Instructional Planning (The process of s ystematically 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.: 04
Learning Area: Understanding Culture, Grade Level: 11 Quarter: Duration: 60 mins Society and Politics 2nd Learning Competency/ies: Code: (Taken from the Curriculum Evaluate how functions of education affect the lives of people in UCSP11/12HSO-IIf-26 Guide ) society Key Concepts / Understandings to be Cultural, social and political institutions as set of norms and patterns of behavior Developed 1. Objectives Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) Knowledge Categories: Behavioral Verbs: The fact or Remembering identify, retrieve, condition of recognize, The learner can recall information and knowing duplicate, list, retrieve relevant knowledge from longsomething with memorize, repeat, repeat, term memory familiarity gained describe, through reproduce experience or Understanding interpret, association exemplify, The learner can construct meaning from oral, written and graphic messages
Skills The ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or the ability, coming from one's knowledge, practice, aptitude, etc., to do something
Applying The learner can use information to undertake a procedure in familiar situations or in a new way Analyzing The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose Evaluating The learner can make j udgments and justify decisions
Creating The learner can put elements together to form a functional whole, create a new product or point of view
classify, s ummarize, ummariz e, infer in fer,, compare, explain, paraphras e, discuss
Dis cus s the function of educat education ion and its effec t to to the lives lives of the people in s oci ety
execu te, implement, implement, demonstrate, dramatize, dramatize, interpret, interpret, s olve, olve, us e, illustrate, convert, discover differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct coordinate, measure, detect, defend, judge, argue, debate debate,, des cri be, cri tique, appra apprais is e, evaluate g enerate, hypothes ize, Desi g n a g raphic raphic org anizer plan, des ig n, develop, whic h entails entails the effect effect of produce prod uce,, cons truc t, education to the the lives of the for mulate, mulate, ass as s emble, people devise
Attitude Categories: Phenomena - Awareness, willingness to hear, Growth in 1. Receiving Phenomena feelings selected attention follow, ow, or Behavioral Verbs: ask , choos e, descr ibe, erect, foll name, poin t to, to, reply, s elect, emotional g iv e, hold, iden tify , locate, name,
List of Attitudes:
S elf-es teem, Self confidence, Wellne Wellness s , R espect, espect, H ones ones ty, Personal discipline,
areas. A settled way of thinking or feeling about someone or somethin g, typically one that is reflected in a person’s behavior
s it, S tudy, us e 2. Responding to Phenomena - Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Behavioral Verbs: aid, ans wer, as s is t, comply, conform,
dis cus s , g reet, help, label, perform, practice, pres ent, read, reci te, report, select, tell, write 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Behavioral Verbs: work , complete, demonstrate,
differ entiate, explain, follow, form, ini tiate, invi te, join, jus tify , propos e, read, repor t, s elect, s hare, s tudy 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Behavioral Verbs: adhere, alter, arrang e, combine,
compare, c omplete, defend, ex plain, formulate, g eneralize, iden tify , integ rate, modify , order , org anize, prepare, relate, sy nthes ize 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Behavioral Verbs: act, dis criminate, dis play, influence,
lis ten, modify, perform, practice, propos e, qualify, ques tion, revis e, s erve, solve, verify
Values Categories: 1. Receiving Phenomena - Awareness, willingness to A learner's hear, selected attention principles Behavioral Verbs: as k, choose, des cribe, erect, or follow, g iv e, hold, iden tify , locate, name, point to, standards reply, s elect, si t, Study, use 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 judgment emphasize compliance in responding, willingness to of what is respond, or satisfaction in responding (motivation). important Behavioral Verbs: aid, ans wer, as s is t, comply, conform, dis cus s , g reet, help, label, perform, in life. Go beyond learner’s life on earth, include
practi ce, pr es ent, read, rec ite, report, s elect, tell, write 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values ar e
Pers ever ance, S incer ity, Patience, Cri tical thinking , Openmindedness, Interest, C ourteous, O bedience, Hope, Charity, Fortitude, Resiliency, Positive vision, A cc eptance, Determined, Independent , G ratitude, Tolerant, Cautious, Decis ive, S elf-C ontrol, Calmness, Responsibility, A cc ountability, Industriousness, Indus try, C ooperation, Optimism, Satisfaction, Persistent, Cheerful, R eliable, Gentle, Appreciation of one’s
culture, G lobalis m, Compas s ion, Work E thics , C reativity, E ntrepreneurial S piri t, Fi nancial Li teracy, G lobal, S olidarity, Making a stand for the g ood, V oluntarines s of human act, A ppreciation of one’s rig hts, Inclusiveness , Thoughtful, S eri ous nes s , G enerous, Happiness , Modes t, Authority, Hardworking , R ealis tic, Flexible, C onsi derate, S ympathetic, Frankness
List of Values: 1. Maka-Diyos
Love of G od, Faith, Trus ting, S pirituality, Inner P eace, Love of truth, Kindness, Humble 2. Maka-tao Concern for Others, Respect for human rights, Gender equality, Family Solidarity, Generosity, Helping, Oneness 3. Makakalikasan
C are of the environment, Dis aster Risk Management,
Identify the effects of education in the livelihood of the people
more than wealth and fame, and would affect the eternal destiny of millions
expressed in the learner's overt behavior and are often identifiable. Behavioral Verbs: wor k, c omplete, demons trate,
differ entiate, explain, follow, form, ini tiate, inv ite, joi n, jus tify , propos e, read, repor t, s elect, s hare, s tudy 4. Organization - Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Behavioral Verbs: adhere, alter, arrang e, combine,
compare, c omplete, defend, ex plain, formulate, g eneralize, iden tify , integ rate, modify , order , org anize, prepare, relate, s ynthes ize 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). Behavioral Verbs: act, dis cri minate, dis play,
Protection of the Environment, Responsible Consumerism, Cleanliness, Orderliness , S aving the ecosystem, E nvi ronmental s us tainability 4. Makabansa
P eace and order, Herois m and A pprec iation of H eroes , National Unity, C ivic Consciousness , S ocial responsibility, Harmony, Patriotis m, Productivity
Initiate social responsibility towards education
influence, lis ten, modify, perform, practice, propos e, qualify, ques tion, r evi s e, s erve, s olve, verify 2. Content Functions of E ducation in Soci ety 3. Learning Resources
C G , video cli ps , laptop/computer, meta cards
4. Procedures 4.1 Introductory Activity (5 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 Activity (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 Analysis (10 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 po ints 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, 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.
Review on the mission and vision of the department of education
Present a video on the role a nd function of education. Ask the students what was the message of the video. You may solicit opinions/form groupings.
Guide Questions:
What are the functions of education? (Formal and informal) How does education affect the lives of the people in society?
Class activity: Distribute meta cards by group. Let them evaluate the functions of education towards individual and society.
4.5 Application (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.
Groupings: Create a graphic organizer based on the concept of the group on functions and role of education.
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 Investigation, Role Play, Oral a) Observation (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 Work and Essay, Picture Analysis, Conferencing (Teachers talk to and question Comic Strip, Panel Discussion, learners about their learning to Interview, Think-Pair-Share, Reading gain insights on their understanding and to progress and clarify their thinking) Worksheets for all subjects, Essay, c) Analysis of Learners’ Concept Maps/Graphic Organizer, Products (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)
Written works and essays. Reflect on how education helps on the lives of the people in the society.
4.7 Assignment (5 minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson On your journal, write down how education had affected the lives of the people in your community.
Enriching / inspiring the day’s lesson
Enhancing / improving the day’s lesson
Preparing for the new lesson
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, parable or a letter that inspires the learners to do something to practice their new learning.
Inspiring Quotes Education is the most powerful weapon which you can use to change the world.
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 Position/Designation: Teacher I Contact Number:09177097581 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
School: Montañeza National High School Division: Cebu Province Email address:
[email protected]
