Instructional Planning

D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: EAPP Grade Level: 11 & 12 Quarter: 1st Duration: 60
Learning Competency/ies: Determines the ways a writer can elucidate on a concept by Code: CS_EN11/12A-
(Taken from the Curriculum Guide) definition, explication and clarification. EAPP-Ig-j-20
Key Concepts / Ways to elucidate a concept by definition, explication and clarification
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, Explain the ways to elucidate a
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
explain, paraphrase, discuss concept such as definition,
graphic messages
explication and clarification.

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
complex activities or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating Develop a paragraph by elucidating a
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do concept through the use of definition,
functional whole, create a new product or point of view formulate, assemble, devise
something explication and clarification

Attitude Categories: List of Attitudes:

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

4. Procedures
4.1 Introductory Activity (_5__ minutes). This part introduces the lesson Curriculum Guess What? (GAME)
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Selected students will be blindfolded and will have
activity to give the learners zest for the incoming lesson and an idea about what
Localization: to pick something from Pandora’s box. The student
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here will say a description of that object first then will
in a pleasurable and comfortable atmosphere.
the appropriate Local
guess later.
Heritage Themes:
4.2 Activity/Strategy (__7__ minutes). This is an interactive strategy to A. Annual Rites, Let another set of selected students define the
elicit learner’s prior learning experience. It serves as a springboard for new Festivals, and following words orally.
learning. It illustrates the principle that learning starts where the learners are. Rituals Book
Carefully structured activities such as individual or group reflective exercises, (Historical/Religious
group discussion, self-or group assessment, dyadic or triadic interactions, Festivals, Local
Love
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Cultural Festivals, Cellphone
may be created. Clear instructions should be considered in this part of the Local
lesson. Delicacies/Products
4.3 Analysis (__5__ minutes). Essential questions are included to serve as a Festivals, Rituals, What have you noticed with the way your
guide for the teacher in clarifying key understandings about the topic at hand. Wedding Ritual,
Palihi Ritual, Burial
classmates described or expounded the words?
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Ritual, What did they do to let us understand the
Affective questions are included to elicit the feelings of the learners about the B Literary Anthologies concept or the words given?
activity or the topic. The last questions or points taken should lead the learners Written In Local
to understand the new concepts or skills that are to be presented in the next Language (BALITAW, (Draw students’ observation.)
part of the lesson. BALAK, Folktales/
4.4 Abstraction (_15___ minutes). This outlines the key concepts, Short Stories, Local Discuss about the ways to elucidate a concept
Heroes
important skills that should be enhanced, and the proper attitude that should be through the use of:
C. Historical Events,
emphasized. This is organized as a lecturette that summarizes the learning
Enduring Values,  Definition
emphasized from the activity, analysis and new inputs in this part of the lesson.
Indigenous Materials,  Explication
Indigenous Cultural
 Clarification
4.5 Application (__5__ minutes). This part is structured to ensure the Communities/Indigeno Let students think of a certain concept to be
commitment of the learners to do something to apply their new learning in their us People, Indigenous
expounded. Call a student to define the term
own environment. Games
D. Topography, Flora/ “Teacher.”
4.6 Assessment (_20__ 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 whether Cave, Trees, Flower,
learning intentions and success criteria have been met. (Reminder: Formative Fauna
Assessment may be given before, during, or after the lesson). Choose any from E. Food & Local
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 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 Choose a certain topic or concept to be expounded.
(Teachers judge the quality of products produced by learners according to subjects, Essay,
Concept Write a 3-paragraph about the chosen topic. Use
agreed criteria)
Maps/Graphic any of the three ways of elucidating a concept.
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 (_2_ 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 Let students read the text on page 7-8 of the
READERS as an example of a concept paper. Let
them give the thesis statement of the text stated in
one sentence.
4.8 Concluding Activity (__1__ 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.

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: Rhea P. Banggos School: SPSHS
Position/Designation: SST -I Division: Siquijor
Contact Number: 09269973934 Email address: rhea1234bangos@gmail.com

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