Instructional Planning

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: EMPOWERMENT TECHNOLOGIES Grade Level:11 Quarter: I Duration:60mins
Learning Competency/ies: Compare and contrast the nuances of varied online Code:
(Taken from the Curriculum Guide) platforms, sites and content to be best achieve CS_ICT11/12ICTPT-Ia-b-1
specific class objectives or address situational
challenges
Key Concepts/ ICT in the context of global communication
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or condition Remembering Identify, retrieve, recognize,
of knowing something The learner can recall information and retrieve duplicate, list, memorize,
with familiarity gained relevant knowledge from long-term memory repeat, describe, reproduce
through experience or
association
Understanding Interpret, exemplify, classify, Discuss the current state of ICT
summarize, infer, compare,
The learner can construct meaning from oral,
explain, paraphrase, discuss
Technologies (online systems,
written and graphic messages
functions and platforms);

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 and contrast the
systematic, and compare, contrast, organize,
sustained effort to
The learner can distinguish between parts and
outline, attribute, deconstruct
nuances of varied online
determine how they relate to one another, and
smoothly and to the overall structure and purpose
platforms, sites and content;
adaptively carryout Coordinate, measure, detect,
complex activities or
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
the ability, coming describe, critique, appraise,
from one’s knowledge, decisions
evaluate
practice, aptitude, etc. Generate, hypothesize, plan,
to do something Creating
The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point construct, formulate, assemble,
of view devise

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, Wellness, Respect, Honesty,
emotional Personal Discipline,
locate, name, point to, reply, select, sit, study, use Perseverance, Sincerity,
areas. A 2. Responding to Phenomena – Activate participation on the part of the learners. Patience, Critical Thinking,
settled Open-mindedness, Interest,
Attends and reacts to a particular phenomenon. Learning outcomes may
way of Courteous, Obedience, Hope,
thinking or emphasize compliance in responding, willingness to respond, or satisfaction in Charity, Fortitude, Resiliency,
feeling responding (motivation). Positive vision, Acceptance,
about Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Determined, Independent,
Gratitude, Tolerant, Cautious,
someone label, perform, practice, present, read, recite, report, select, tell, write
Decisive, Self-control,
or 3. Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges Calmness, Responsibility, Demonstrate
something, from simple acceptance to the more complex state of commitment. Valuing is Accountability,
typically Industriousness, Industry,
critical thinking and
based on the internalization of a set of specified values, while clues to these
one that is
values are expressed in the learner’s overt behavior and are often identifiable.
Cooperation, Optimism, cooperation; and
reflected Satisfaction, Persistent,
in a Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Cheerful, Reliable, Gentle,
form, initiate, invite, join, justify, propose, read, report, select, share, study Appreciation of one’s culture,
person’s
Globalism, Compassion, Work
behavior. 4. Organization – Organize values into priorities by contrasting different values, ethics, Creativity,
resolving conflicts between them, and creating a unique value system. The Entrepreneurial Spirit,
emphasis is on comparing, relating, and synthesizing values. Financial Literacy, Global
Solidarity, Making a stand for
Behavioral Verbs: adhere, alter, arrange, combined, compare, complete,
the good, Voluntariness of
defend, explain, formulate, generalize, identify, integrate, modify, order, human act, Appreciation of
organize, prepare, relate, synthesize one’s rights, Inclusiveness,
5. Internalizing Values (Characterization) – Has a value system that controls their Thoughtful, Seriousness,
Generous, Happiness, Modest,
behavior. The behavior is pervasive, consistent, predictable, and most Authority, Hardworking,
importantly, characteristic of the learner. Instructional objectives are concerned Realistic, Flexible,
with the student’s general patterns of adjustment (personal, social, emotional). Considerate, Sympathetic,
Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
1. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
Trusting, Spirituality, Inner
or
Peace, Love of Truth,
standards Kindness, Humble
of 2. Maka-tao
behavior; 2. Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding equality, Family solidarity,
judgment
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 3. Makakalikasan
in life. Care of the environment,
3. Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
the learner’s overt behavior and are often identifiable. consumerism, Cleanliness,
life on
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth, initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 4. Organization – Organize values into priorities by contrasting different values, 4. Makabansa
wealth resolving conflicts between them, and creating a unique value system. The emphasis Peace and order, Heroism
and fame, is on comparing, relating, and synthesizing values. and appreciation of Heroes,
and would National Unity, Civic
affect the Consciousness, Social
eternal Responsibility, Harmony,
5. Internalizing Values (Characterization) – Has a value system that controls their
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
Patriotism, Productivity Display social awareness.
millions 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
2. Content Information and Communication Technology covering the topics of:
1. The current state of ICT Technologies
2. Online system, functions and platforms
3. Learning Resources Curriculum Guide, Teacher’s Guide, multimedia resources, internet
https://www.google.com.ph/?gfe_rd=cr&ei=xBStV9H-
MIHD8AfMlYH4BA#q=current+state+of+ict+technologies
4. Procedures
4.1 Introductory Activity (5) minutes. This part introduces the lesson content. It serves as a  Routinary Activities
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  The class is given a pre-test to find
a pleasurable and comfortable atmosphere. out what the students know about
ICT
4.2 Activity (15) minutes. This is an interactive strategy to elicit learner’s prior learning  The students are grouped into five.
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 Each group is tasked to discuss the
or group reflective exercises, group discussion, self-or group assessment, dyadic or current state of ICT Technologies,
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
how it affects us, the nation and
lesson. the world. One member will be
assigned to report their
discussions in front. (2 minutes
reporting)
4.3 Analysis (5) 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  What did you feel after the
ideas and opinions about expected issues. Affective questions are included to elicit the sharing? Why?
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
 What is/are common in each
presented in the next part of the lesson. report?
 What is the implication of this?
4.4 Abstraction (10) minutes. This outlines the key concepts, important skills that should be Discussion about Information and
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 Communication Technology and online
inputs in this part of the lesson. platforms, sites and content.
4.5 Application (10) minutes. This part is structured to ensure the commitment of the learners With the same groups, students are to
to do something to apply their new learning in their own environment.
compare and contrast the nuances of
commonly used online platforms, sites
and content (facebook, google, etc.)
using Venn diagram.
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, 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 Assessments Method below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of Presentation, Dance, Musical
learners’ performance or behaviors are Performance, Skill Demonstration,
recorded, based on assessment criteria) Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

b) Talking to Learners/ Hands-on Math Activities, Written Essay writing about the impact of ICT
Work and Essay, Picture Analysis,
Conferencing Technologies in your life and society.
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

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

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

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
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 Research about online safety, security,
ethics and etiquette

4.8 Concluding Activity (2) minutes Hoping for more fun learning ICT with you.
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
Goodbye and God bless!
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.

6. 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 with 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
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?

Prepare by:
Name: CINDY MARIE D. DEJITO School: BATO NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: TOLEDO CITY
Contact Number: 09187800340 Email address: mhyrfranz@gmail.com

Bibliography:
https://www.google.com.ph/?gfe_rd=cr&ei=xBStV9H-MIHD8AfMlYH4BA#q=current+state+of+ict+technologies
Appendices:
1. Formative Assessment
2. Answer Key
3. Multimedia Presentations
4. Rubrics