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.: 05 Learning Area: UNDERSTANDING CULTURE, Grade Level: 11 Quarter: 2nd Duration: 60 mins
SOCIETY AND POLITICS
Learning Competency/ies: Promote primary education as a human rights Code:
(Taken from the Curriculum UCSPII12HSO-IIF-26
Guide)
Key Concepts / Understandings Promoting primary education as a human rights
to be 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 retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Discuss primary education as to it’s
through The learner can construct meaning from oral, classify, summarize, relevance to human rights
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources CG, Cartolina/Manila Paper, pentel pen / Multi-media

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Multi-media: Short Film on the importance of education
Although at times optional, it is usually included to serve as a warm-up activity to Teacher asks: Why is education important?
give the learners zest for the incoming lesson and an idea about what it to follow.
One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior (Grouping the class to 4)
learning experience. It serves as a springboard for new learning. It illustrates the The learners will draw insight from the short video clip
principle that learning starts where the learners are. Carefully structured activities Write your insights on the manila paper .
such as individual or group reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (___15_ minutes). Essential questions are included to serve as a Group presentation of Output ( 3 minutes per group).
guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners to - Is primary education a basis for human rights?
maximize interactions and sharing of ideas and opinions about expected issues.
Affective 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 (__10__ minutes). This outlines the key concepts, important skills - Promote primary education as a factor for human rights
that should be enhanced, and the proper attitude that should be emphasized. This through a short comic strip
is organized as a lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.
4.5 Application (___3_ minutes). This part is structured to ensure the commitment
of the learners to do something to apply their new learning in their own Create a posters slogan that shows promotion of
environment. education to human rights

4.6 Assessment (_5__ 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 Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)

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

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz The students are given an oral test about primary
demonstrate mastery of a skill or education as one of the aspect of human rights
knowledge of content)

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Make a collage showing the importance of
primary education

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

  Preparing for the new lesson

4.8 Concluding Activity (___1_ 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 Reminding the class for the activity that will
practice their new learning. be done for the next lesson

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.

Content of the iPlan need to continue and develop.

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: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@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