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.: 01 Learning Area: How world religions began. Grade Level: 12 Quarter: 1st / Duration: 60 mins
3rd
Learning Competency/ies: 2.1 Cite regions or places where specific religions evolved Code: HUMSS_WRB12-
(Taken from the Curriculum I/IIIb-2.1
Guide)
Key Concepts / Understandings The learners will understand the following:
to be Developed a. historical and geographical contexts
b. religion
c. culture

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives

Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, The learners will be able to identify
knowing relevant knowledge from long-term memory list, memorize, repeat, and recognize regions or places where
something with describe, reproduce specific regions evolved.
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss

Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use,
through way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish, The learners will be able to distinguish
systematic, and The learner can distinguish between parts compare, contrast, organize, regions or places where specific
sustained effort and determine how they relate to one outline, attribute, deconstruct regions evolved.
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan,
practice, The learner can put elements together to design, develop, produce,
aptitude, etc., to form a functional whole, create a new product construct, formulate,
do something or point of view assemble, devise

Attitude Categories: List of Attitudes: The learners

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

3. Learning Resources Reference textbook, use of multimedia and film showing, cg

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to - start with a prayer
give the learners zest for the incoming lesson and an idea about what it to follow. - class roll call
One principle in learning is that learning occurs when it is conducted in a - recapitulation from yesterday’s lesson
pleasurable and comfortable atmosphere.
4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the - from the reference book, discuss the origin of a
principle that learning starts where the learners are. Carefully structured activities certain religion.
such as individual or group reflective exercises, group discussion, self-or group - let the students cite examples of a religion
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, - introductory film clip
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.

4.3 Analysis (20 minutes). Essential questions are included to serve as a guide for
the teacher in clarifying key understandings about the topic at hand. Critical points
are organized to structure the discussions allowing the learners to maximize - film showing/video clip
interactions and sharing of ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the learners about the activity or the - ask what religion originate on a specific region
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. - identify what religion originate first

- follow-up discussion/interpretation

4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that should be emphasized. This is - it is expected that the students should have an
organized as a lecturette that summarizes the learning emphasized from the open mind in absorbing or understanding
activity, analysis and new inputs in this part of the lesson. different religion that originates

4.5 Application (5 minutes). This part is structured to ensure the commitment of

the learners to do something to apply their new learning in their own environment. - the learner should practice to respect God and
his fellowmen

4.6 Assessment (10 minutes). For the Teacher to: a) Assess whether learning objectives
have been met for a specified duration, b) Remediate and/or enrich with appropriate
strategies as needed, and c) Evaluate whether learning intentions and success criteria
have been met. (Reminder: Formative Assessment may be given before, during, or after
the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre - pen and paper test
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz - oral test
demonstrate mastery of a skill or - performance task
knowledge of content)
4.7 Assignment (3 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

- analyze the culture of the region that gave
rise to specific religion
- HUMSS_WRB12-I/IIIb.2.2

4.8 Concluding Activity (2 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short - “In everything we do, put God first and He
song, an anecdote, parable or a letter that inspires the learners to do something to will give us what is intended for each one of
practice their new learning. us”.

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: Neil Anthony R. Olivar School: Mahanlud NHS
Position/Designation: T1 / AP TEACHER Division: Cebu Province
Contact Number: 09279437997 Email address: neil_olivar@yahoo.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

attachments:

1. CG
2. use of multimedia
3. reference book(s)