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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.: 02 Learning Area: Introduction to World Grade Level: 11 Quarter: Duration: 60 mins
Religion 2nd
Learning Competency/ies: 12.2. Give examples of acts showing filial piety in the family, Code:
(Taken from the Curriculum community and society HUMSS_WRB12-II/IVe-
Guide) 12.2

Key Concepts /
Understandings to be Elements of Confucianism
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and recognize,
knowing retrieve relevant knowledge from long- duplicate, list,
something with term memory memorize, repeat,
familiarity gained describe,
through reproduce
experience or Understanding interpret, Discuss examples of acts showing
association The learner can construct meaning from exemplify, filial piety in the family,
oral, written and graphic messages classify, community and society
summarize, infer,
compare, explain,
paraphrase,
discuss

Skills Applying execute, implement, Dramatize an act showing


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

Attitude Categories: List of Attitudes:


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

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson Video clip showing practices of Filipino and
content. Although at times optional, it is usually included to serve as Chinese family:
a warm-up activity to give the learners zest for the incoming lesson
and an idea about what it to follow. One principle in learning is that What practices do Chinese and Filipino family
learning occurs when it is conducted in a pleasurable and share in common?
comfortable atmosphere.

4.2 Activity (10 minutes). This is an interactive strategy to elicit Think Pair and Share:
learner’s prior learning experience. It serves as a springboard for
new learning. It illustrates the principle that learning starts where the
learners are. Carefully structured activities such as individual or Give students the freedom to choose their
group reflective exercises, group discussion, self-or group partner. Based on the first activity, each pair
assessment, dyadic or triadic interactions, puzzles, simulations or will discuss actions/practices of
role-play, cybernetics exercise, gallery walk and the like may be Chinese/Filipino family. Share it on class.
created. Clear instructions should be considered in this part of the
lesson.
4.3 Analysis (10 minutes). Essential questions are included to serve Guided Questions:
as a guide for the teacher in clarifying key understandings about the
topic at hand. Critical points are organized to structure the Why do Filipinos and Chinese value their
discussions allowing the learners to maximize interactions and family so much? Why do we give so much
sharing of ideas and opinions about expected issues. Affective respect to our elders?
questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead
the learners to understand the new concepts or skills that are to be
presented in the next part of the lesson.
4.4 Abstraction (5 minutes). This outlines the key concepts, Lecturette:
important skills that should be enhanced, and the proper attitude Confucianism values education not just for
that should be emphasized. This is organized as a lecturette that intellectual formation, but also for character
summarizes the learning emphasized from the activity, analysis and development.
new inputs in this part of the lesson.
4.5 Application (10 minutes). This part is structured to ensure the Role play. Group the class into 3. Assigned
commitment of the learners to do something to apply their new each group an act of filial piety shown in the:
learning in their own environment. a. family b. community c. society

4.6 Assessment (10 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 Presentation, Dance, Musical
observations of learners’ Performance, Skill Demonstration,
performance or behaviors are Group Activity (e.g. Choral Reading),
recorded, based on assessment Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written
Conferencing Work and Essay, Picture Analysis, Picture Analysis. Through pictures,
(Teachers talk to and question Comic Strip, Panel Discussion, identify the actions if it shows filial piety
learners about their learning to Interview, Think-Pair-Share, Reading or not.
gain insights on their
understanding and to progress
and clarify their thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay,


Products Concept Maps/Graphic Organizer,
(Teachers judge the quality of Project, Model, Artwork, Multi-media
products produced by learners Presentation, Product made in
according to agreed criteria) 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 skill or Test, Oral Test, Quiz
knowledge of content)
4.7 Assignment (5 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


Explain the core teaching of
Confucianism.

4.8 Concluding Activity (5 minutes). Inspiring quote:


This is usually a brief but affective closing activity such as a strong Respect for ourselves guides our
quotation, a short song, an anecdote, parable or a letter that inspires the morals, respect for others guides our
learners to do something to practice their new learning. manners.

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.

6. 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: SHERRY A. DIANA School: Montañeza National High School
Position/Designation: Teacher I Division: Cebu Province
Contact Number:09177097581 Email address: sherryallosada@ymail.com

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

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