dlp1 5

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.: Grade Level: Quarter: Duration: Date:
2 ENGLISH 9 First 48 min. June 6, 2019
Learning Competency/ies: > Share prior knowledge about a topic Code:

> Analyze literature as a means of discovering the self
(Taken from the Curriculum Guide)

EN9LT-Ia-14
Key Concepts / Understandings to We have important roles to play that make us interested in shaping ourselves to become a healthy and
be Developed developed young adults.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES:
2015)
Remembering Share ideas about roles portrayed in the past.
Knowledge
The fact or
condition of knowing
something with familiarity Understanding
gained through Explain the roles being played in real life.
experience or association
Applying Discover different roles in life through reading a poem.

Skills
The Analyzing
ability and capacity acquired
through deliberate, Analyze a literary text as a means of discovering the self.
systematic, and sustained
effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, Describe how can literature help in discovering the self based on the given literary text.
coming from one's
knowledge, practice,
aptitude, etc., to do
something Creating
Recall a name of a person who has been successful in performing an important role in his life.
Attitude Valuing Show positivism in playing important roles that help in shaping and becoming healthy and developed
young adults.
Values Valuing Makatao
2. Content "The Seven Ages of Man" by William Shakespeare
3. Learning Resources Learner's Material 9, Teacher's Guide
4. Procedures
4.1 Introductory Activity
Perform the Three-Minute Letter Search Riddle Game as their first task in "YOUR INITIAL TASKS" phase.
Read each statement closely and search for the missing letter as suggested by each statement.
5 minutes
4.2 Activity
Form small groups of five, and take turns in answering these questions:
1. What kind of role in life
20 minutes a. interests you most? b. helps put you into a happy mood? c. You prefer/ enjoy doing? You like best?
2. What are your talents or things you can do well?
4.3 Analysis
Pair up, and look closely at the given drawing. Use the following guide questions:
> What do you think the drawing wants/ intends you to believe?
10 minutes > Does it suggest/ answer the question: What roles can I perform that will make a difference in my life? What
details of the drawing tell you about recognizing and performing roles in life?
4.4 Abstraction
I. Read the poem, "The Seven Ages of Man" by William Shakespeare. Reflect on and discuss the answer to
each of the following questions:
> What comprises the seven ages of man or stages in life of man according to the poem?
25 minutes > How are the seven ages of man described by the persona?
> How do the roles of man differ based on the persona’s description?
4.5 Application
Share how the poem relates to one's life.
Share how the poem relates to one's life.
0 minutes
4.6 Assessment
Anlysis of Learners' Products Write an essay : The Stages of my life.
0 minutes
4.7 Assignment
Enhancing / improving the
Study the features of poetry.
0 minutes day’s lesson
4.8 Concluding Activity

The best thing that I learn today is ______________________.
0 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.
B. No. of learners who require additional D. No. of learners who continue to require remediation.
activities for 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:
CHARINA M. SATO
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

2 ENGLISH 9 First 65 06/06/17
Learning Competency/ies: Code:

Identify the distinguishing features of notable Anglo-American
lyric poetry, songs, poems, sermons and allegories.
(Taken from the Curriculum Guide) EN9LT-Ia-14.1
Key Concepts / Understandings to

be Developed The different features of poems are of great help to make meaningful poems.

2015)
Knowledge Remembering Identify the different features of the poem read.
The fact or
something with familiarity Understanding Discuss the importance of the different features of a poem.
gained through
Skills Applying
The Interperet the different features used in the poem.
through deliberate, Analyzing Organize the poem by supplying the different features correctly.
activities or the ability, Critique some lines of the poem that use the different features.
coming from one's
knowledge, practice, Creating
something
Construct a poem using the different features.
Attitude Valuing Appreciate the beauty of poetry.
Values Valuing Maka Tao

2. Content "The Seven Ages of Man" by William Shakespeare
3. Learning Resources Learner's Material 9, Teacher's Guide
4. Procedures
Reread the poem The Seven Ages of Man.
5 minutes
4.2 Activity
Read again the poem The Seven Ages of Man.
5 minutes
4.3 Analysis Explain the line; "Poetry is a personal type of writing where words flow and carry us along the
minutes relams of beautiful thought." What really contribute to the poem's meaning?
4.4 Abstraction
Discuss the different features of the poem read.
10 minutes
4.5 Application
Perform Task 10 SGDW (Small Group Differentiated Works) on pages 10-13. Form small
groups and perform your assigned tasks:
25 minutes Group 1 Looking for Rhymes; Group 2 The Best CLUE ; Group 3 A 2 & C
( ALLITERATION, ASSONANCE and CONSONANCE) ; Group 4 IMAGERY
4.6 Assessment
Identify the poetic features characterized in the following:

1. The rain in Spain falls mainly on the plain.
2. The bird's chirp filled the empty night air.
Tests 3. "Where the ocean kissed the southern shore"
4. "Hear the mellow wedding bells"
5. "His soul swooned slowly as he heard the snow falling
faintly..."
Identify the poetic features characterized in the following:
1. The rain in Spain falls mainly on the plain.
2. The bird's chirp filled the empty night air.
Tests 3. "Where the ocean kissed the southern shore"
10 minutes
4. "Hear the mellow wedding bells"
5. "His soul swooned slowly as he heard the snow falling
faintly..."
4.7 Assignment
Enhancing / improving the
Make a poem using the different features.
5 minutes day’s lesson
How important is the poem's message in your life?
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
other teachers?
Prepared by:
Name: Marilyn L. Mirasol School: OSLOB SECONDARY SCHOOLS
Position/
Designation: SST I Division: CEBU PROVINCE
Contact
Number: O9186299514 Email address: [email protected]
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Competency/ies: • Process information mentioned in the text Code:

• Perform a task by following instructions
• Infer thoughts, feelings, and intentions in the material viewed EN9LC-Ia-8; EN9LC-
Ia-3.6; EN9VC-Ia-3.8
Key Concepts / Understandings to We have important roles to play that make us interested in shaping ourselves to become healthy
be Developed and developed young adults.
2015)
Knowledge
The fact or Remembering Recognize the information mentioned in the text.
something with familiarity Understanding
gained through Explain the information mentioned in the text.
Skills Applying Execute the tasks by following instructions.

The
through deliberate, Analyzing Infer thoughts, feelings, and intentions in the material viewed.
activities or the ability, Coordinate ideas in infering thoughts, feelings and intentions in the material viewed.
coming from one's
knowledge, practice, Creating
something Formulate an essay on the thoughts , feelings and intentions in the material viewed.
Attitude Valuing Process critically the information viewed.

2. Content Recognizing Roles in Life
3. Learning Resources English 9 book,page 7.
4. Procedures
Pair up and look closely at the drawing. (see page 7 of the book)
3 minutes
4.2 Activity Share with a partner the thoughts, feelings and intentions based on the details of information
5 minutes presented in the picture.
4.3 Analysis How do you think the drawing matches your mental image of recognizing and performing roles in
5 minutes life? What details of the drawing tell you about recognizing and performing roles in life?
4.4 Abstraction
Explain why following instructions is one of the secrets of success in performing roles.
15 minutes
4.5 Application
Recall as many songs as you can about the importance of playing roles in life.
20 minutes
4.6 Assessment
Anlysis of Learners' Create a slogan about the importance of following instructions as part
5 minutes Products of recognzing one's role.
4.7 Assignment Preparing for the new
What is an informative text? What are its features?
3 minutes lesson
Giving insights of what they have learned.
4 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
other teachers?
Prepared by:
Name: J. NOVO, R, RENDON, A, FIGUES, M, School: OSLOB SECONDARY SCHOOLS

MIRASOL, D. LUNA
Position/
Contact
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)


> Distinguish between and among informative, journalistic, and
literary writing
Use appropriate punctuation marks and capitalization to convey EN9WC-Ia-8
meaning. EN9G-Ia-1.6/1.7

be Developed Punctuation marks are very useful to create informative texts.

2015)
Knowledge Understanding Identify informative text and the punctuation marks used.
The fact or
something with familiarity
gained through
Understanding Explain the punctuation marks used in the informative text.
Skills Applying
The
through deliberate,
Supply the appropriate punctuation marks in writing an informative text.
systematic, and sustained Analyzing
effort to smoothly and Differentiate a non-punctuated text from a punctuated one.
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
Differentiate informative from other texts.
something Creating
Develop an informative text. By supplying aappropriate punctuation marks.
Attitude Valuing Apply the learnings from the facts in their daily lives.
2. Content Appropriate Expressions and Informative Text
3. Learning Resources English 9 book, Online sources, Multimedia
4. Procedures
Read the sample informative article about punctuation.
15 minutes
4.2 Activity Notice the punctuations used in an informative text. Identify the words used in an informative
text.
5 minutes
4.3 Analysis
What is the difference of a non-punctuated text from a punctuated one? Can you understand a
non-punctuated text? Why are punctuation marks significant in writing?
15 minutes
4.4 Abstraction
Give the importance and correct usage of punctuation marks.
Give the importance and correct usage of punctuation marks.
25 minutes
4.5 Application
Read the informative text applying the correct tone of punctuation marks.
minutes
4.6 Assessment Anlysis of Learners' Rewrite the article A Short History of Punctuations by supplying
minutes Products the appropriate punctuations.
4.7 Assignment Enhancing / improving the
minutes day’s lesson
I learned that _____________________________.
minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
other teachers?
Prepared by:
Position/
Contact
(The process of systematically planning, developing, evaluating and managing the instructional process by
using principles of teaching and learning - D.O. 42, s. 2016)
DLP No.: Grade Level: Quarter: Duration:

5 ENGLISH 9 First 60
>Provide words or expressions appropriate for a given situation.

> Use the appropriate segmentals (sounds of English) and the
(Taken from the Curriculum Guide) suprasegmentals or prosodic features of speech when delivering EN9V-Ia-1
EN9G-Ia-18
lines of poetry and prose in a speech choir, jazz chants and raps.
EN9OL-Ia-1.15
>Use interjections to convey meaning.

be Developed There are many ways of expressing agreement
Knowledge 2015)
The fact or Remembering Recognize the words or expressions used for some situations.
something with familiarity Understanding Explain the different sounds of English and thei nterjections' uses to convey meaning.
gained through
Applying
Use interjections and discover the different sounds of English to convey meaning.
Skills
The Analyzing
through deliberate,
Distinguish the different expressions used in some situations by using interjections and segmentals.
adaptively carryout complex
activities or the ability,
coming from one's Evaluating
something
Measure learnings by making a dialogue presenting different expressions and using interjections and s
when delivering it.
Creating
Develop a dialogue presenting appropriate expressions.
Attitude Valuing Apply the learnings from the facts in their daily lives.
Values Valuing Makatao
2. Content Punctuation Marks, Interjections, segmentals
3. Learning Resources English 9 book
4. Procedures
Reread the article "A Short History of Punctuation".
5 minutes
4.2 Activity Rewrite the highlighted article "A Short History of Punctuation" by Polly M.Robertus using appropriate punctuatio
10 minutes and capitalization.
4.3 Analysis
What is the meaning conveyed when these punctuation marks are used? When do we use them?
5 minutes
4.4 Abstraction
Discuss uses of punctuation marks in writing descriptive paragraphs and appropriate stress, intonation, pitch ,
5 minutes pronunciation and gestures in delivering a poem.
4.5 Application
Create a dialogue with appropriate punctuation marks and interjections.

10 minutes
4.6 Assessment
Observation Present a dialogue using appropriate expressions and sounds of English .

15 minutes
4.7 Assignment
Preparing for the new
5 minutes lesson

Wrap - up the day's discussion
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.
other teachers?
Prepared by:
Position/
Contact
Date:
06/09/17
Code:
EN9V-Ia-1
EN9G-Ia-18
EN9OL-Ia-1.15
S:
meaning.
to convey meaning.
by using interjections and segmentals.
expressions and using interjections and sounds
M.Robertus using appropriate punctuation marks
? When do we use them?
nd appropriate stress, intonation, pitch ,

essions and sounds of English .
OB SECONDARY SCHOOLS
CEBU PROVINCE
[email protected]

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Learning Competency/ies: > Share prior knowledge about a topic Code:

(Taken from the Curriculum Guide)

Applying Discover different roles in life through reading a poem.

3. Learning Resources Learner's Material 9, Teacher's Guide

4.8 Concluding Activity

E. Which of my learning strategies worked

F. What difficulties did I encounter which my

G. What innovation or localized materials

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

Learning Competency/ies: Code:

(Taken from the Curriculum Guide) EN9LT-Ia-14.1

Key Concepts / Understandings to

Adapted Cognitive Process

Values Valuing Maka Tao

Identify the poetic features characterized in the following:

Name: Marilyn L. Mirasol School: OSLOB SECONDARY SCHOOLS

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

Learning Competency/ies: • Process information mentioned in the text Code:

Skills Applying Execute the tasks by following instructions.

Values Valuing Maka Tao

Name: J. NOVO, R, RENDON, A, FIGUES, M, School: OSLOB SECONDARY SCHOOLS

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:

Learning Competency/ies: Code:

Key Concepts / Understandings to

Adapted Cognitive Process

Name: Marilyn L. Mirasol School: OSLOB SECONDARY SCHOOLS

Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration:

>Provide words or expressions appropriate for a given situation.

Key Concepts / Understandings to

2. Content Punctuation Marks, Interjections, segmentals

3. Learning Resources English 9 book

Create a dialogue with appropriate punctuation marks and interjections.

Observation Present a dialogue using appropriate expressions and sounds of English .

4.8 Concluding Activity

Name: Marilyn L. Mirasol School: OSLOB SECONDARY SCHOOLS

by using interjections and segmentals.

expressions and using interjections and sounds

M.Robertus using appropriate punctuation marks

? When do we use them?

nd appropriate stress, intonation, pitch ,

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