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: Physical Education and Health Grade Level: 12 Quarter: 1 Duration: 1 hour
Learning Competency/ies: Self-assesses health related fitness (HRF) status, barriers to Code: PEH12fh-IIg-i-6
(Taken from the Curriculum Physical activity assessment participation and one’s diet.
Guide)
Key Concepts / Understandings Dance as a way optimizing one’s health, as a requisite for physical activity assessment and as
to be Developed a career opportunity.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, Identify factors that hinder
condition of The learner can recall information and retrieve recognize, duplicate, learners to participate in
knowing relevant knowledge from long-term memory list, memorize, repeat, dancing
something with describe, reproduce
familiarity Understanding interpret, exemplify,
gained through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare,
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Personal discipline,
areas. identify, locate, name, point to, reply, select, sit, Study, use Perseverance, Sincerity,
A settled 2. Responding to Phenomena - Active participation on the part of the Patience, Critical thinking,
way of learners. Attends and reacts to a particular phenomenon. Learning Open-mindedness, Interest,
thinking or outcomes may emphasize compliance in responding, willingness to Courteous, Obedience, Hope,
feeling respond, or satisfaction in responding (motivation). Charity, Fortitude,
about Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Resiliency, Positive vision,
someone or help, label, perform, practice, present, read, recite, report, select, tell, Acceptance, Determined,
something, write Independent , Gratitude,
typically 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Tolerant, Cautious, Decisive, Appreciate the
one that is This ranges from simple acceptance to the more complex state of Self-Control, Calmness, benefits of
reflected in commitment. Valuing is based on the internalization of a set of Responsibility, dancing to one’s
a person’s specified values, while clues to these values are expressed in the Accountability, wellness.
behavior learner's overt behavior and are often identifiable. Industriousness, Industry,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Cooperation, Optimism,
follow, form, initiate, invite, join, justify, propose, read, report, select, Satisfaction, Persistent,
share, study Cheerful, Reliable, Gentle,
4. Organization - Organizes values into priorities by contrasting different Appreciation of one’s culture,
values, resolving conflicts between them, and creating a unique value Globalism, Compassion,
system. The emphasis is on comparing, relating, and synthesizing Work Ethics, Creativity,
values. Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Financial Literacy, Global,
defend, explain, formulate, generalize, identify, integrate, modify, Solidarity, Making a stand
order, organize, prepare, relate, synthesize for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that human act, Appreciation of
controls their behavior. The behavior is pervasive, consistent, predictable, one’s rights, Inclusiveness,
and most importantly, characteristic of the learner. Instructional Thoughtful, Seriousness,
objectives are concerned with the student's general patterns of adjustment Generous, Happiness,
(personal, social, emotional). Modest, Authority,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Hardworking, Realistic,
perform, practice, propose, qualify, question, revise, serve, solve, verify Flexible, Considerate,
Sympathetic, Frankness

Values Categories: List of Values:

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos Assess proper
principles attention Love of God, Faith, procedure in
or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Trusting, Spirituality, Inner executing the
standards of identify, locate, name, point to, reply, select, sit, Study, use Peace, Love of truth, dances
behavior; 2. Responding to Phenomena - Active participation on the part of the Kindness, Humble
one's learners. Attends and reacts to a particular phenomenon. Learning
judgment of outcomes may emphasize compliance in responding, willingness to 2. Maka-tao Assist other
what is respond, or satisfaction in responding (motivation). Concern for Others, students to
important in Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Respect for human rights, perform the
life. help, label, perform, practice, present, read, recite, report, select, tell, Gender equality, Family dances
Go beyond write Solidarity, Generosity,
learner’s 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Helping, Oneness
life on This ranges from simple acceptance to the more complex state of 3. Makakalikasan Maintain the
earth, commitment. Valuing is based on the internalization of a set of specified Care of the environment, cleanliness of the
include values, while clues to these values are expressed in the learner's overt Disaster Risk Management, venue
more than behavior and are often identifiable. Protection of the
wealth and Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Environment, Responsible
fame, and follow, form, initiate, invite, join, justify, propose, read, report, select, Consumerism, Cleanliness,
would affect share, study Orderliness, Saving the
the eternal 4. Organization - Organizes values into priorities by contrasting different ecosystem, Environmental
destiny of values, resolving conflicts between them, and creating a unique value sustainability
millions. system. The emphasis is on comparing, relating, and synthesizing values.
Intentionall Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, 4. Makabansa Conform with
y adding defend, explain, formulate, generalize, identify, integrate, modify, order, Peace and order, Heroism rules/regulatio
value to organize, prepare, relate, synthesize and Appreciation of ns in the
people 5. Internalizing values - (Characterization): Has a value system that Heroes, National Unity, conduct of
everyday. controls their behavior. The behavior is pervasive, consistent, predictable, Civic Consciousness, assessment.
and most importantly, characteristic of the learner. Instructional objectives Social responsibility,
are concerned with the student's general patterns of adjustment (personal, Harmony, Patriotism,
social, emotional). Productivity
Behavioral Verbs: act, discriminate, display, influence, listen, modify,
perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Self Assessment on HRF
3. Learning Resources Text Book, Internet

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the Curriculum
lesson content. Although at times optional, it is usually included to Contextualization  Opening Prayers
serve as a warm-up activity to give the learners zest for the Localization:  Checking of attendance
incoming lesson and an idea about what it to follow. One principle Consider/include
in learning is that learning occurs when it is conducted in a here the
pleasurable and comfortable atmosphere. appropriate Local
4.2 Activity/Strategy (____ minutes). This is an interactive strategy Heritage Themes: Group Activity: students will be grouped into 5.
to elicit learner’s prior learning experience. It serves as a A.Annual Rites, They will conduct assessment on the different
springboard for new learning. It illustrates the principle that Festivals, and HRF Components. They will take turns in
learning starts where the learners are. Carefully structured Rituals visiting each quarters where they will perform
activities such as individual or group reflective exercises, group (Historical/Reli the certain assessment.
discussion, self-or group assessment, dyadic or triadic interactions, gious Festivals,
puzzles, simulations or role-play, cybernetics exercise, gallery walk Local Cultural
and the like may be created. Clear instructions should be considered Festivals, Local
in this part of the lesson. Delicacies/Prod
4.3 Analysis (____ minutes). Essential questions are included to ucts Festivals, Teacher provides the interpretation. Students
serve as a guide for the teacher in clarifying key understandings Rituals, will then analyze the result of the assessment
about the topic at hand. Critical points are organized to structure Wedding Ritual,
they have performed based on the results,
the discussions allowing the learners to maximize interactions and Palihi Ritual,
Burial Ritual, students will identify their strengths and
sharing of ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the learners about the B Literary weaknesses.
activity or the topic. The last questions or points taken should lead Anthologies
the learners to understand the new concepts or skills that are to be Written In Local
presented in the next part of the lesson. Language
4.4 Abstraction (____ minutes). This outlines the key concepts, (BALITAW,
important skills that should be enhanced, and the proper attitude BALAK, Teacher asks the ff. questions:
that should be emphasized. This is organized as a lecturette that Folktales/ Short 1. Based on the assessment result, how
summarizes the learning emphasized from the activity, analysis and Stories, Local could it affect their performance in
new inputs in this part of the lesson. Heroes dance?
C. Historical 2. What are they going to do address the
Events, Enduring problem.
Values,
4.5 Application (____ minutes). This part is structured to ensure the Indigenous Essay Writing: How can I improve my
commitment of the learners to do something to apply their new Materials, performance?
learning in their own environment. Indigenous
Cultural
Communities/Indi
genous People,
4.6 Assessment (___ minutes). For the Teacher to: a) Assess Indigenous
whether learning objectives have been met for a specified duration, Games
b) Remediate and/or enrich with appropriate strategies as needed, D. Topography,
and c) Evaluate whether learning intentions and success criteria Flora/ Fauna
have been met. (Reminder: Formative Assessment may be given (Falls,
before, during, or after the lesson). Choose any from the Mountains, River,
Assessment Methods below: Cave, Trees,
Flower, Fauna
E. Food & Local
products
G. Role Model
Family

Assessment Method Possible Activities

a) Observation Investigation,
(Formal and informal observations of learners’ performance or Role Play, Oral
behaviors are 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 Activities, Written Essay Writing (How can I improve my
insights on their understanding and to progress and clarify their Work and Essay, performance?)
thinking) Picture Analysis,
Comic Strip, Rubrics will be used
Panel Discussion,
Interview, Think-
Pair-Share,
Reading

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners subjects, Essay,
according to agreed criteria) Concept
Maps/Graphic
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 Test, Open-Ended
demonstrate 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 (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Students are task to practice the basic steps of
the dance.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Study in advance about FITT Formula and the
different principle of exercise.

4.8 Concluding Activity (____ 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: 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