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

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 ENGLISH 10 1 120
Learning Competency/ies: Explain how the elements specific to a genre contribute to the Code:
(Taken from the Curriculum Guide) theme of a particular literary selection EN10LT-Ic-12.2
Key Concepts / Understandings Explanation of the elements of a literary selection and their contributions.
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify the elements that contribute to the theme of a particular literary selection.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Develop a story that contains elements and specify their genre .

Attitude Valuing Display patience in reading the story to emphasize the elements used.

Values Valuing

2. Content Different Elements used in the story " Orpheus" by Alice Low.

3. Learning Resources Teachers" Guide, Curriculum Guide, pictures, cartolina strips

4. Procedures
4.1 Introductory Activity
Ask the students to share in class their point of view on this. " In every man's success, there's always a woman behind."
10 minutes

4.2 Activity
Provide the students copy of the story "Orpheus" by Alice Low and ask them to read the text.
10 minutes
4.3 Analysis Allow them to answer these questions: 1) Where and when did the story happen? 2) To what extent would you use your
10 minutes strenght to save the person you love? 3.) How did the story end?
4.4 Abstraction
The teacher will present and discuss the elements of the short story using Power Point Presentation.
10 minutes
4.5 Application Write the plot ( introduction/ exposition, rising action, climax, falling action, denouement/ resolution ) of the story "
10 minutes Orpheus" by Alice Low.
4.6 Assessment
Anlysis of Learners' Products Multiple Type of test on the elements of the short story.
10 minutes
4.7 Assignment Enhancing / improving the day’s
K-W-L Chart on the story "Orpheus"
10 minutes lesson
4.8 Concluding Activity power Chair. The student who will sit the power chair given by the teacher will give the learnings and insights he/she
10 minutes learned in the story.

5.      Remarks Carried out

6.      Reflections

A.  No. of learners who earned 80% in the 35 out of 42 students C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. got 80% CPL lesson.
7 out of 42 students
B.   No. of learners who require additional activities require additional D.  No. of learners who continue to require remediation.
for remediation. activities for
remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures
teachers?

Prepared by:

Name: School:
VANISSA C. PARADELA KODIA INTEGRATED SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9976530122 [email protected]
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
2 ENGLISH 10 3 120
Learning Competency/ies: Code:
Use the cases of pronouns correctly
(Taken from the Curriculum Guide) EN10G-IIIa-31
Key Concepts / Understandings Appropriate use of the cases of pronouns is essential to convey meanings.
to be Developed
Adapted Cognitive Process
Domain
Knowledge Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
The fact or Remembering Identify the cases of pronoun used in a given sentences.
condition of knowing
something with familiarity Understanding
gained through experience

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something Construct a sentence using appropriate cases of pronouns.

Attitude Valuing Display patience in constructing a sentence with appropriate pronouns to convey meanings.

Values Valuing

2. Content Cases of Pronouns

3. Learning Resources Teachers' Guide, Curriculum Guide, sample sentences

4. Procedures
4.1 Introductory Activity
Ask the students to read an excerpt of the story A Day In a Country and let them identify the pronouns used.
10 minutes
4.2 Activity Students will be given sample sentences for them to identify the cases of pronouns used ( subjective, possessive,
10 minutes objective)
4.3 Analysis
Students will be grouped and ask to construct 5 sentences. Let them explain emphasizing the cases of pronouns
10 minutes
4.4 Abstraction The teacher will present and discuss the cases of pronouns as to when the subjective, possesive and objective ca
10 minutes will be used using Power Point Presentation.
4.5 Application Provide the students a paragraph with incorrect cases of pronouns. Instruct them to rewrite it using already the
10 minutes appropriate cases of pronouns.
4.6 Assessment Students will be given sentences and let them fill in the correct cases of pronou
Anlysis of Learners' Products
10 minutes the blank provided.
4.7 Assignment Enhancing / improving the day’s
Make an essay about the story of their lives using appropriate cases of pronoun
lesson
 Enhancing / improving the day’s
Make an essay about the story of their lives using appropriate cases of pronoun
10 minutes lesson
4.8 Concluding Activity
Emphasize to the students that with the use of appropriate cases of pronouns, meanings will be conveyed.
10 minutes
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. 80% CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact
Number: 9491825012 Email address:
[email protected]
 Date:

Code:
EN10G-IIIa-31
gs.

onouns to convey meanings.

entify the pronouns used.

s used ( subjective, possessive,

hasizing the cases of pronouns used.

ive, possesive and objective cases

o rewrite it using already the

ll in the correct cases of pronouns on

g appropriate cases of pronouns.

g appropriate cases of pronouns.

anings will be conveyed.

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
3 ENGLISH 10 3 120
Learning Competency/ies: Code:
Express appreciation for sensory images used.
(Taken from the Curriculum Guide) EN10LT-IIIa-2.2.1
Key Concepts / Understandings to be
Developed Appreciation of the sensory images used adds meanings and colors to stories.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the sensory images used in a certain selection.
condition of knowing
something with familiarity Understanding
gained through experience
or association

Skills Applying
The
ability and capacity acquired Analyzing Differentiate the different sensory images
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Display respect to one another regardless of what senses are lacking in a certain person.

Values Valuing

2. Content Making Use of the Different Sensory Images

3. Learning Resources Teachers' Guide, Curriculum Guide, drawings

4. Procedures
4.1 Introductory Activity Ask the students to go outside and let them discover nature's gift. ( This allows them to see and hear what's going
10 minutes outside.)
4.2 Activity Showing of different drawings/pictures.Ask them to write 5 words that appeal to their senses based on the drawing
10 minutes shown.
4.3 Analysis
Provide copy of a poem and let them identify the sensory images used. Then, ask them its differences .
10 minutes
4.4 Abstraction The teacher will present and discuss the different sensory images that usually used in a selectons or poems using
10 minutes Power Point Presentation if possible.
4.5 Application Group the students according to senses ( odor group, vision group, sensation group flavor group and auditory gro
10 minutes and allow them to draw, act out, or produce a sound to highlight the imagery of a certain selection.
4.6 Assessment Students will be given copy of a poem. Let them list down the words that appea
Anlysis of Learners' Products
10 minutes their senses and let them identify what sensory images are drawn.
4.7 Assignment Enhancing / improving the day’s
Let them choose a poem and present to the class the sensory images used.
10 minutes lesson
4.8 Concluding Activity Emphasize to the students that making use of sensory images, meanings and colors will be conveyed in a certai
10 minutes selection or poem.
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got 80% C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact
Number: 9491825012 Email address:
[email protected]
 Date:

Code:
EN10LT-IIIa-2.2.1
ories.

acking in a certain person.

m to see and hear what's going on

eir senses based on the drawings

them its differences .

d in a selectons or poems using

p flavor group and auditory group)

ertain selection.
m list down the words that appeal to
mages are drawn.
s the sensory images used.

ors will be conveyed in a certain

3
0

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 ENGLISH 10 3 120
Learning Competency/ies: Use a variety of informative, persuasive and argumentative writing Code:
(Taken from the Curriculum Guide) techniques EN10WC-IIIb-14.1.2
Key Concepts / Understandings to be
Developed Identification of writing techniques ( informative, persuasive or argumentative).
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the writing techniques used in a certain paragraph.
condition of knowing
something with familiarity Understanding Explain the different writing techniques ( informative, persuasive, argumentative
gained through experience

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something Develop a paragraph using any of the writing techniques

Attitude Valuing Display patience in constructing a paragraph using any of the writing techniques to convey
meanings.

Values Valuing

2. Content Different Writing Techniques ( Informative, Persuasive, argumentative)

3. Learning Resources Teachers' Guide, Curriculum Guide, pictures

4. Procedures
4.1 Introductory Activity
Introduce to the students the cohesion markers.
10 minutes
4.2 Activity
Show and post pictures on the board and instruct them to write a dialogue about the pictures.
10 minutes
4.3 Analysis Provide them copies of speeches and let them identify what writing techniques are used. Furthermore, let them e
10 minutes the different writing techniques.
4.4 Abstraction The teacher will present and discuss the different writing techniques including its guidelines using Power Point
10 minutes Presentation if possible
4.5 Application Instruct them to write a short speech and have them draw lots on the kind of speech they are going to write
10 minutes (informative, persuasive or argumentative)
4.6 Assessment Let them develop a speech using any of the writing techniques and let them pre
Anlysis of Learners' Products
10 minutes in class.
4.7 Assignment Enhancing / improving the day’s
Make an essay about the story of their lives using any of the writing techniques.
lesson
 Enhancing / improving the day’s
Make an essay about the story of their lives using any of the writing techniques.
10 minutes lesson
4.8 Concluding Activity
Motivate the students to deliver a speech by explaining the significance of speaking for a specific purpose.
10 minutes
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. 80% CPL lesson.
B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9491825012 [email protected]
 Date:

Code:
EN10WC-IIIb-14.1.2
ntative).

riting techniques to convey

entative)

e pictures.

e used. Furthermore, let them explain

uidelines using Power Point

ch they are going to write

ng techniques and let them present

g any of the writing techniques.

g any of the writing techniques.

g for a specific purpose.

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
5 ENGLISH 10 3 120
Learning Competency/ies: Code:
Determine tone, mood, technique and purpose of the author
(Taken from the Curriculum Guide) EN10LT-IIIc-2.2.3
Key Concepts / Understandings to Identification of the tone, mood, technique and author's purpose convey meanings and help them
be Developed undertand the poem better.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the tone, mood, technique and purpose of the author in a certain poem.
condition of knowing
something with familiarity Understanding
gained through experience

Skills Applying
The
ability and capacity acquired Analyzing Compare tone, mood, technique and purpose of the author in terms of its definition
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Display competitive skills with patience in determining the tone, mood , technique and purpo
the author in a certain poem.
Values Valuing
Determining the tone, mood, technique and purpose of the author in a poem " Song of
2. Content Autumn" by Charles Baudelaire translated to English by William Aggeler

3. Learning Resources Teachers' Guide, Curriculum Guide, Copy of the poem Song of Autumn

4. Procedures
4.1 Introductory Activity Present the quotation and let them explain as to how they understand it. " Nature is like a woman, a mother who
10 minutes provides for all our needs. A very caring person who does a lot of sacrifices just to support us."
4.2 Activity
Let the students paraphrase the given quotation and explain it literally.
10 minutes
4.3 Analysis Provide the students copy of the poem " Song of Autumn" and ask them to identify the tone, mood, technique and
10 minutes purpose of the author.
4.4 Abstraction The teacher will present and discuss the meanings and definitions of tone, mood, technique and purpose using P
10 minutes Point Presentation.
4.5 Application Let the students find a poem which everybody is familiar of and ask them to identify and discuss the tone, mood,
10 minutes technique and purpose of the auhtor.
4.6 Assessment Cooperative Learning. Provide another copy of poem and each group should id
Anlysis of Learners' Products
10 minutes and discuss the tone, mood, technique and purpose of the author.
4.7 Assignment Enhancing / improving the day’s Let the students do the shape collage having in mind that it should show how th
lesson perceive nature's limits and respond to it positively. ( Song of Autumn message
 Enhancing / improving the day’s Let the students do the shape collage having in mind that it should show how th
10 minutes lesson perceive nature's limits and respond to it positively. ( Song of Autumn message
4.8 Concluding Activity (Song of Autumn's theme) Emphasize that autumn represents the sensation of being in-between summer and win
10 minutes time to change for our wrong decisions in order to prevent negative things to happen in the future.
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. 80% CPL lesson.
B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9491825012 [email protected]
 Date:

Code:
EN10LT-IIIc-2.2.3
y meanings and help them

erms of its definition

mood , technique and purpose of

uthor in a poem " Song of

m Aggeler

Autumn

s like a woman, a mother who

support us."

y the tone, mood, technique and

echnique and purpose using Power

y and discuss the tone, mood,

poem and each group should identify

ose of the author.
mind that it should show how they
ely. ( Song of Autumn message)
ng in-between summer and winter, a
en in the future.

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
6 ENGLISH 10 3 120
Learning Competency/ies: Code:
Employ the appropriate prosodic features of speech
(Taken from the Curriculum Guide) EN10OL-IIIc-5
Key Concepts / Understandings to
be Developed Staging a dramatic monologue of speech guided with the prosodic features of speech

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering
condition of knowing
something with familiarity Understanding Discuss the prosodic features of speech
gained through experience

Skills Applying Execute a dramatic monologue guided with the prosodic features of speech
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Display a sense of respect when staging a dramatic monologue guided with the prosodic
features of speech.

Values Valuing

2. Content Prosodic Features of Speech ( use of pitch, loudness, tempo and rhythm)

3. Learning Resources Teachers' Guide, Curriculum Guide,

4. Procedures
4.1 Introductory Activity
Watching a toastmaster video taken from Youtube to know more about delivering lines/speeches.
10 minutes
4.2 Activity
Introduce to the students the literary text " The story of Keesh" by Jack London.
10 minutes
4.3 Analysis
Ask the students as to what should be considered in staging a dramatic monologue.
10 minutes
4.4 Abstraction
The teacher will present and discuss the prosodic features of speech.
10 minutes
4.5 Application Let the students write a speech of goodwill for Keesh and instruct them to present to the class guided with the pro
10 minutes features of speech.
4.6 Assessment Instruct the students to stage a dramatic monologue of speech to create goodw
Anlysis of Learners' Products using the speech they have written for Keesh. Act out as Keesh to convey a ran
10 minutes
feelings and ideas about his character's attitude. ( Use Rubric Scoring)
4.7 Assignment Enhancing / improving the day’s
10 minutes lesson
4.8 Concluding Activity Emphasize to the students that goodwill speeches guided with the prosodic features of speech are based on
10 minutes creation/cultivation of modesty, tolerance and good humor.
5.      Remarks To be continued next meeting
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. 80% CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9491825012 [email protected]
 Date:

Code:
EN10OL-IIIc-5
res of speech

es of speech

e guided with the prosodic

nd rhythm)

nes/speeches.

e.

to the class guided with the prosodic

gue of speech to create goodwill

ct out as Keesh to convey a range of
( Use Rubric Scoring)
es of speech are based on

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
7 ENGLISH 10 3 120
Learning Competency/ies: Use appropriate punctuation marks and capitalization to convey Code:
(Taken from the Curriculum Guide) meanings. EN1OWC-IIId-1.6.6
Key Concepts / Understandings to
be Developed Appropriate use of punctuation marks and capitalization is essential to convey meanings.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the punctuation marks used in a given sentences.
condition of knowing
something with familiarity Understanding
gained through experience
or association

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something Construct a sentence using appropriate punctuation marks and capitalizations.

Attitude Valuing Display patience in constructing a sentence with appropriate punctuation marks to convey
meanings.

Values Valuing

2. Content Appropriate Use of Punctuation Marks and Capitalization

3. Learning Resources Teachers' Guide, Curriculum Guide, sample sentences

4. Procedures
4.1 Introductory Activity
Students will be given sample sentences for them to identify the punctuation marks and capitalization used.
10 minutes
4.2 Activity
Students will be grouped and instruct to construct sentences using correct punctuation marks and capitalization.
10 minutes
4.3 Analysis Let them present their outputs on the board and read with correct phrasing based on the punctuation marks and
10 minutes capitalization used.
4.4 Abstraction The teacher will present and discuss the rules as to when the word will be capitalized or not and what appropriate
10 minutes punctuation marks are used using Power Point Presentation.
4.5 Application Provide the students a paragraph with incorrect punctuation marks and capitalization. Instruct them to rewrite it us
10 minutes already the appropriate punctuation marks and capitalization.
4.6 Assessment Oral test. Students will be given sentences and students will read it orally to me
Anlysis of Learners' Products if meanings are conveyed using the correct punctuation marks. ( Rubric scoring
10 minutes
be used.
4.7 Assignment Enhancing / improving the day’s Make an essay about the story of their lives using appropriate punctuation mark
10 minutes lesson capitalization.
4.8 Concluding Activity
Emphasize to the students that with the use of appropriate punctuation marks meanings will be conveyed.
10 minutes
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got 80% C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact
Number: 9491825012 Email address:
[email protected]
 Date:

Code:
EN1OWC-IIId-1.6.6
onvey meanings.

capitalizations.
nctuation marks to convey

s and capitalization used.

ation marks and capitalization.

on the punctuation marks and

zed or not and what appropriate

on. Instruct them to rewrite it using

students will read it orally to measure

ctuation marks. ( Rubric scoring will
g appropriate punctuation marks and

nings will be conveyed.

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
8 ENGLISH 10 3 120
Learning Competency/ies: Code:
Give expanded definitions of words
(Taken from the Curriculum Guide) EN10V-IIIe-13.9
Key Concepts / Understandings to
be Developed Definition of the words through synonyms.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
Remembering
Knowledge
The fact or
condition of knowing
something with familiarity Understanding Discuss how words are defined and expanded
gained through experience
or association

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something Develop sentences from the words given.

Attitude Valuing Display patience in developing a paragraph with words that can be defined and expanded.

Values Valuing

2. Content EXPANDED DEFINITION OF WORDS

3. Learning Resources Teachers' Guide, Curriculum Guide, sample paragraph

4. Procedures
4.1 Introductory Activity Students will be grouped and be given cartolina strips with rumbled letters written on it. Instruct them to arrange th
10 minutes letters in order to form a sensible words and let them guess its meaning.
4.2 Activity
Explain to the students the imporatnce of vocabulary words in comprehension.
10 minutes
4.3 Analysis Ask the students to go over the literary text " The Voice of the Mountain " by Stephen Crane and tell them to look
10 minutes least 5 unfamiliar words and give its definition.
4.4 Abstraction
The teacher will present and discuss how words are defined and expanded.
10 minutes
4.5 Application
Let the students give the synonyms of the given words. ( 15 words will be given to the students)
10 minutes
4.6 Assessment Allow the students to choose five from the given words and expand them into
Anlysis of Learners' Products
10 minutes sentences.
4.7 Assignment Enhancing / improving the day’s
Choose 5 unfamiliar words and expand them into sentences.
10 minutes lesson
4.8 Concluding Activity
Emphasize to the students that words can be understood better if it will be expanded into sentences.
10 minutes
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got 80% C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact
Number: 9491825012 Email address:
[email protected]
 Date:

Code:
EN10V-IIIe-13.9

be defined and expanded.

on it. Instruct them to arrange the

en Crane and tell them to look for at

the students)
words and expand them into

o sentences.

ed into sentences.

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
9 ENGLISH 10 3 120
Learning Competency/ies: Deliver special speeches like toast and roast speeches effectively in Code:
(Taken from the Curriculum Guide) varied speeches. EN10OL-IIIg-14
Key Concepts / Understandings to Effective presentation of Toast and Roast Speeches
be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Remembering
Knowledge
The fact or
condition of knowing
something with familiarity Understanding Explain the steps and suggestions in making a toast and roast speeches.
gained through experience
or association

Skills Applying
The
ability and capacity acquired Analyzing
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something Formulate toast and roast speeches guided with the steps and suggestions in making it.

Attitude Valuing Display patience in formulating toast and roast speeches.

Values Valuing

2. Content Toast and Roast Speeches

3. Learning Resources Teachers' Guide, Curriculum Guide, toast and roast speeches

4. Procedures
4.1 Introductory Activity
Watching an example video on roast and toast speeches on Youtube or any video streaming sites.
10 minutes
4.2 Activity
Give examples of wedding toast and give suggestions on how to prepare one.
10 minutes
4.3 Analysis From the sample video, let the students describe how it happens and differentiate it from the usual speeches, mo
10 minutes especially with toast speech ( which Filipinos are familiar of, in wedding celebrations.)
4.4 Abstraction
Explain to the students the steps and suggestions in formulating toast and roast speeches.
10 minutes
4.5 Application
Let the students try their hands at preparing and giving a toast and roast speeches.
10 minutes
4.6 Assessment Present a " Roast for Tarzan" and let the students write their roast speeches on
Anlysis of Learners' Products
10 minutes piece of paper and deliver it in front of the class.
4.7 Assignment Enhancing / improving the day’s Give the differences and similarities of the usual speeches from toast and roast
10 minutes lesson speeches.
4.8 Concluding Activity Emphasize to the students that the goal in delivering toast and roast speeches is to poke fun without hurting feel
10 minutes and that it could be giving in any occasions.
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got 80% C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9491825012 [email protected]
 Date:

Code:
EN10OL-IIIg-14

suggestions in making it.

streaming sites.

it from the usual speeches, most

ns.)

peeches.

.
ts write their roast speeches on a

speeches from toast and roast

to poke fun without hurting feelings

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
10 ENGLISH 10 3 120
Learning Competency/ies: Code:
Use structures of modification
(Taken from the Curriculum Guide) EN10G-IIIi-30
Key Concepts / Understandings to
be Developed Identification of the structures and types of modifications.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge
The fact or Remembering Identify the different types of modifications.
condition of knowing
something with familiarity Understanding
gained through experience
or association

Skills Applying
The
ability and capacity acquired Analyzing Differentiate the different types of modififcations.
through deliberate,
systematic, and sustained
effort to smoothly and Evaluating
adaptively carryout complex
activities or the ability, coming
from one's knowledge,
practice, aptitude, etc., to do Creating
something

Attitude Valuing Display patience in identifying sentences that contain structures of modifications.

Values Valuing

2. Content Sructures of Modifications

3. Learning Resources Teachers' Guide, Curriculum Guide, sample sentences

4. Procedures
4.1 Introductory Activity Present a certain word to the students and ask them to give other words that could modify it until they will come u
10 minutes the complete sentence.
4.2 Activity
Give the different types of modifications through examples and practice board exercises.
10 minutes
4.3 Analysis
Provide a literary text to the student and let them identify sentences that contain structures of modifications.
10 minutes
4.4 Abstraction The teacher will present and discuss the different types of modifications with the simple steps using Power Point
10 minutes Presentation.
4.5 Application
Ask them to give their own examples using simple words and expand it to form senteences.
10 minutes
4.6 Assessment Give a copy of a paragraph and let the students identify the word that is being
Anlysis of Learners' Products
10 minutes modified in the sentence ( noun, adjective or verb)
4.7 Assignment
Enhancing / improving the day’s Read the "Voice of the Mountain" by Stephen Crane" and answer this question:
10 minutes lesson can you contribute to make this world a better place to live in?
4.8 Concluding Activity
10 minutes
5.      Remarks Carried out
6.      Reflections
A.  No. of learners who earned 80% in the 37 out of 40 students got C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. 80% CPL lesson.

B.   No. of learners who require additional activities 3 out of 40 require additional
D.  No. of learners who continue to require remediation.
for remediation. activities for remediation
E.   Which of my learning strategies worked well?
Why did these work? remedial every Friday
F.   What difficulties did I encounter which my
principal or supervisor can help me solve? none
G.  What innovation or localized materials did I
use/discover which I wish to share with other pictures,
teachers?

Prepared by:
Name: ELAINE D. VILLAMOR School: CAMP 7 NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-I CEBU PROVINCE
Contact Email address:
Number: 9491825012 [email protected]
 Date:

Code:
EN10G-IIIi-30

of modifications.

modify it until they will come up with

cises.

ructures of modifications.

mple steps using Power Point

nteences.

identify the word that is being

b)
ane" and answer this question: How
ace to live in?

HIGH SCHOOL

oo.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson
assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests