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.:10 Learning Area: ENGLISH Grade Level: 7 Quarter:2 Duration:60
Learning Recognize signals/cues to determine the order of Code:
Competency/ies: ideas/events EN7LC-II-e-4
(Taken from the Curriculum Guide) Narrate events chronologically/ Arrange ideas logically based EN7VC-II-C-11
on a material viewed
Key Concepts /
Understandings to be TRANSITIONAL DEVICES are words or phrases that help carry a thought from one sentence to
another, from an idea to another, or from one paragraph to another.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or
Remembering identify, retrieve, recognize, Recognize the correct sequence of
condition of duplicate, list, memorize,
The learner can recall information and retrieve relevant events from the story “The Stranger”
knowing something repeat, describe, reproduce
knowledge from long-term memory
with familiarity by Ismael V. Mallari
gained through Understanding interpret, exemplify, classify,
experience or The learner can construct meaning from oral, written summarize, infer, compare,
association and graphic messages 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, Organize ideas presented from a
systematic, and The learner can distinguish between parts and contrast, organize, outline,
sustained effort to
material viewed in a logical
determine how they relate to one another, and to the attribute, deconstruct
smoothly and arrangement using transitional
overall structure and purpose
adaptively carryout devices
complex activities or Evaluating coordinate, measure, detect,
the ability, coming The learner can make judgments and justify defend, judge, argue, debate,
from one's decisions describe, critique, appraise,
knowledge, evaluate
practice, aptitude, Creating generate, hypothesize, plan, design,
etc., to do The learner can put elements together to form a develop, produce, construct,
something formulate, assemble, devise
functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes: Study a given

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

3. Learning Resources Curriculum Guide Quarter 2

Copy of the story “ The Stranger”
4. Procedures
4.1 Introductory Activity (_10___ minutes). This part introduces the Curriculum To test their prior knowledge, the students are
lesson content. Although at times optional, it is usually included to serve as Contextualizatio shown with a chart containing unarranged events
a warm-up activity to give the learners zest for the incoming lesson and an
n from the story “The Stranger”. Then they are
idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere. Localization: asked to arrange the following events in order.
Consider/include They will read the events first before the teacher
here the appropriate
calls for volunteers to arrange the events.
Local Heritage
4.2 Activity/Strategy (__15__ minutes). This is an interactive strategy Themes:
to elicit learner’s prior learning experience. It serves as a springboard for A. Annual Rites, The teacher will discuss the topic about
new learning. It illustrates the principle that learning starts where the Festivals, and Transitional Devices and Chronological order or
learners are. Carefully structured activities such as individual or group Rituals
reflective exercises, group discussion, self-or group assessment, dyadic or (Historical/Religio
sequential order.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, us Festivals, Local
gallery walk and the like may be created. Clear instructions should be Cultural Festivals,
considered in this part of the lesson. Local
4.3 Analysis (__8__ minutes). Essential questions are included to serve Delicacies/Product 1. What were your basis for arranging the
as a guide for the teacher in clarifying key understandings about the topic s Festivals, Rituals,
said events?
at hand. Critical points are organized to structure the discussions allowing Wedding Ritual,
the learners to maximize interactions and sharing of ideas and opinions Palihi Ritual, 2. Are there some words in each event that
about expected issues. Affective questions are included to elicit the feelings Burial Ritual, gives you cue as to how to arrange the
of the learners about the activity or the topic. The last questions or points B Literary
taken should lead the learners to understand the new concepts or skills that Anthologies Written said events?
are to be presented in the next part of the lesson. In Local Language
(BALITAW, BALAK,
4.4 Abstraction (__5__ minutes). This outlines the key concepts,
Folktales/ Short
important skills that should be enhanced, and the proper attitude that 1. What do you call those words that gives
Stories, Local Heroes
should be emphasized. This is organized as a lecturette that summarizes the C. Historical Events, you cue in arranging the ideas logically?
learning emphasized from the activity, analysis and new inputs in this part Enduring Values,
of the lesson. Indigenous
4.5 Application (_10___ minutes). This part is structured to ensure the Materials, The teacher will show to the class a picture then
commitment of the learners to do something to apply their new learning in Indigenous Cultural the students will make a description of the
their own environment. Communities/Indigen picture using SPATIAL ORDER. They will do this by
ous People,
Indigenous Games pair.
D. Topography, Flora/
4.6 Assessment (__7_ minutes). For the Teacher to: a) Assess whether Fauna (Falls,
learning objectives have been met for a specified duration, b) Remediate Mountains, River,
and/or enrich with appropriate strategies as needed, and c) Evaluate Cave, Trees, Flower,
whether learning intentions and success criteria have been met. (Reminder: Fauna
Formative Assessment may be given before, during, or after the lesson). E. Food & Local
Choose any from the Assessment Methods below: products
G. Role Model Family

Assessment Method Possible

Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are 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 Activities, Written
on 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
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
 Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Directions: Identify which type of order do the following
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended words belong.
mastery of a skill or knowledge of content) Question, Practicum, 1. More important
Pen and Paper Test,
2. On top of
Pre and Post Test,
Diagnostic Test, Oral 3. Finally
Test, Quiz 4. Next to
5. Later
4.7 Assignment (__3__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Using CAUSE AND EFFECT LOGICAL ORDER, the
students will write a 5-sentence paragraph
stating the possible causes and effects of
installation of CCTV cameras in school.
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (_2___ minutes). A learner is asked to state his/her mind from the
This is usually a brief but affective closing activity such as a strong quotation, a short song, an day’s topic.
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.

7. 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: BABY JANE A. CAHAPUNON School: AWIHAO NATIONAL HIGH SCHOOL
Position/Designation: SUB. T-1 Division: TOLEDO CITY
Contact Number: 09501000572 Email address: [email protected]