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)
Learning Area: Detailed Lesson Plan (DLP) Format
DLP No.: Grade Level: Quarter: Duration:
1 English 7 7 1 60 minutes
Learning Competency/ies: Discover literature as a means of connecting to a Code:
significant past

Describe the different literary genres during the pre- EN7LT-I-a-1:

(Taken from the Curriculum colonial period EN7LT-I-a-2:
Guide) EN7LT-I-a-2.1:
Identify the distinguishing features of proverbs

Key Concepts /
Understandings to be Different literary genres during the pre-colonial period
Developed
OBJECTIVES:
Adapted Cognitive
Showing the powerpoint presentation of the different literary genres
Domain
Knowledge Process Dimensions
during the pre-colonial period and the distinguishing features of
(D.O. No. 8, s. 2015)
proverbs, 75% of the students are expected to:
Skills
The fact or
condition of
knowing The Remembering Enumrate the different literary genres during the pre-colonial period ;
ability and with
something
capacity
familiarityacquired
gained Understanding Identify the distinguishing features of proverbs;
through
through
deliberate,
experience or Applying
systematic, Explain proverbs through an oral presentation;
association and
sustained effort Analyzing
to smoothly and
adaptively Evaluating
carryout complex
activities or the Creating
ability, coming Receiving
fromAttitude
one's Phenomena
Perform the given task cooperatively;
knowledge,
Responding to
practice,
Values
aptitude, Practice the value of solidarity and oneness in performing the given task
Phenomena
etc., to do
2. Content
something Distinguishing Features of Proverbs
Curriculum Guide in Grade 7 English First Quarter, Learning Package in
Grade 7 English pp. 3-6, power point presentations of the Philippine Litera
in Pre-Colonial Period and the Meaning of Proverbs(CD Player), LED TV
3. Learning Resources
file:///E:/Files/What%20is%20PROVERB_%20What%20does%20PROVER
%20mean_%20PROVE
4. Procedures
4.1 Introductory
Activity The teacher starts the session by presenting the objectives of the lesson for the day
Then she/he presents a video presentation of the Philippine Literature in the Pre-
Colonial Period. She/He instructs the students to take down notes of the important
points(different genres of Philippine literature) while watching the video presentation
After the presentation, she/he asks the students to enumerate the different genres o
10 minutes Philippine literature in the pre-colonial period based on what they have seen in the
video. Then, she/he explains that one of the genres of Philippine literature which se
as guideposts toward strengthening one's values are proverbs which will be given m
focus on this lesson.

4.2 Activity
The teacher asks the students to answer the Initial Task 1. True or False in a 1/4 sh
of paper.(Appendix A).
Then, after answering the given task, she/he presents the meaning and features of
proverbs through an Audio CD player.
Afterwards, she/he divides the class into 5 groups and gives each group a proverb t
explained through a role play presentation which will be presented in 1-2 minutes on
They will be given 1-2 minutes to prepare for thier presentation.(See Rubrics for Ra
Appendix B)
Group 1: The sleeping boatman does not know the streams he has passed.
Group 2:Do not put off for tomorrow what you can do for today.
Group 3:Joy is always guarded by sorrow.
Group 4:No debt remains unpaid.
Group 5:Do not cut the tree to get the fruit.
 The teacher asks the students to answer the Initial Task 1. True or False in a 1/4 sh
of paper.(Appendix A).
Then, after answering the given task, she/he presents the meaning and features of
proverbs through an Audio CD player.
Afterwards, she/he divides the class into 5 groups and gives each group a proverb t
explained through a role play presentation which will be presented in 1-2 minutes on
They will be given 1-2 minutes to prepare for thier presentation.(See Rubrics for Ra
20 minutes Appendix B)
Group 1: The sleeping boatman does not know the streams he has passed.
Group 2:Do not put off for tomorrow what you can do for today.
Group 3:Joy is always guarded by sorrow.
Group 4:No debt remains unpaid.
Group 5:Do not cut the tree to get the fruit.

4.3 Analysis Using the rubrics, the teacher asks the students to rate their performance. Let them
answer the following questions:
* Did your presentation explain the given proverb?
* Did you have a loud voice during the presentation?
5 minutes * Was there an evidence that everyone was working for the good of the group?
The teacher gives all groups a chance to give comments to the other groups'
performance.

4.4 Abstraction The teacher asks the following questions to the students:
* What are the different literary genres during the pre-colonial period?
*What genres of literature serve as guideposts of righteous living?
5 minutes * What are poverbs?
* What are the distinguishing features of proverbs?
4.5 Application The teacher asks the students to give an example of proverb which serves as their
6 minutes guidepost for their righteous living. Have them share their answer orally to the class
4.6 Assessment Have each group of students choose a proverb which they
most and write it in a 1/4 sheet of Manila paper and let the
Anlysis of Learners'
explain its meaning and features to the class.
10 minutes Products
The group's performance will be rated based on the rubrics
presented in Appendix B)
4.7 Assignment Write a 3-paragraph refection of the lesson you have learn
Enhancing / improving
about proverbs in your journal notebook. This will be check
2 minutes the day’s lesson
next meeting.
4.8 Concluding Activity The teacher asks the students:
2 minutes Which of the proverbs presented touches you most and why?Explain your answer.
5. Remarks
6. Reflections
A. No. of learners who C. Did the remedial lessons work? No. of
earned 80% in the evaluation. learners who have caught up with the lesson.
B. No. of learners who
D. No. of learners who continue to require
require additional activities for
remediation.
remediation.
E. Which of my learning
strategies worked well? Why
F.
did What
these difficulties
work? did I
encounter which my principal
or
G. supervisor can help
What innovation or me
solve?
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:

Name: School: BITOON NATIONAL VOCATIONAL HIGH

RUTH M. ESCUADRO SCHOOL
Position/
Designati Division:
on: MASTER TEACHER I CEBU PROVINCE
Contact
Email address:
Number: 9276808423 ruthescuadro@gmail.com
 Date:
June 4, 2018
Code:

EN7LT-I-a-1:
EN7LT-I-a-2:
EN7LT-I-a-2.1:

erent literary genres

hing features of

-colonial period ;

rming the given task

Learning Package in
of the Philippine Literature
(CD Player), LED TV
%20does%20PROVERB

the lesson for the day.

iterature in the Pre-
otes of the important
the video presentation.
the different genres of
hey have seen in the
ne literature which serve
s which will be given more

ue or False in a 1/4 sheet

aning and features of

each group a proverb to be

nted in 1-2 minutes only.
n.(See Rubrics for Rating

e has passed.
y.
 erformance. Let them

ood of the group?

e other groups'

period?
ing?

which serves as their

wer orally to the class.

a proverb which they like

anila paper and let them
he class.
d based on the rubrics

esson you have learned

ook. This will be checked

Explain your answer.

VOCATIONAL HIGH

om
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests