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.: 02 Learning Area: Introduction to World Grade Level: 11 Quarter: Duration: 60
Religion 2nd mins
Learning Competency/ies: 12.2. Give examples of acts showing filial piety in the Code:
(Taken from the family, community and society HUMSS_WRB12-
Curriculum Guide) II/IVe-12.2

Key Concepts /
Understandings to be Elements of Confucianism
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral
The fact or Verbs:
condition of Remembering identify,
knowing The learner can recall information and retrieve,
something with retrieve relevant knowledge from recognize,
familiarity long-term memory duplicate, list,
gained through memorize,
experience or repeat,
association describe,
reproduce
Understanding interpret, Discuss examples of acts
The learner can construct meaning exemplify, showing filial piety in the
from oral, written and graphic classify, family, community and society
messages summarize,
infer, compare,
explain,
paraphrase,
discuss

Skills Applying execute, implement, Dramatize an act showing

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

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-
in selected attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, Respect, Honesty,
or give, hold, identify, locate, name, point to, reply, select, Personal discipline,
emotiona sit, Study, use Perseverance,
l areas. 2. Responding to Phenomena - Active participation on the Sincerity, Patience,
A settled part of the learners. Attends and reacts to a particular Critical thinking,
way of phenomenon. Learning outcomes may emphasize Open-mindedness,
thinking compliance in responding, willingness to respond, or Interest, Courteous,
or feeling satisfaction in responding (motivation). Obedience, Hope,
about Behavioral Verbs: aid, answer, assist, comply, conform, Charity, Fortitude,
someone discuss, greet, help, label, perform, practice, present, Resiliency, Positive
or read, recite, report, select, tell, write vision, Acceptance,
somethin Determined,
g, 3. Valuing - Attaches to a particular object, phenomenon, or Independent ,
typically behavior. This ranges from simple acceptance to the Gratitude, Tolerant,
one that more complex state of commitment. Valuing is based on Cautious, Decisive,
is the internalization of a set of specified values, while clues Self-Control,
reflected to these values are expressed in the learner's overt Calmness,
in a behavior and are often identifiable. Responsibility,
person’s Behavioral Verbs: work, complete, demonstrate, Accountability,
behavior differentiate, explain, follow, form, initiate, invite, join, Industriousness,
justify, propose, read, report, select, share, study Industry, Cooperation,
4. Organization - Organizes values into priorities by Optimism,
contrasting different values, resolving conflicts between Satisfaction,
them, and creating a unique value system. The Persistent, Cheerful,
emphasis is on comparing, relating, and synthesizing Reliable, Gentle,
values. Appreciation of one’s
Behavioral Verbs: adhere, alter, arrange, combine, culture, Globalism,
compare, complete, defend, explain, formulate, Compassion, Work
generalize, identify, integrate, modify, order, organize, Ethics, Creativity,
prepare, relate, synthesize Entrepreneurial Spirit,
5. Internalizing values - (Characterization): Has a value Financial Literacy, Practice
system that controls their behavior. The behavior is Global, Solidarity, voluntarily
pervasive, consistent, predictable, and most importantly, Making a stand for the human act
characteristic of the learner. Instructional objectives are good, Voluntariness of filial piety
concerned with the student's general patterns of adjustment of human act,
(personal, social, emotional). Appreciation of one’s
Behavioral Verbs: act, discriminate, display, influence, rights, Inclusiveness,
listen, modify, perform, practice, propose, qualify, Thoughtful,
question, revise, serve, solve, verify Seriousness,
Generous, Happiness,
Modest, Authority,
Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic,
Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to 1. Maka-Diyos
learner's hear, selected attention Love of God, Faith,
principle Behavioral Verbs: ask, choose, describe, erect, Trusting, Spirituality,
s or follow, give, hold, identify, locate, name, point to, Inner Peace, Love of
standard reply, select, sit, Study, use truth, Kindness,
s of 2. Responding to Phenomena - Active participation Humble
behavior; on the part of the learners. Attends and reacts to a
one's particular phenomenon. Learning outcomes may 2. Maka-tao
judgment emphasize compliance in responding, willingness to Concern for Others, Practice concern
of what respond, or satisfaction in responding (motivation). Respect for human for others
is Behavioral Verbs: aid, answer, assist, comply, rights, Gender equality, through filial
importan conform, discuss, greet, help, label, perform, Family Solidarity, piety
t in life. practice, present, read, recite, report, select, tell, Generosity, Helping,
write Oneness
Go 3. Valuing - Attaches to a particular object,
beyond phenomenon, or behavior. This ranges from simple
learner’s acceptance to the more complex state of commitment.
life on Valuing is based on the internalization of a set of
earth, specified values, while clues to these values are 3. Makakalikasan
include expressed in the learner's overt behavior and are Care of the
more often identifiable. environment, Disaster
than Behavioral Verbs: work, complete, demonstrate, Risk Management,
wealth differentiate, explain, follow, form, initiate, invite, Protection of the
and join, justify, propose, read, report, select, share, Environment,
fame, study Responsible
and 4. Organization - Organizes values into priorities by Consumerism,
would contrasting different values, resolving conflicts Cleanliness,
affect the between them, and creating a unique value system. Orderliness, Saving the
eternal The emphasis is on comparing, relating, and ecosystem,
destiny synthesizing values. Environmental
of Behavioral Verbs: adhere, alter, arrange, combine, sustainability
millions compare, complete, defend, explain, formulate, 4. Makabansa
generalize, identify, integrate, modify, order, Peace and order,
organize, prepare, relate, synthesize Heroism and
5. Internalizing values - (Characterization): Has a Appreciation of
value system that controls their behavior. The Heroes, National Unity,
behavior is pervasive, consistent, predictable, and Civic Consciousness,
most importantly, characteristic of the learner. Social responsibility,
 Instructional objectives are concerned with the Harmony, Patriotism,
student's general patterns of adjustment (personal, Productivity
social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
2. Content Confucianism

3. Learning Resources CG, pictures/video clips, pen and paper, laptop/computer

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the Video clip showing practices of Filipino and
lesson content. Although at times optional, it is usually included to Chinese family:
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 What practices do Chinese and Filipino
in learning is that learning occurs when it is conducted in a family share in common?
pleasurable and comfortable atmosphere.

4.2 Activity (10 minutes). This is an interactive strategy to elicit
learner’s prior learning experience. It serves as a springboard for
new learning. It illustrates the principle that learning starts where
the learners 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.
4.3 Analysis (10 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 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 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.
4.4 Abstraction (5 minutes). This outlines the key concepts,
important skills that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, analysis
and new inputs in this part of the lesson.
4.5 Application (10 minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new
learning in their own environment.
Think Pair and Share:
Give students the freedom to choose their
partner. Based on the first activity, each pair
will discuss actions/practices of
Chinese/Filipino family. Share it on class.
Guided Questions:
Why do Filipinos and Chinese value their
family so much? Why do we give so much
respect to our elders?
Lecturette:
Confucianism values education not just for
intellectual formation, but also for character
development.
Role play. Group the class into 3. Assigned
each group an act of filial piety shown in the:
a. family b. community c. society

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
(Formal and informal Presentation, Dance, Musical
observations of learners’ Performance, Skill Demonstration,
performance or behaviors are Group Activity (e.g. Choral Reading),
recorded, based on Debate, Motor & Psychomotor
assessment criteria) Games, Simulation Activities,
Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written
Conferencing Work and Essay, Picture Analysis, Picture Analysis. Through pictures,
(Teachers talk to and question Comic Strip, Panel Discussion, identify the actions if it shows filial
learners about their learning to Interview, Think-Pair-Share, Reading piety or not.
gain insights on their
understanding and to progress
and clarify their thinking)
 c) Analysis of Learners’
Products
(Teachers judge the quality of
products produced by learners
according to agreed criteria)
d) Tests
(Teachers set tests or quizzes
to determine learners’ ability to
demonstrate mastery of a skill
or knowledge of content)
Worksheets for all subjects, Essay,
Concept Maps/Graphic Organizer,
Project, Model, Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects
Skill Performance Test, Open-Ended
Question, Practicum, Pen and Paper
Test, Pre and Post Test, Diagnostic
Test, Oral Test, Quiz

4.7 Assignment (5 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

Explain the core teaching of
Confucianism.

4.8 Concluding Activity (5 minutes). Inspiring quote:

This is usually a brief but affective closing activity such as a strong Respect for ourselves guides our
quotation, a short song, an anecdote, parable or a letter that inspires morals, respect for others guides our
the learners to do something to practice their new learning. manners.

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. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress
s 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: SHERRY A. DIANA School: Montañeza National High School
Position/Designation: Teacher I Division: Cebu Province
Contact Number:09177097581 Email address: sherryallosada@ymail.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