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.: 01 Learning Area: Introduction to World Grade Level: 11 Quarter: 2nd Duration: 60 mins
Religion
Learning Competency/ies: Code: HUMSS_WRB-3.1
(Taken from the Curriculum Identify the positive and negagtive effects of religion
Guide)
Key Concepts / Understandings Identifying the positive and negative effects of religions
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, Identify the positve and negative
knowing relevant knowledge from long-term memory list, memorize, repeat, effects of religion
something with describe, reproduce
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare,
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources INTERNET, GOOGLE PICRTURES, CG, Cartolina/Manila Paper, pentel pen / Multi-
media
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson Picture Analysis
content. Although at times optional, it is usually included to serve as a warm-up  What do you see on the picture?
activity to give the learners zest for the incoming lesson and an idea about what it  Describe what is in the feature?
to follow. One principle in learning is that learning occurs when it is conducted in
a pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s (Grouping the class to )
prior learning experience. It serves as a springboard for new learning. It illustrates A short debate will be initiated between the two groups.
the principle that learning starts where the learners are. Carefully structured A rubrics for the debate activity will be given as a sort
activities such as individual or group reflective exercises, group discussion, self- of the grading system.
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 (___15_ minutes). Essential questions are included to serve as a The teacher asks
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  What are the positive effects of religions?
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the  What are the negative effects of religions?
activity or the topic. The last questions 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 Abstraction (__10__ minutes). This outlines the key concepts, important skills The teacher asks:
that should be enhanced, and the proper attitude that should be emphasized.  In real life situation, do religions really have a
This is organized as a lecturette that summarizes the learning emphasized from positive and negative effects?
the activity, analysis and new inputs in this part of the lesson.

4.5 Application (___3_ minutes). This part is structured to ensure the  Create a Venn Diagram showing the positive
commitment of the learners to do something to apply their new learning in their and negative effects of religions?
own environment.

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning
objectives have been met for a specified duration, b) Remediate and/or enrich with The debate acitivity will serve as the assessment
appropriate strategies as needed, and c) Evaluate whether learning intentions and of the day provided with the rubrics as the
success criteria have been met. (Reminder: Formative Assessment may be given means of grading or scoring
before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading Lecture or Discussion
their understanding and to progress
and clarify their thinking)

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

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

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

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Make a poster that shows the impact of religion
in your life in the positive and negative aspects.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

  Preparing for the new lesson

4.8 Concluding Activity (___1_ 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.

Content of the iPlan need to continue and develop.

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: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.com
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
 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.: 03 Learning Area: Introduction to World Grade Level: 11 Quarter: 2nd Duration: 6,0 mins
Religion
Learning Competency/ies: Justify that religion can have positive or negative effects on society. Code:
(Taken from the Curriculum HUMSS_WRB12-I/IIIc-
Guide) 3.1
Key Concepts / Understandings Justifying that religion can have a positive or negative effects on society.
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 2. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Discuss that religion can have a
through The learner can construct meaning from oral, classify, summarize, positive or negative effects on society
experience or written and graphic messages infer, compare, by jusitifying it.
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

Growth 5. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Respect, Honesty, Personal
or identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 6. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
thinking write Determined, Independent ,
or 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This Gratitude, Tolerant,
feeling ranges from simple acceptance to the more complex state of commitment. Cautious, Decisive, Self-
about Valuing is based on the internalization of a set of specified values, while Control, Calmness,
someon clues to these values are expressed in the learner's overt behavior and are Responsibility,
e or often identifiable. Accountability,
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 8. Organization - Organizes values into priorities by contrasting different Cheerful, Reliable, Gentle,
is values, resolving conflicts between them, and creating a unique value Appreciation of one’s
reflecte system. The emphasis is on comparing, relating, and synthesizing values. culture, Globalism,
d in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Compassion, Work Ethics,
person’s defend, explain, formulate, generalize, identify, integrate, modify, order, Creativity, Entrepreneurial
behavio organize, prepare, relate, synthesize Spirit, Financial Literacy,
r 5. Internalizing values - (Characterization): Has a value system that Global, Solidarity, Making a Students will
controls their behavior. The behavior is pervasive, consistent, predictable, stand for the good, be able to
and most importantly, characteristic of the learner. Instructional objectives Voluntariness of human act, display there
are concerned with the student's general patterns of adjustment (personal, Appreciation of one’s justifying
social, emotional). rights, Inclusiveness, opinion that
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Thoughtful, Seriousness, religion can
perform, practice, propose, qualify, question, revise, serve, solve, Generous, Happiness, have a positive
verify Modest, Authority, or negative
Hardworking, Realistic, effects on
Flexible, Considerate, society.
Sympathetic, Frankness
Values Categories: List of Values: Discuss the
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 7. Maka-Diyos justifying
learner' attention Love of God, Faith, Trusting, grounds that
s Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love of religion can
principle identify, locate, name, point to, reply, select, sit, Study, use truth, Kindness, Humble have a positive
s or 2. Responding to Phenomena - Active participation on the part of the or negative
standar learners. Attends and reacts to a particular phenomenon. Learning effects on
ds of outcomes may emphasize compliance in responding, willingness to society through
behavio respond, or satisfaction in responding (motivation). a healthy
r; one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, debate.
judgme greet, help, label, perform, practice, present, read, recite, report,
nt of select, tell, write
what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior.
importa This ranges from simple acceptance to the more complex state of
nt in life.commitment. Valuing is based on the internalization of a set of 8. Maka-tao
specified values, while clues to these values are expressed in the Concern for Others, Respect for
Go learner's overt behavior and are often identifiable. human rights, Gender equality,
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, Family Solidarity, Generosity,
learner’ explain, follow, form, initiate, invite, join, justify, propose, read, Helping, Oneness
s life on report, select, share, study
earth, 4. Organization - Organizes values into priorities by contrasting 9. Makakalikasan
include different values, resolving conflicts between them, and creating a Care of the environment, Disaster
more unique value system. The emphasis is on comparing, relating, and Risk Management, Protection of
than synthesizing values. the Environment, Responsible
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, Consumerism, Cleanliness,
and complete, defend, explain, formulate, generalize, identify, Orderliness, Saving the
fame, integrate, modify, order, organize, prepare, relate, synthesize ecosystem, Environmental
and 5. Internalizing values - (Characterization): Has a value system that sustainability
would controls their behavior. The behavior is pervasive, consistent, 10.Makabansa
affect predictable, and most importantly, characteristic of the learner. Peace and order, Heroism and
the Instructional objectives are concerned with the student's general Appreciation of Heroes, National
eternal patterns of adjustment (personal, social, emotional). Unity, Civic Consciousness,
destiny Behavioral Verbs: act, discriminate, display, influence, listen, Social responsibility, Harmony,
of modify, perform, practice, propose, qualify, question, revise, Patriotism,
millions serve, solve, verify Productivity
2. Content UNDERSTANDING THE EFFECTS OF RELIGION

3. Learning Resources INTERNET, GOOGLE PICTURES CG, Cartolina/Manila Paper, pentel pen / Multi-
media
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson Picture Analysis Activity
content. Although at times optional, it is usually included to serve as a warm-up Teacher asks:
activity to give the learners zest for the incoming lesson and an idea about what it What do you see on the picture?
to follow. One principle in learning is that learning occurs when it is conducted in Describe what is on the picture?
a pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s The class will be divided into 2 groups
prior learning experience. It serves as a springboard for new learning. It illustrates A debate will be initiated
the principle that learning starts where the learners are. Carefully structured Group A. Positive effects of religion on the society
activities such as individual or group reflective exercises, group discussion, self- Group B Negative effects of religion on the society
or group assessment, dyadic or triadic interactions, puzzles, simulations or role- A rubrics will be the basis for the scoring system
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 (___15_ minutes). Essential questions are included to serve as a - The teacher will ask after the debate:
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 - What are the positive effects of religion on the
maximize interactions and sharing of ideas and opinions about expected issues. society?
Affective questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead the learners to - What are the negative effects of religion on the
understand the new concepts or skills that are to be presented in the next part of
society?
the lesson.

4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills - Putting yourself in the real scenario, what are the
that should be enhanced, and the proper attitude that should be emphasized. positive and negative effects of religions in your
This is organized as a lecturette that summarizes the learning emphasized from own society?
the activity, analysis and new inputs in this part of the lesson.

4.5 Application (___3_ minutes). This part is structured to ensure the - Create a Poster Slogan showing your own
commitment of the learners to do something to apply their new learning in their justification of the Positive or negative effects of
own environment. religion in your society.

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning Make an essay that tells your justification about
objectives have been met for a specified duration, b) Remediate and/or enrich with the positive or negative effects of religion in your
appropriate strategies as needed, and c) Evaluate whether learning intentions and society.
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
d) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
e) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress
and clarify their thinking)

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

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, - Short essay
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

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

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Gather an editorial column about the positive
and negative effects of religion in the Philippine
settings
  Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___1_ 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.

11. 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.

Content of the iPlan need to continue and develop.

12. 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.
H. No. of
learners who
earned 80% in
the evaluation.
I. No. of learners
who require
additional
activities for
remediation.
J. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K.No. of learners
who continue to
require
remediation.
L. Which of my
learning
strategies
worked well?
Why did these
work?
M. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
 share with other
teachers?

Prepared by:
Name: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.com

Bibliography
Appendices: (attach all materials that will be used)
4. Activity Sheet …
5. Formative Assessment …
6. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others
 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.: 04 Learning Area: Introduction to World Grade Level: 11 Quarter: 2nd Duration: 60 mins
Religion
Learning Competency/ies: Gather print or web – based articles, photos, editorial, showing positive or Code: HUMSS_WRB12
(Taken from the Curriculum negative effects of religion I/ IIIC-3.4
Guide)
Key Concepts / Understandings Gathering print or or web – based articles, photos, editorial, showing positive or negative effects of
to be Developed religion
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 3. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, Retrieve print or web- based articles,
condition of The learner can recall information and retrieve recognize, duplicate, photos, editorial, showing positive or
knowing relevant knowledge from long-term memory list, memorize, repeat, negative effects of religion.
something with describe, reproduce
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare,
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

Growth 9. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Respect, Honesty, Personal
or identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 10. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
thinking write Determined, Independent ,
or 11. Valuing - Attaches to a particular object, phenomenon, or behavior. Gratitude, Tolerant,
feeling This ranges from simple acceptance to the more complex state of Cautious, Decisive, Self-
about commitment. Valuing is based on the internalization of a set of specified Control, Calmness,
someon values, while clues to these values are expressed in the learner's overt Responsibility,
e or behavior and are often identifiable. Accountability,
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 12. Organization - Organizes values into priorities by contrasting Cheerful, Reliable, Gentle,
is different values, resolving conflicts between them, and creating a unique Appreciation of one’s
reflecte value system. The emphasis is on comparing, relating, and synthesizing culture, Globalism,
d in a values. Compassion, Work Ethics,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Creativity, Entrepreneurial
behavio defend, explain, formulate, generalize, identify, integrate, modify, order, Spirit, Financial Literacy,
r organize, prepare, relate, synthesize Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that stand for the good,
controls their behavior. The behavior is pervasive, consistent, predictable, Voluntariness of human act, Students
and most importantly, characteristic of the learner. Instructional objectives Appreciation of one’s display there
are concerned with the student's general patterns of adjustment (personal, rights, Inclusiveness, collage
social, emotional). Thoughtful, Seriousness, showing the
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Generous, Happiness, positive or
perform, practice, propose, qualify, question, revise, serve, solve, Modest, Authority, negative
verify Hardworking, Realistic, effects of
Flexible, Considerate, religion
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 13.Maka-Diyos
learner' attention Love of God, Faith, Trusting,
s Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace,
principle identify, locate, name, point to, reply, select, sit, Study, use Love of truth, Kindness,
s or 2. Responding to Phenomena - Active participation on the part of the Humble
standar learners. Attends and reacts to a particular phenomenon. Learning 14.Maka-tao Share a print-
ds of outcomes may emphasize compliance in responding, willingness to Concern for Others, Respect web based
behavio respond, or satisfaction in responding (motivation). for human rights, Gender collage ( web,
r; one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, equality, Family Solidarity, editorial)
judgme greet, help, label, perform, practice, present, read, recite, report, Generosity, Helping,
nt of select, tell, write Oneness
what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior.
importa This ranges from simple acceptance to the more complex state of
nt in life.commitment. Valuing is based on the internalization of a set of
specified values, while clues to these values are expressed in the 15.Makakalikasan
Go learner's overt behavior and are often identifiable. Care of the environment,
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, Disaster Risk Management,
learner’ explain, follow, form, initiate, invite, join, justify, propose, read, Protection of the
s life on report, select, share, study Environment, Responsible
earth, 4. Organization - Organizes values into priorities by contrasting Consumerism, Cleanliness,
include different values, resolving conflicts between them, and creating a Orderliness, Saving the
more unique value system. The emphasis is on comparing, relating, and ecosystem, Environmental
than synthesizing values. sustainability
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, 16.Makabansa
and complete, defend, explain, formulate, generalize, identify, Peace and order, Heroism
fame, integrate, modify, order, organize, prepare, relate, synthesize and Appreciation of Heroes,
and 5. Internalizing values - (Characterization): Has a value system that National Unity, Civic
would controls their behavior. The behavior is pervasive, consistent, Consciousness, Social
affect predictable, and most importantly, characteristic of the learner. responsibility, Harmony,
the Instructional objectives are concerned with the student's general Patriotism,
eternal patterns of adjustment (personal, social, emotional). Productivity
destiny Behavioral Verbs: act, discriminate, display, influence, listen,
of modify, perform, practice, propose, qualify, question, revise,
millions serve, solve, verify
2. Content UNDERSTANDING THE EFFECTS OF RELIGION

3. Learning Resources WEB PICTURES,CG, Cartolina/Manila Paper, pentel pen / Multi-media

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson - Review of the previous lesson through a “word
content. Although at times optional, it is usually included to serve as a warm-up search puzzle”
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 (__15__ minutes). This is an interactive strategy to elicit learner’s (Grouping the class to 4)
prior learning experience. It serves as a springboard for new learning. It illustrates  Collage making according to the group
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 (___15_ minutes). Essential questions are included to serve as a Group presentation of Output ( 3 minutes per group).
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 - Each group will present there collage to the class
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 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 Abstraction (__10__ minutes). This outlines the key concepts, important skills
that should be enhanced, and the proper attitude that should be emphasized.  What have you realize upon making the
This is organized as a lecturette that summarizes the learning emphasized from collage?
the activity, analysis and new inputs in this part of the lesson.
4.5 Application (___3_ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in their
own environment.

4.6 Assessment (_5__ minutes). For the Teacher to: a) Assess whether learning
objectives have been met for a specified duration, b) Remediate and/or enrich with  Collage making with rubrics as the
appropriate strategies as needed, and c) Evaluate whether learning intentions and measurement for grading
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
g) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
h) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel Let the students analyze the collage that they
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, made
about their learning to gain insights on Reading
their understanding and to progress
and clarify their thinking)

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

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

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

4.7 Assignment (__2__ 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 Search on the Eight Religions of the world

4.8 Concluding Activity (___1_ 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.

17. 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.

Content of the iPlan need to continue and develop.

18. 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.
O. No. of
learners who 45
earned 80% in
the evaluation.
P.No. of learners
who require
additional 5
activities for
remediation.
Q. Did the
remedial
lessons work? Yes
No. of learners
who have 5
caught up with
the lesson.
R. No. of
learners who 5
continue to
require
remediation.
S.Which of my
learning Group activities
strategies
worked well?
Why did these
work?
T. What difficulties
did I encounter Classroom management for the challenge students
which my
principal or
supervisor can
help me solve?
U. What
innovation or
localized Web images
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.com

Bibliography
Appendices: (attach all materials that will be used)
7. Activity Sheet …
8. Formative Assessment …
9. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others