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.: 3 Learning Area: Philippine Politics and Grade Level: 12 Term: 2nd Duration: 60 minutes
Governance Date:
Learning - Describe the nature of elections and political Code:
Competency/ies: parties in the Philippines HUMSS_PG12-IIc-d-6
(Taken from the Curriculum Guide) - Analyze the nature of elections and political HUMSS_PG12-IIc-d-9
parties in the Philippines

Key Concepts / Nature of elections and political parties

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

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of

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

3. Learning Resources  Curriculum Guide – Philippine Politics and

Governance
 Textbook on the Philippine Constitution of
 Hector S. De Leon, 2008 Edition, page 241
(Art.VI, Sec.5) (Art. V, Sec.1), Art.IX, Sec. 1, 6,
7, 8 of Commission on Elections

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Curriculum Teacher reviews the previous
Although at times optional, it is usually included to serve as a warm-up activity to Contextualizati
give the learners zest for the incoming lesson and an idea about what it to follow. lesson through oral recitation.
on
One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. Localization:
Consider/include
4.2 Activity/Strategy (15 minutes). This is an interactive strategy to elicit
here the Group Activity
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
appropriate Local The class will be divided into two
Heritage Themes:
structured activities such as individual or group reflective exercises, group
A. Annual Rites, groups. The first group will
discussion, self-or group assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise, gallery walk and the like may be
Festivals, and brainstorm on the nature of the
Rituals
created. Clear instructions should be considered in this part of the lesson.
(Historical/Religi elections in the Philippines. On
ous Festivals, the other hand, the other group
Local Cultural
Festivals, Local will brainstorm the political
Delicacies/Produ parties in the Philippines.
cts Festivals,
Rituals, Wedding
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide Ritual, Palihi Guide Question/s:
for the teacher in clarifying key understandings about the topic at hand. Critical Ritual, Burial
points are organized to structure the discussions allowing the learners to maximize Ritual, 1. Is Philippine election have been
interactions and sharing of ideas and opinions about expected issues. Affective B Literary largely fair, free and competitive
questions are included to elicit the feelings of the learners about the activity or the Anthologies
topic. The last questions or points taken should lead the learners to understand the Written In Local one? Why?
new concepts or skills that are to be presented in the next part of the lesson. Language 2. What is the nature of the
(BALITAW, BALAK,
Folktales/ Short elections in the Philippines? Do
Stories, Local you agree with the answers
Heroes
C. Historical Events, given?
Enduring Values, 3. What do you think is the
Indigenous
Materials, reason why we have a dynamic
Indigenous Cultural political parties?
Communities/Indig
enous People, 4. What are the political parties in
Indigenous Games the Philippines?
D. Topography,
Flora/ Fauna (Falls,
4.4 Abstraction (20 minutes). This outlines the key concepts, important skills Mountains, River, Powerpoint Presentation.
that should be enhanced, and the proper attitude that should be emphasized. Cave, Trees, Flower,
This is organized as a lecturette that summarizes the learning emphasized Fauna 1. Discuss the nature of the
from the activity, analysis and new inputs in this part of the lesson. E. Food & Local elections and the political parties
products
G. Role Model in the Philippines.
Family Sec.1, Art. V: Suffrage
may be exercised by all
citizens of the Philippines
bot otherwise disqualified
by law, who are at least
eighteen years of age, and
who shall have resided in
the Philippines for at least
one year and in the place
wherein they propose to
vote for at least six
months immediately
preceding the election. No
literacy, property, or other
substantive requirement
shall be imposed on the
exercise of suffrage.
Suffrage includes:
election, plebiscite,
referendum, initiative,
recall.
Election is the means by
which the people choose
their officials for definite
and fixed periods and to
whom they entrust, for
the time being as their
representatives, the
 exercise of powers of
government.
Sec. 6, Art. IX. A free and
open party system shall be
allowed to evolve
according to the free
choice of the people,
subject to the provisions
of this Article.
Political Party may be
defined as voluntary
organization of citizens
advocating certain
principles and policies for
the general conduct of
government and which, as
the most immediate
means of securing their
adoption, designates and
supports certain of its
leaders as candidates for
public office.
Sec. 7, Art. IX. No votes
cast in favor of a political
party, organization, or
coalition shall be valid,
except for those
registered under the
party-list system as
provided in this
Constitution.

Some of the political

parties in the Philippines:
 Laban ng Demokratikong
Pilipino/LDP (Edgardo
Angara)
 Lakas ng Edsa-Christian
Muslim Democrats/ Lakas-
CMD (Mar Roxas)
 Liberal Party (Manuel Roxas)
 Nacionalista Party/NP
(Manny Villar)
 PDP-Laban(Auilino Pimentel)
 Nationalists People’s
Coalition/ NPC(Frisco San
Juan)
 People’s Reform Party
(Miriam Defensor-Santiago)
 Puwersa ng Masang
Pilipino/PMP(Joseph Estrada

4.5 Application (6 minutes). This part is structured to ensure the commitment Ask:
of the learners to do something to apply their new learning in their own
environment. As a member of the society, how
will you apply your learning on
political parties in the future?
4.6 Assessment (2 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
Choose volunteers to answer the
(Formal and informal observations of learners’ performance or behaviors are
recorded, based on assessment criteria) Presentation, posted question. The student will
Dance, Musical
Performance, Skill be graded according to his
Demonstration,
 Group Activity (e.g.
Choral Reading),
opinion.
Debate, Motor &
Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on their Activities, Written
understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion,
Interview, Think-
Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to agreed subjects, Essay,
criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery Test, Open-Ended
of a skill or knowledge of content) Question,
Practicum, Pen and
Paper Test, Pre and
Post Test,
Diagnostic Test,
Oral Test, Quiz
4.7 Assignment (0 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete work on something; to bring something

to an end) (2 minutes).
Describe how you will complete the lesson and bring the work to a conclusion/end.
This can be done by:
a) Summarizing; recapitulating.
b) Providing 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.

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.

7. Reflection 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
s 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:
Position/Designation: Division:
Contact Number: Email address: