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Instructional Plan (iPlan) Template

Learning Area: PERSONAL DEVELOPMENT Grade Level: 12

iPlan No.: 7/8 Quarter: I Duration: 60 minutes
Date:
Learning Discuss the relationship among physiological, cognitive, psychological, Code:
Competency/ies: spiritual and social development to understand his/her thoughts, feelings EsP-PD11/12DWP-
(Taken from the Curriculum and behaviors Ib-2.1
Guide)
Key Concepts/
Understandings to Relationship, development, thoughts, feelings and beliefs
be Developed
Learning Adapted Cognitive Process Dimensions
Objectives Knowledge Remembering The learner can recall information
and retrieve relevant knowledge
The fact or
from long-term memory: identify,
condition of
retrieve, recognize, duplicate, list,
knowing
memorize, repeat, describe,
something with
reproduce
familiarity
Understanding The learner can construct meaning Explain the relationship among
gained through
from oral, written and graphic
experience or
association
messages: interpret, exemplify, physiological, cognitive, psychological,
classify, summarize, infer, spiritual and social development in
compare, explain, paraphrase,
discuss understanding one’s thoughts, feelings
and behaviors
Skills Applying The learner can use information to
undertake a procedure in familiar
The ability and
situations or in a new way:
capacity
execute, implement, demonstrate,
acquired through
dramatize, interpret, solve, use,
deliberate,
illustrate, convert, discover
systematic, and
Analyzing The learner can distinguish Distinguish physiological, cognitive,
sustained effort
between parts and determine how
to smoothly and
adaptively
they relate to one another, and to psychological, spiritual and social
the overall structure and purpose: development in understanding one’s
carryout complex
differentiate, distinguish,
activities or ...
the ability,
compare, contrast, organize, thoughts, feelings and behaviors.
outline, attribute, deconstruct
coming from
one's knowledge, Evaluating The learner can make judgments
practice, and justify decisions: coordinate,
aptitude, etc., to measure, detect, defend, judge,
do something argue, debate, describe, critique,
appraise, evaluate
Creating The learner can put elements
together to form a functional
whole, create a new product or
point of view: generate,
hypothesize, plan, design,
develop, produce, construct,
formulate, assemble, devise
Attitude A settled way of thinking or feeling about someone or Develop the attitude of understanding
something, typically one that is reflected in a person’s
behavior: one’s thoughts, feelings and behaviors
Values (RA 8491)
 A learner's principles or standards Maka-Diyos Spiritual development
of behavior; one's judgment of
what is important in life. Maka-tao Understanding one’s feelings
 Go beyond learner’s life on earth,
include more than wealth and
Makakalikasan
fame, and would affect the Makabansa
eternal destiny of millions

Resources Listing of all CG pp.____, LM pp._______, Online Resources, DLP, Laptop

resources
Needed needed

Methodology
Introductory Activity
( _5_ minutes)
This part introduces the lesson content.
 Present a video clip depicting the essence of the topic
Although at times optional, it is usually included
to serve as a warm-up 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
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atmosphere.

Activity
(_10_ minutes)
This is an interactive strategy to elicit learner’s
prior learning experience. It serves as a  Video analysis (to be attached)
springboard for new learning. It illustrates the
principle that learning starts where the learners
 Sensitivity Check (prepared and distributed in advance)
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.
Analysis
(10 minutes)
Essential questions are included to serve as a  Are physiological, cognitive, psychological, spiritual and social
guide for the teacher in clarifying key
understandings about the topic at hand. Critical developments related to each other? How?
points are organized to structure the discussions
allowing the learners to maximize interactions
and sharing of ideas and opinions about  Why do these aspects of development important to personality / human
expected issues. Affective questions are included development?
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.
Abstraction This should include lecturette on the topic
(10 minutes)
This outlines the key concepts, important skills
 Why do we need to study the relationship among physiological, cognitive,
that should be enhanced, and the proper psychological, spiritual and social development in understanding one’s
attitude that should be emphasized. This is
organized as a lecturette that summarizes the
thoughts, feelings and behaviors?
learning emphasized from the activity, analysis
and new inputs in this part of the lesson.
Application  Perform a role-play showing the relationship among physiological,
(_10_ minutes) cognitive, psychological, spiritual and social development in understanding
This part is structured to ensure the
commitment of the learners to do something to one’s thoughts, feelings and behaviors.
apply their new learning in their own
environment.
Assessment
(_10_ minutes)
For the Teacher to:
 Journal Writing on how a person shows understanding toward others
1.Assess whether learning objectives have been involving physiological, cognitive, psychological, spiritual and social
met for a specified duration
2.Remediate and/or enrich with appropriate
development.
strategies as needed  Rubrics for assessing the Journals (refer to the rubrics for Journal Writing)
3.Evaluate whether learning intentions and
success criteria have been met

(Reminder: Formative Assessment may be given

before, during, or after the lesson.)
Assignment Reinforcing /
(3 minutes) strengthening
Note: Fill-in any of
the day’s lesson
the four purposes
Enriching /
inspiring the
day’s lesson
Enhancing /
improving the
day’s lesson
Preparing for the  How to evaluate one’s own thoughts, feelings and behaviors?
new lesson
Concluding Activity
(2 minutes) “Discipline must come from within, not from without” (add more
This is usually a brief but affective closing
activity such as a strong quotation, a short quotations)
song, an anecdote, parable or a letter that
inspires the learners to do something to practice
their new learning.
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Prepared by:

Bibliography

Appendices: (attach all materials that will be used)

1. Instruction Sheet …

2. Information Sheet

3. Self-check

4. Answer key
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