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. 20!" Detailed Lesson Plan (DLP) Format
D#$ %o.& #earning 'rea& #earning *ompetency+ies&
rade #evel&
)uarter& Duration& *ode&
(Taken from the Curriculum Guide )
ey *oncepts + nderstandings to be Developed Domain 'dapted *ognitive $rocess Dimensions (D.O. %o. , s. 20/" K nowledge nowledge The fact or condition of knowing something with familiarity gained through experience or association
!"ills
*ategories& Remembering The learner can recall information and retrieve relevant knowledge from long-term memory
nderstanding The learner can construct meaning from oral, written and graphic messages
#$$l%ing
The ability and The learner can use information to undertake a procedure in familiar situations capacity or in a new way acquired through #nal%&ing deliberate, The learner can distinguish between parts systematic, and and determine how they relate to one sustained eort another, another, and to the overall structure and to smoothly and purpose adaptively 'valuating carryout complex The learner can make judgments and justify activities or the decisions ability, coming from one's reating knowledge, The learner can put elements together to practice, form a functional whole, create a new aptitude, etc., product or point of view to do something something
#ttitu de rowth in feelings or emotion al areas! " settled way of thinkin g or feeling about someon
1. Ob Objec jecti tives ves
ehavioral 1erbs& identify, identify, retrieve, recognize, duplicate, list, memorize, repeat, describe, reproduce interpret, exemplify, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss execute, implement, demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover diere dierenti ntiate ate,, distin distingui guish, sh, compare, contrast, organize, outline, attribute, deconstruct coordinate, measure, detect, defend, !udge, argue, debate, describe, critique, appraise, evaluate generate, hypothesize, plan, design, develop, develop, produce, construct, formulate, assemble, devise
*ategories& Receiving Penomena - 'areness, illingness to hear, selected . attention "ehavioral #erbs $ ask, choose, describe, erect, follow, follow, give, hold, identif y, y, locate, name, point to, reply, reply, select, sit, #tudy, use Res$onding to Penomena - 'ctive participation on the part of 2. the learners. 'ttends and reacts to a particular phenomenon. #earning #earning outcomes may emphasi3e compliance in responding, illingness to respond, or satisfaction in responding (motivation". "ehavioral #erbs $ aid, answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read, recite, report, select, tell, write . *aluing - 'ttaches to a particular ob5ect, phenomenon, or behavior. This ranges from simple simple acceptance to the more comple6 comple6 state of commitment. 1aluing 1aluing is based on the internali3ation of a set of speci7ed values, hile clues to these values are e6pressed in the learner8s overt behavior and are often identi7able.
#ist of 'ttitudes& #elf$esteem, #elf$ con%dence, &ellness, espect, (onesty, )ersonal discipline, )erseverance, #incerity, #incerity, )atience, )atience, Critical thinking, *pen$ mindedness, +nterest, Courteous, *bedience, (ope, Charity, ortitude, esiliency, esiliency, )ositive vision, "cceptance, -etermined, -etermined, +ndependent , Gratitude, olerant, Cautious, -ecisive, #elf$Control, Calmness, esponsibility, esponsibility, "ccountability, "ccountability, +ndustriousness, +ndustry, +ndustry,
e or somethi ng, typically one that is re%ecte d in a person/ s behavi or
*alue s & learner' s principl es or standa rds of behavi or one's judgme nt of what is import ant in life. o beyond learner s life on earth, include more than wealth and fame, and would aect the eternal destiny of millions! ( +ntenti onally add value to yoursel f and people everyd ay !)
"ehavioral #erbs $ work, complete, demonstrate, dierentiate,
Cooperation, *ptimism, #atisfaction, )ersistent, Cheerful, eliable, Gentle, "ppreciation of one/s culture, Globalism, Compassion, &ork 0thics, Creativity, 0ntrepreneurial #pirit, inancial 1iteracy, Global, #olidarity, 2aking a stand for the good, 3oluntariness of human act, "ppreciation of one/s rights, +nclusiveness, houghtful, #eriousness, Generous, (appiness, 2odest, "uthority, (ardworking, ealistic, lexible, Considerate, #ympathetic, rankness
explain, follow, form, initiate, invite, !oin, !ustify, propose, read, report, select, share, study 4. Organi&ation - Organi3es values into priori ties by contrasting di9erent values, resolving con:icts beteen them, and creating a uni;ue value system. The emphasis is on comparing, relating, and synthesi3ing values. "ehavioral #erbs $ adhere, alter, arrange, combine, compare, complete, defend, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize +. Internali&ing values - (*haracteri3ation"&
a?a-Diyos attention 1ove of God, aith, "ehavioral #erbs 5 ask, choose, describe, erect, follow, give, rusting, #pirituality, hold, identify, locate, name, point to, reply, select, sit, #tudy, use +nner )eace, 1ove of 2. Res$onding to Penomena - 'ctive participation on the part of the truth, 6indness, (umble learners. 'ttends and reacts to a particular phenomenon. #earning outcomes may emphasi3e compliance in responding, illingness to 2. >a?a-tao respond, or satisfaction in responding (motivation". "ehavioral #erbs 5 aid, answer, assist, comply, conform, discuss, oncern ,or OtersRes$ect ,or uman greet, help, label, perform, practice, present, read, recite, report, rigts- ender e/ualit%select, tell, write Famil% !olidarit%. *aluing - 'ttaches to a particular ob5ect, phenomenon, or behavior. enerosit%- 0el$ing This ranges from simple acceptance to the more comple6 state of Oneness commitment. 1aluing is based on the i nternali3ation of a set of speci7ed values, hile clues to these values are e6pressed in the learner8s overt . >a?a?ali?asan behavior and are often identi7able. Care of the environment, "ehavioral #erbs 5 work, complete, demonstrate, dierentiate, -isaster isk explain, follow, form, initiate, invite, !oin, !ustify, propose, read, 2anagement, )rotection report, select, share, study of the 0nvironment, 4. Organi&ation - Organi3es values into prioritie s by contrasting di9erent esponsible values, resolving con:icts beteen them, and creating a uni;ue value Consumerism, system. The emphasis is on comparing, relating, and synthesi3ing values. Cleanliness, *rderliness, "ehavioral #erbs 5 adhere, alter, arrange, combine, compare, #aving the ecosystem, complete, defend, explain, formulate, generalize, identify, 0nvironmental integrate, modify, order, organize, prepare, relate, synthesize sustainability +. Internali&ing values - (*haracteri3ation"& a?abansa controls their behavior. The behavior is pervasive, consistent, predictable, )eace and order, and most importantly, characteristic of the l earner. =nstructional (eroism and ob5ectives are concerned ith the student8s general patterns of "ppreciation of (eroes, ad5ustment (personal, social, emotional". 7ational 8nity, Civic Consciousness, #ocial "ehavioral #erbs 5 act, discriminate, display, in4uence, listen, responsibility, (armony, modify, perform, practice, propose, qualify, question, revise, )atriotism, )roductivity serve, solve, verify
. ontent 2. Learning Resources 3. Procedures 4. =ntroductory 'ctivity (@@@@ minutes".
This part introduces the lesson content! <hough at times optional, it is
*urriculum *onte6tuali3at
usually included to serve as a warm-up activity to give the learners *est for the incoming lesson and an idea about what it to follow! +ne principle in learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere! 4.2 'ctivity+Atrategy (@@@@ minutes". This is an interactive strategy to elicit learners prior learning experience! 5t serves as a springboard for new learning! 5t illustrates the principle that learning starts where the learners are! arefully structured activities such as individual or group re%ective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, pu**les, simulations or role-play, cybernetics exercise, gallery walk and the like may be created! lear instructions should be considered in this part of the lesson! 4. 'nalysis (@@@@ minutes". 8ssential ;uestions are included to serve as a guide for the teacher in clarifying key understandings about the topic at hand! ritical points are organi*ed to structure the discussions allowing the lear ners to maximi*e interactions and sharing of ideas and opinions about expected issues! &ective ;uestions are included to elicit the feelings of the learners about the activity or the topic! The last ;uestions 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 'bstraction (@@@@ minutes". This outlines the key concepts, important skills that should be enhanced, and the proper attitude that should be emphasi*ed! This is organi*ed as a lecturette that summari*es the learning emphasi*ed from the activity, analysis and new inputs in this part of the lesson!
4./ 'pplication
(@@@@ 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.! 'ssessment (<<< minutes)! 1or the Teacher to$ a) &ssess whether learning objectives have been met for a speci=ed duration, b) 0emediate and.or enrich with appropriate strategies as needed, and c) 8valuate whether learning intentions and success criteria have been met! (0eminder$ 1ormative &ssessment may be given before, during, or after the lesson)! hoose any from the &ssessment 9ethods below$
'ssessment >ethod a)
Observation
(Formal and informal observations of learners’ performance or behaviors are recorded, based on assessment criteria)
b)
Talking to Learners / Conferencing
(*eachers tal" to and +estion learners abot their learning to gain insights on their nderstanding and to progress and clarify their thin"ing)
c)
Analysis of Learners’ Products
(*eachers 0dge the +ality of prodcts prodced by learners according to agreed criteria)
ion ocali*ation$ onsider.include here the appropriate ocal /eritage Themes$
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&nnual 0ites, 1estivals, and 0ituals (/istorical.0elig ious 1estivals, ocal ultural 1estivals, ocal 2elicacies.3rod ucts 1estivals, 0ituals, 4edding 0itual, 3alihi 0itual, "urial 0itual, " iterary &nthologies 4ritten 5n ocal anguage ("&5T&4, "&&6, 1olktales. 7hort 7tories, ocal /eroes ! /istorical 8vents, 8nduring #alues, 5ndigenous 9aterials, 5ndigenous ultural ommunities.5ndi genous 3eople, 5ndigenous ames 2! Topography, 1lora. 1auna (1alls, 9ountains, 0iver, ave, Trees, 1lower, 1auna 8! 1ood : ocal products ! 0ole 9odel 1amily
$ossible 'ctivities Investigation, Role Play, Oral Presentation, Dance, Msical Performance, !"ill Demonstration, #rop $ctivity (e%g% &horal Reading), Debate, Motor ' Psychomotor #ames, !imlation $ctivities, !cience periment ands-on Math $ctivities, .ritten .or" and ssay, Pictre $nalysis, &omic !trip, Panel Discssion, Intervie/, *hin"-Pair-!hare, Reading .or"sheets for all sb0ects, ssay, &oncept Maps1#raphic
d)
Tests
(*eachers set tests or +i22es to determine learners’ ability to demonstrate mastery of a s"ill or "no/ledge of content)
Organi2er, Pro0ect, Model, $rt/or", Mlti-media Presentation, Prodct made in technicalvocational sb0ects !"ill Performance *est, Open-nded 3estion, Practicm, Pen and Paper *est, Pre and Post *est, Diagnostic *est, Oral *est, 3i2
4.7 Assignent !"""" inutes). #ill$in belo% any of t&e four 'ur'oses( •
Beinforcing + strengthening the dayCs lesson
•
nriching + inspiring the dayCs lesson
•
nhancing + improving the dayCs lesson
•
$reparing for the ne lesson
4. Erap-up+*oncluding 'ctivity
(to complete work on something to bring something to an end) (<<<< minutes)! 2escribe how you will complete the lesson and bring the work to a conclusion.end! This can be done by$ a) 7ummari*ing recapitulating! b) 3roviding a brief but aective closing activity such as a strong ;uotation, a short song, an anecdote, parable or a letter that inspires the learners to do something to practice their new learning!
+. Remar" s
5ndicate below special cases including but not limited to continuation of lesson plan to the following day in case of reteaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc!
4. Re5ecti ons
0e%ect on your teaching and assess yourself as a teacher! Think about your students progress this week! 4hat works> 4hat else needs to be done to help the students learn> 5dentify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant ;uestions! 5ndicate below whichever is.are appropriate!
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?o! of learners who earned @AB in the evaluation!
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?o! of learners who re;uire additional activities for remediation!
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2id the remedial lessons work> ?o! of learners who have caught up with the lesson!
D.
?o! of learners who continue to re;uire remediation!
8! 4hich of my learning strategies worked well> 4hy did these work> 1! 4hat diCculties did 5 encounter which my principal or supervisor can help me solve>
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4hat innovation or locali*ed materials did 5 use.discover which 5 wish to share with other teachers>
$repared by& %ame& $osition+Designation& *ontact %umber&
Achool& Division& mail address&
ibliography 'ppendices& (attach all materials that ill be used" . 'ctivity Aheet F 2. Gormative 'ssessment F . 'nser ey F 4.
