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.: Learning Area: Grade Level: Quarter: Duration:
APPLIED ENTREPRENEURSHIP 11/12 FIRST 60 mins.
Learning Describe the 4Ms (Manpower, Method, Machine, Code:
Competency/ies: Materials) of operations in relation to the business CS_EP11/12ENTREP-0h-j-
(Taken from the Curriculum Guide) opportunity 12
Key Concepts / Understanding of environment and market in one’s locality/town.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs: The learners…
The fact or condition Remembering identify, retrieve, recognize, Identify the commonly used branding strategy.
of knowing The learner can recall information and retrieve duplicate, list, memorize, repeat,
something with relevant knowledge from long-term memory describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written summarize, infer, compare,
or association explain, paraphrase, discuss
and graphic messages
Skills Applying execute, implement, Demonstrate the branding strategies.
The ability and The learner can use information to undertake a demonstrate, dramatize,
capacity acquired procedure in familiar situations or in a new way interpret, solve, use, illustrate,
through deliberate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and compare, contrast, organize,
smoothly and determine how they relate to one another, and to the outline, attribute, deconstruct
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect,
the ability, coming The learner can make judgments and justify decisions defend, judge, argue, debate,
from one's describe, critique, appraise,
knowledge, evaluate
practice, aptitude, Creating generate, hypothesize, plan,
etc., to do design, develop, produce,
The learner can put elements together to form a
something functional whole, create a new product or point of construct, formulate, assemble,
view devise
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena - Awareness, willingness to Self-esteem, Self-confidence,
emotional areas. hear, selected attention Wellness, Respect, Honesty,
A settled way of Behavioral Verbs: ask, choose, describe, erect, Personal discipline, Perseverance,
thinking or feeling follow, give, hold, identify, locate, name, point to, Sincerity, Patience, Critical
about someone or reply, select, sit, Study, use thinking, Open-mindedness,
something, typically 2. Responding to Phenomena - Active participation on Interest, Courteous, Obedience,
one that is reflected the part of the learners. Attends and reacts to a Hope, Charity, Fortitude,
in a person’s particular phenomenon. Learning outcomes may Resiliency, Positive vision,
behavior emphasize compliance in responding, willingness to Acceptance, Determined,
respond, or satisfaction in responding (motivation). Independent , Gratitude,
Behavioral Verbs: aid, answer, assist, comply, Tolerant, Cautious, Decisive, Self-
conform, discuss, greet, help, label, perform, practice, Control, Calmness, Responsibility,
present, read, recite, report, select, tell, write Accountability, Industriousness,
3. Valuing - Attaches to a particular object, Industry, Cooperation, Optimism,
phenomenon, or behavior. This ranges from simple Satisfaction, Persistent, Cheerful,
acceptance to the more complex state of Reliable, Gentle, Appreciation of
commitment. Valuing is based on the internalization one’s culture, Globalism,
of a set of specified values, while clues to these Compassion, Work Ethics,
values are expressed in the learner's overt behavior Creativity, Entrepreneurial Spirit,
and are often identifiable. Financial Literacy, Global,
Solidarity, Making a stand for the
Behavioral Verbs: work, complete, demonstrate, good, Voluntariness of human
differentiate, explain, follow, form, initiate, invite, act, Appreciation of one’s rights,
join, justify, propose, read, report, select, share, Inclusiveness, Thoughtful,
study Seriousness, Generous,
4. Organization - Organizes values into priorities by Happiness, Modest, Authority,
contrasting different values, resolving conflicts Hardworking, Realistic, Flexible,
between them, and creating a unique value system. Considerate,
The emphasis is on comparing, relating, and Sympathetic, Frankness
synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify,
order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a Display creativity in making a
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and brand names.
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
 Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's principles 1. Receiving Phenomena - Awareness, willingness to 1. Maka-Diyos
or standards of hear, selected attention Love of God, Faith, Trusting,
behavior; one's Behavioral Verbs: ask, choose, describe, erect, Spirituality, Inner Peace, Love of
judgment of what is follow, give, hold, identify, locate, name, point to, truth, Kindness, Humble
important in life. reply, select, sit, Study, use
Go beyond learner’s 2. Responding to Phenomena - Active participation on
life on earth, include the part of the learners. Attends and reacts to a
more than wealth particular phenomenon. Learning outcomes may 2. Maka-tao
and fame, and emphasize compliance in responding, willingness to Concern for Others, Respect for
would affect the respond, or satisfaction in responding (motivation). human rights, Gender equality,
eternal destiny of Behavioral Verbs: aid, answer, assist, comply, Family Solidarity, Generosity,
millions. Helping, Oneness
conform, discuss, greet, help, label, perform, practice,
(Intentionally add present, read, recite, report, select, tell, write
value to people 3. Valuing - Attaches to a particular object,
everyday.) phenomenon, or behavior. This ranges from simple 3. Makakalikasan
acceptance to the more complex state of Care of the environment, Disaster
commitment. Valuing is based on the internalization of Risk Management, Protection of
a set of specified values, while clues to these values the Environment, Responsible
are expressed in the learner's overt behavior and are Consumerism, Cleanliness,
often identifiable. Orderliness, Saving the
ecosystem, Environmental
Behavioral Verbs: work, complete, demonstrate, sustainability
differentiate, explain, follow, form, initiate, invite, 4. Makabansa
join, justify, propose, read, report, select, share, Peace and order, Heroism and
study Appreciation of Heroes, National
4. Organization - Organizes values into priorities by Unity, Civic Consciousness, Social
contrasting different values, resolving conflicts responsibility, Harmony,
between them, and creating a unique value system. Patriotism, Productivity
The emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange,
combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify,
order, organize, prepare, relate, synthesize
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, discriminate, display,
influence, listen, modify, perform, practice, propose,
qualify, question, revise, serve, solve, verify
2. Content DEVELOPMENT OF A LESSON PLAN.

3. Learning Resources
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson Curriculum Preliminaries.
content. Although at times optional, it is usually included to serve as a warm-up Contextualization 1. If you are going to purchase
activity to give the learners zest for the incoming lesson and an idea about
Localization: Consider/include clothing are you particular in
what it to follow. One principle in learning is that learning occurs when it is
here the appropriate Local choosing a brand?
conducted in a pleasurable and comfortable atmosphere.
Heritage Themes:
A. Annual Rites, Festivals, and
Rituals (Historical/Religious
4.2 Activity/Strategy (_8___ minutes). This is an interactive strategy to Festivals, Local Cultural Video presentation on different
elicit learner’s prior learning experience. It serves as a springboard for new Festivals, Local branding strategies.
learning. It illustrates the principle that learning starts where the learners are. Delicacies/Products Festivals,
Rituals, Wedding Ritual, Palihi
1. After watching the video,
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, Ritual, Burial Ritual, what are your
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like B Literary Anthologies Written In observations?
may be created. Clear instructions should be considered in this part of the Local Language (BALITAW, BALAK,
lesson. Folktales/ Short Stories, Local
4.3 Analysis (_5___ minutes). Essential questions are included to serve as a Heroes 1. What comes to your mind
guide for the teacher in clarifying key understandings about the topic at hand. C. Historical Events, Enduring
Values, Indigenous Materials,
when you hear the word
Critical points are organized to structure the discussions allowing the learners
Indigenous Cultural “toothpaste?’How about
to maximize interactions and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit the feelings of the learners Communities/Indigenous People, shampoo?
about the activity or the topic. The last questions or points taken should lead Indigenous Games 2. When you are asked to
the learners to understand the new concepts or skills that are to be presented D. Topography, Flora/ Fauna
(Falls, Mountains, River, Cave,
describe “Burger” What
in the next part of the lesson.
Trees, Flower, Fauna will you say first? How
E. Food & Local products about “soft drinks”
4.4 Abstraction (__5__ minutes). This outlines the key concepts, important G. Role Model Family
skills that should be enhanced, and the proper attitude that should be Discussion on brand name and branding
emphasized. This is organized as a lecturette that summarizes the learning
strategies.
emphasized from the activity, analysis and new inputs in this part of the lesson.
4.5 Application (____ minutes). This part is structured to ensure the Group Activity: Each group will create
commitment of the learners to do something to apply their new learning in their own brand name?
their own environment.
4.6 Assessment (___ 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
(Formal and informal observations of learners’ performance or behaviors are Presentation, Dance, Musical
recorded, based on assessment criteria) Performance, Skill Demonstration,
Group Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities, Written
(Teachers talk to and question learners about their learning to gain insights on Work and Essay, Picture Analysis,
their understanding and to progress and clarify their thinking) Comic Strip, Panel Discussion,
Interview, Think-Pair-Share,
Reading

c) Analysis of Learners’ Products Worksheets for all subjects, Essay,

(Teachers judge the quality of products produced by learners according to Concept Maps/Graphic The outputs of each group will serve as their
agreed criteria) Organizer, Project, Model, assessment.
Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects

d) Tests Skill Performance Test, Open-

(Teachers set tests or quizzes to determine learners’ ability to demonstrate Ended Question, Practicum, Pen
mastery of a skill or knowledge of content) and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz

4.7 Assignment (____ 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 Concluding Activity (____ 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.
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
Name: EMMIELYN S. GIL School :MANATAD NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 1 Division: CEBU PROVINCE
Contact Number: Email address: gilemmielyn@gmail.com
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet … 2. Handouts …
3. Formative Assessment … 4. PowerPoint Presentation …
5. Answer Key … 6. Others