Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP Learning Grade
2 Oral Communication 11 Quarter: 1 Duration: 1 Hr.
No.: Area: Level:
Explains the nature and process of communication. EN11/12
Learning Competency /
Code: OC-Ia-2
ies:
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Nature and Process of Communication
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list,
of knowing something The learner can recall information and retrieve memorize, repeat, describe, reproduce
with familiarity relevant knowledge from long-term memory
gained through
experience or
Understanding interpret, exemplify, classify, summarize,
Explain the nature and
The learner can construct meaning from oral, written infer, compare, explain, paraphrase,
association
and graphic messages discuss process of
communication

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 The learner can distinguish between parts and contrast, organize, outline, attribute, Distinguish the nature and
sustained effort to deconstruct
smoothly and
determine how they relate to one another, and to the process of communication
overall structure and purpose
adaptively carryout
complex activities
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct, Hypothesize the nature and
formulate, assemble, devise
something functional whole, create a new product or point of process of communication
view

Attitude Categories: List of Attitudes:

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

2. Content Communication

3. Learning Resources ▪ Smart TV

▪ Laptop
▪ Internet
▪ Books/print out materials
4. Procedures
4.1 Introductory Activity (10 minutes). This part introduces the lesson content. Although at ● The teacher will browse
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 www.k12oralcom.weebly.com . He will let
when it is conducted in a pleasurable and comfortable atmosphere. the website Text Reader to read the summarized article
pertaining to the nature and process of
communication. He will present the video clip
emphasizing communication.
● The class will be divided into 4 groups. Each group will
be given instructions and look for 2 volunteers to talk
about the nature and process of communication. The
teacher will encourage the majority of students to
participate in the activity.
4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning ● The teacher will also motivate the group of students to
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts distinguish the nature and process of conversation.
where the learners are. Carefully structured activities such as individual or group reflective exercises, Students are given only 5 minutes for planning before
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or they render their oral discussions..
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 ● Guide Questions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the a. Why do models of communication help students
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about distinguish the nature of communication? Example
expected issues. Affective questions are included to elicit the feelings of the learners about the Aristotle’s model of communication. Wilbur
activity or the topic. The last questions or points taken should lead the learners to understand the
Schramm, and of Eugene White.
new concepts or skills that are to be presented in the next part of the lesson.

4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be Discussion:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that a. How do students synthesize the process of
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the communication?
lesson.
4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners a. By using the schematic diagram, the students shall
to do something to apply their new learning in their own environment. synthesize the process of communication through
a role play within the group.

4.6 Assessment (10 minutes). For the Teacher to: a) Assess whether learning objectives have been met Using student's notebook.
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) a. Explain the nature of communication.
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment b. Synthesize the nature and process of
may be given before, during, or after the lesson). Choose any from the Assessment Methods below: communication by using the different models of
communication.
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance, Criteria:
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group Delivery of the Message 30%
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor & Choice of Words 30%
on assessment criteria) Psychomotor Games, Simulation Activities, Science Pronunciation 30%
Experiment Facial Expression 10%
 Total 100%
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)
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 by:
Name: GEORGE P. LUMAYAG School: DALAGUETE NATIONAL HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number:09213964825 School Website: www.dnhs6022.weebly.com
e-mail address: george.lumayag@deped.gov.ph Personal Website: www.georgelumayag.weebly.com

Bibliography
Flores, Ramona S. (2016). Oral Communication in Context. Rex Book Store. pp. 5-7.
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others