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.: 1 Learning Area: Oral Communication Grade Level: Grade 11 Quarter: 1 Duration: 1 day
Learning Defines Communication Code: EN11/12OC-Ia-1
Competency/ies:
(Taken from the Curriculum Guide)

Key Concepts / Definition of Communication

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

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

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings or point to, reply, select, sit, Study, use Personal discipline, Perseverance,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
way of Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
thinking Positive vision, Acceptance,
perform, practice, present, read, recite, report, select, tell, write
or feeling Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
about Gratitude, Tolerant, Cautious,
simple acceptance to the more complex state of commitment. Valuing is based on the
someone Decisive, Self-Control, Calmness,
internalization of a set of specified values, while clues to these values are expressed in the
or Responsibility, Accountability,
learner's overt behavior and are often identifiable.
somethin Industriousness, Industry,
g,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
typically
one that is 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
reflected conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
in a comparing, relating, and synthesizing values. Compassion, Work Ethics, Creativity,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
behavior formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Literacy, Global, Solidarity, Making
synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s Display self
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful, confidence in
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
speaking with
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate, someone else
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao Practice respect for
judgment Concern for Others, Respect for gender sensitivity
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality, and equality in
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
Family Solidarity, Generosity,
important from simple acceptance to the more complex state of commitment. Valuing is based Helping, Oneness communicating
in life. on the internalization of a set of specified values, while clues to these values are with others
expressed in the learner's overt behavior and are often identifiable.
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s 4. Organization - Organizes values into priorities by contrasting different values,
life on resolving conflicts between them, and creating a unique value system. The emphasis
earth, is on comparing, relating, and synthesizing values.
include
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than 3. Makakalikasan
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth Care of the environment, Disaster
relate, synthesize
and fame, Risk Management, Protection of the
5. Internalizing values - (Characterization): Has a value system that controls their
and would Environment, Responsible
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the Consumerism, Cleanliness,
characteristic of the learner. Instructional objectives are concerned with the student's
eternal Orderliness, Saving the ecosystem,
general patterns of adjustment (personal, social, emotional).
destiny of Environmental sustainability
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content Nature and Elements of Communication

3.LearningResources Oral Communication Manual Textbooks,Sample ConceptSketches

4. Procedures
4.1 Introductory Activity(5 minutes). This part introduces the lesson content. Although at Song Energizer
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 Activity(5 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 A short video clip will be shown to the students about
learners are. Carefully structured activities such as individual or group reflective exercises, group
a manager and an employee.
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(5 minutes). Essential questions are included to serve as a guide for the teacher in What can you say about the picture?
clarifying key understandings about the topic at hand. Critical points are organized to structure the Who is the receiver/ listener?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
What do you call this process of sending information
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 to someone else?
new concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction(15 minutes).This outlines the key concepts, important skills that should be Lecture and discussion of the key concept we want to
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that emphasize on the day’s lesson.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application(10 minutes).This part is structured to ensure the commitment of the learners to Listening to a short dialogue. Then student work with
do something to apply their new learning in their own environment. pairs to simulate the same dialogue.

4.6 Assessment(15 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, Pair work: Oral Presentation by Pair
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
Creating a short dialogue by following the given
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science situation: at the School, Birthday party, or in
on assessment criteria)
Experiment the market

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’ Worksheets for all subjects, Essay, Concept

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

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

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

“Listening is the beginning of understanding”

 Enhancing / improving the day’s lesson

 Preparing for the new lesson What is the nature and process of
communication?

4.8 Concluding Activity (5 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “Communication is the essence of
parable or a letter that inspires the learners to do something to practice their new learning.
understanding.”

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: Frankie E. Delos Santos School: Guindaruhan National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.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