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.: 5 Learning Area: Practical Research 1 Grade Level: 12 Quarter: I Duration: 60
mins
Learning Finalizes and present design Code:
Competency/ies: CS_RS11-IVg-j-
(Taken from the Curriculum Guide) 5
Key Concepts / Selection criteria and process of best design
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify, Infer from their research to develop and
through experience
The learner can construct meaning from oral, written and summarize, infer, compare, communicate an evidence-based
or association
graphic messages explain, paraphrase, discuss perspective on their area of investigation.

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,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating Synthesize their information to
The learner can make judgments and justify decisions judge, argue, debate, describe, determine what they have learned and
the ability, coming critique, appraise, evaluate
from one's what more they need to know about
knowledge, practice, their area of investigation.
aptitude, etc., to do Creating generate, hypothesize, plan, design,
something The learner can put elements together to form a develop, produce, construct,
functional whole, create a new product or point of formulate, assemble, devise
view

Attitud Categories: List of Attitudes:

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

3. Learning Resources Multimedia equipment (laptop, projector, extension wire),

students’ completed research paper
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm- Contextualization
up activity to give the learners zest for the incoming lesson and an idea about
Localization:
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
4.2 Activity/Strategy (10 minutes). This is an interactive strategy to elicit Heritage Themes: Students should submit their final research paper
learner’s prior learning experience. It serves as a springboard for new learning. A. Annual Rites, for the whole semester for critiquing.
It illustrates the principle that learning starts where the learners are. Carefully Festivals, and
structured activities such as individual or group reflective exercises, group Rituals
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, (Historical/Religiou
simulations or role-play, cybernetics exercise, gallery walk and the like may be s Festivals, Local
created. Clear instructions should be considered in this part of the lesson. Cultural Festivals,
4.3 Analysis (5 minutes). Essential questions are included to serve as a Local Review each major section of the research
guide for the teacher in clarifying key understandings about the topic at hand. Delicacies/Products
Festivals, Rituals,
paper.
Critical points are organized to structure the discussions allowing the learners
to maximize interactions and sharing of ideas and opinions about expected Wedding Ritual, Explain what include/exclude in each section
issues. Affective questions are included to elicit the feelings of the learners Palihi Ritual, Burial and give some suggestions.
about the activity or the topic. The last questions or points taken should lead Ritual,
the learners to understand the new concepts or skills that are to be presented B. Literary
in the next part of the lesson. Anthologies Written In
Local Language
(BALITAW, BALAK,
Folktales/ Short
 Stories, Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
4.4 Abstraction (10 minutes). This outlines the key concepts, important Communities/Indigen
skills that should be enhanced, and the proper attitude that should be ous People,
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Games
emphasized from the activity, analysis and new inputs in this part of the D. Topography, Flora/
lesson. Fauna (Falls,
4.5 Application (5 minutes). This part is structured to ensure the Mountains, River,
commitment of the learners to do something to apply their new learning in Cave, Trees, Flower,
their own environment. Fauna
4.6 Assessment (20 minutes). For the Teacher to: a) Assess whether E. Food & Local
products
learning objectives have been met for a specified duration, b) Remediate
G. Role Model Family
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
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical 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
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their 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 Use the following rubric to grade the students’ papers.
(Teachers judge the quality of products produced by learners according to subjects, Essay, See attached file.
agreed 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 Test, Open-Ended
mastery 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 (3 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 (2 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?

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