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)

Detalyadong Banghay-Aralin
Detailed Lesson Plan (DLP)

DLP Blg.: Asignatura: Baitang: Araw ng Pagtuturo at Oras: Markahan: Date:

Gabayan ng Pagkatuto Code:

(Taken from the Curriculum Guide)

Susi ng Konsepto ng Pag-

unawa
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list,
of knowing memorize, repeat, describe, reproduce
something with
(Pag-alala)
The learner can recall
familiarity gained
information and retrieve
through experience
relevant knowledge from long-
or association
term memory
Understanding interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase, discuss
(Pag-unawa)
The learner can construct
meaning from oral, written and
graphic messages

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

(Pangka- 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
asalan)
point to, reply, select, sit, Study, use Personal discipline, Perseverance,
Growth in
Sincerity, Patience, Critical
feelings or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and thinking, Open-mindedness,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Interest, Courteous, Obedience,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Hope, Charity, Fortitude,
A settled way
of thinking or
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
feeling about
Independent , Gratitude, Tolerant,
someone or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
Cautious, Decisive, Self-Control,
something, simple acceptance to the more complex state of commitment. Valuing is based on the
Calmness, Responsibility,
typically one internalization of a set of specified values, while clues to these values are expressed in the
Accountability, Industriousness,
that is learner's overt behavior and are often identifiable.
Industry, Cooperation, Optimism,
reflected in a Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
person’s initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
behavior
4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
conflicts between them, and creating a unique value system. The emphasis is on Compassion, Work Ethics,
comparing, relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Financial Literacy, Global,
Solidarity, Making a stand for the
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
good, Voluntariness of human act,
synthesize
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of one’s rights,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness
Values Categories: List of Values:
1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
(Pagpapah
alaga) Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting,
locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
A learner's
2. Responding to Phenomena - Active participation on the part of the learners. Kindness, Humble
principles or
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize 2. Maka-tao
standards of
compliance in responding, willingness to respond, or satisfaction in responding Concern for Others, Respect for
behavior;
(motivation). human rights, Gender equality, Family
one's
judgment of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Solidarity, Generosity, Helping,
label, perform, practice, present, read, recite, report, select, tell, write Oneness
what is
important in 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges 3. Makakalikasan
life. from simple acceptance to the more complex state of commitment. Valuing is based Care of the environment, Disaster Risk
on the internalization of a set of specified values, while clues to these values are Management, Protection of the
Go beyond expressed in the learner's overt behavior and are often identifiable. Environment, Responsible
learner’s life Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Consumerism, Cleanliness,
on earth, form, initiate, invite, join, justify, propose, read, report, select, share, study Orderliness, Saving the ecosystem,
include more 4. Organization - Organizes values into priorities by contrasting different values, Environmental sustainability
than wealth resolving conflicts between them, and creating a unique value system. The emphasis 4. Makabansa
and fame, is on comparing, relating, and synthesizing values. Peace and order, Heroism and
and would Appreciation of Heroes, National
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Unity, Civic Consciousness, Social
affect the explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
eternal responsibility, Harmony, Patriotism,
relate, synthesize Productivity
destiny of 5. Internalizing values - (Characterization): Has a value system that controls their
millions. behavior. The behavior is pervasive, consistent, predictable, and most importantly,
Intentionally characteristic of the learner. Instructional objectives are concerned with the student's
add value to general patterns of adjustment (personal, social, emotional).
ourselves
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
and to our
practice, propose, qualify, question, revise, serve, solve, verify
learners’
every day.
2. Content
(Nilalaman)
3. Learning Resources
(Mga Kagamitang Pampagtuturo)
4. Pamamaraan
4.1 Panimulang Gawain
(__2__ minutes). This part introduces the lesson content. Although at times optional, it is usually
included to serve as 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 learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.

4.2 Gawain
(__10__ minutes). This is an interactive strategy to elicit 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 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 Analisis
(__15__ minutes). Essential questions are included to serve as a 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 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 Abstraksiyon
(__15__ minutes). This outlines the key concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This 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 Aplikasyon
(___10_ minutes). This part is structured to ensure the commitment of the learners to do something
to apply their new learning in their own environment.

4.6 Pagtataya
(__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, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on 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 produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)
4.7 Takdang Aralin
(___ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson

1. Enriching / inspiring the day’s lesson

1. Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Panapos na Gawain

(____ 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 practice their new learning.

1. 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.

3. 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: School: TOLEDO CITY SCIENCE HIGH SCHOOL
Position/Designation: Division: TOLEDO CITY
Contact Number: Email address:

Bibliography:

Appendices: (attach all materials that will be used)

1. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others