, study Cheerful, Reliable, Gentle,
typically Appreciation of ones
one that
4. Organization - Organizes values into priorities by contrasting
culture, Globalism,
different values, resolving conflicts between them, and creating a unique
is Compassion, Work Ethics,
value system. The emphasis is on comparing, relating, and synthesizing
reflecte Creativity, Entrepreneurial
values.
d in a Spirit, Financial Literacy,
person Behavioral Verbs: adhere, alter, arrange, combine, compare, Global, Solidarity, Making
s complete, defend, explain, formulate, generalize, identify, integrate, a stand for the good,
behavi modify, order, organize, prepare, relate, synthesize Voluntariness of human
or 5. Internalizing values - (Characterization): Has a value system that act, Appreciation of ones
controls their behavior. The behavior is pervasive, consistent, predictable, rights, Inclusiveness,
and most importantly, characteristic of the learner. Instructional objectives Thoughtful, Seriousness,
are concerned with the student's general patterns of adjustment (personal, Generous, Happiness,
social, emotional). Modest, Authority,
Behavioral Verbs: act, discriminate, display, influence, listen, Hardworking, Realistic,
modify, perform, practice, propose, qualify, question, revise, serve, Flexible, Considerate,
solve, verify Sympathetic, Frankness
Value Categories: List of Values:
1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
s
attention Love of God, Faith,
A
learner' Behavioral Verbs: ask, choose, describe, erect, follow, give, Trusting, Spirituality,
s hold, identify, locate, name, point to, reply, select, sit, Study, use Inner Peace, Love of
principl 2. Responding to Phenomena - Active participation on the part of the truth, Kindness, Humble
es or learners. Attends and reacts to a particular phenomenon. Learning
standa outcomes may emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation). 2. Maka-tao
rds of
behavi Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others,
Respect for human
or; greet, help, label, perform, practice, present, read, recite, report,
rights, Gender equality,
one's select, tell, write
Family Solidarity,
judgme 3. Valuing - Attaches to a particular object, phenomenon, or behavior.
Generosity, Helping,
nt of This ranges from simple acceptance to the more complex state of
Oneness
what is commitment. Valuing is based on the internalization of a set of specified
import values, while clues to these values are expressed in the learner's overt
ant in behavior and are often identifiable. 3. Makakalikasan
life. Care of the environment,
Behavioral Verbs: work, complete, demonstrate, differentiate, Disaster Risk
Go explain, follow, form, initiate, invite, join, justify, propose, read,
beyond Management, Protection
report, select, share, study of the Environment,
learner 4. Organization - Organizes values into priorities by contrasting different
s life on Responsible
values, resolving conflicts between them, and creating a unique value Consumerism,
earth, system. The emphasis is on comparing, relating, and synthesizing values.
include Cleanliness, Orderliness,
Behavioral Verbs: adhere, alter, arrange, combine, compare, Saving the ecosystem,
more
complete, defend, explain, formulate, generalize, identify, Environmental
than
integrate, modify, order, organize, prepare, relate, synthesize sustainability
wealth
5. Internalizing values - (Characterization): Has a value system that 4. Makabansa
and
controls their behavior. The behavior is pervasive, consistent, predictable, Peace and order,
fame,
and most importantly, characteristic of the learner. Instructional Heroism and
and
objectives are concerned with the student's general patterns of Appreciation of Heroes,
would
adjustment (personal, social, emotional). National Unity, Civic
affect
the Behavioral Verbs: act, discriminate, display, influence, listen, Consciousness, Social
eternal modify, perform, practice, propose, qualify, question, revise, responsibility, Harmony,
destiny serve, solve, verify Patriotism, Productivity
of
millions.
(Intenti
onally
add
value
to
yoursel
f and
people
everyd
ay.)
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part Curriculum
introduces the lesson content. Although at times optional, it is Contextualizat
usually included to serve as a warm-up activity to give the ion
learners zest for the incoming lesson and an idea about what it
Localization:
to follow. One principle in learning is that learning occurs when
Consider/include
it is conducted in a pleasurable and comfortable atmosphere.
here the
4.2 Activity/Strategy (____ minutes). This is an interactive appropriate Local
strategy to elicit learners prior learning experience. It serves as Heritage Themes:
a springboard for new learning. It illustrates the principle that
learning starts where the learners are. Carefully structured
A. Annual
Rites, Festivals,
activities such as individual or group reflective exercises, group
and Rituals
discussion, self-or group assessment, dyadic or triadic
(Historical/Relig
interactions, puzzles, simulations or role-play, cybernetics
ious Festivals,
exercise, gallery walk and the like may be created. Clear
Local Cultural
instructions should be considered in this part of the lesson.
Festivals, Local
4.3 Analysis (____ minutes). Essential questions are included Delicacies/Prod
to serve as a guide for the teacher in clarifying key ucts Festivals,
understandings about the topic at hand. Critical points are Rituals,
organized to structure the discussions allowing the learners to Wedding Ritual,
maximize interactions and sharing of ideas and opinions about Palihi Ritual,
expected issues. Affective questions are included to elicit the Burial Ritual,
feelings of the learners about the activity or the topic. The last B Literary
questions or points taken should lead the learners to Anthologies
understand the new concepts or skills that are to be presented Written In Local
in the next part of the lesson. Language
4.4 Abstraction (____ minutes). This outlines the key (BALITAW, BALAK,
concepts, important skills that should be enhanced, and the Folktales/ Short
proper attitude that should be emphasized. This is organized as Stories, Local
a lecturette that summarizes the learning emphasized from the Heroes
activity, analysis and new inputs in this part of the lesson. C. Historical
Events, Enduring
4.5 Application (____ minutes). This part is structured to Values,
ensure the commitment of the learners to do something to Indigenous
apply their new learning in their own environment. Materials,
Indigenous
Cultural
Communities/Indi
genous People,
4.6 Assessment (___ minutes). For the Teacher to: a)
Indigenous
Assess whether learning objectives have been met for a Games
specified duration, b) Remediate and/or enrich with D. Topography,
appropriate strategies as needed, and c) Evaluate whether Flora/ Fauna
learning intentions and success criteria have been met. (Falls, Mountains,
(Reminder: Formative Assessment may be given before, during, River, Cave,
or after the lesson). Choose any from the Assessment Methods Trees, Flower,
below: 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
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
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,
agreed criteria) Concept
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 days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete work on something; to bring


something to an end) (____ minutes).
Describe how you will complete the lesson and bring the work to a conclusion/end.
This can be done by:
a) Summarizing; recapitulating.
b) Providing 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. Remark 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.
s

7. Reflecti Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide
ons 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: School:
Position/Designation: Division:
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. PowerPoint Presentation
6. Others