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.: Learning Area: Grade Level: Quarter: Duration:
Learning Competency/ies: Appreciate the contribution of canonical Filipino writers to the Code:
(Taken from the Curriculum Guide) development of the national literature EN12-Lit-Ic-24
Key Concepts / - Canonical Filipino Writers
Understandings to be -contribution
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, Identify the different canonical Filipino writers
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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, Organize time lining for the different
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute, canonical Filipino writers
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

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

2. Content Canonical authors and works of Philippine National Artists in Literature

3. Learning Resources 21st century literature textbook

4. Procedures
4.1 Introductory Activity (3 minutes). This part introduces the lesson content. Although at times VIDEO CLIP on Canon Traditions
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 atmosphere.

4.2 Activity (10 minutes). This is an interactive strategy to elicit learners prior learning experience. Group students into five and assign each group a puzzle
It serves as a springboard for new learning. It illustrates the principle that learning starts where the of an image of a canonical Filipino writer and have it
learners are. Carefully structured activities such as individual or group reflective exercises, group
posted for identification.
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. KWL Strategy
4.3 Analysis (5 minutes). Essential questions are included to serve as a guide for the teacher in Processing questions:
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 1. What did you feel after identifying the Filipino
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 canonical writers?
concepts or skills that are to be presented in the next part of the lesson.
2. What does it take to be a canonical writer?

4.4 Abstraction (15 minutes). This outlines the key concepts, important skills that should be A lecturette on the Filipino canonical writers and their
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that contributions
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners
to do something to apply their new learning in their own environment. Pen and paper test: TIMELINE

Match the contribution of the Filipino canonical writers

in column A to the name in column B.

4.6 Assessment (___ 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, Dance,
(Formal and informal observations of learners Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on 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 produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-
vocational subjects

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Pen and Paper Test
learners ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content) Directions: identify whether the following characteristics are
true to a canonical writer

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

The teacher provides reading texts and asks the
significant contribution of the canonical writers
to the present.
 Preparing for the new lesson

4.8 Concluding Activity (2 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 students 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: School:
Position/Designation: Division:
Contact Number: Email address:

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