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.:36 Learning Area: Understanding Culture Grade Level: 11 Quarter: 2 Duration: 60
Society Politics min
Learning Competency/ies: Describe how human societies adapt to new challenges in the Code:
(Taken from the Curriculum Guide) physical, social, and cultural environment UCSP11/12CSC-IIi-
34
Key Concepts / How human societies adapt to new challenges in terms of;
Understandings to be a. Physical
b. Social
Developed c. Cultural
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

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

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,
emotional point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
way of responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Charity, Fortitude, Resiliency,
or feeling practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Determined, Independent ,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Gratitude, Tolerant, Cautious, Demonstrate
or of a set of specified values, while clues to these values are expressed in the learner's overt Decisive, Self-Control, Calmness, students
something behavior and are often identifiable. Responsibility, Accountability,
, typically Industriousness, Industry, readiness in
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
one that is
initiate, invite, join, justify, propose, read, report, select, share, study
Cooperation, Optimism, taking the
reflected Satisfaction, Persistent, Cheerful,
in a Reliable, Gentle, Appreciation of test;
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics,
relating, and synthesizing values. Creativity, Entrepreneurial Spirit,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Financial Literacy, Global,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Solidarity, Making a stand for the
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The good, Voluntariness of human act,
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Appreciation of one’s rights,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Modest, Authority, Hardworking,
propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
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, 2. Maka-tao Respect the ideas
one's Concern for Others, Respect for
perform, practice, present, read, recite, report, select, tell, write given by the
judgment human rights, Gender equality, Family
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from students;
of what is Solidarity, Generosity, Helping,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Oneness
internalization of a set of specified values, while clues to these values are expressed in
in life. the learner's overt behavior and are often identifiable. 3. Makakalikasan
Care of the environment, Disaster Risk
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Management, Protection of the
Go
form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
beyond
4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness,
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is Orderliness, Saving the ecosystem,
life on
on comparing, relating, and synthesizing values. Environmental sustainability
earth,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, 4. Makabansa
wealth relate, synthesize Peace and order, Heroism and
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Appreciation of Heroes, National
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Unity, Civic Consciousness, Social
affect the characteristic of the learner. Instructional objectives are concerned with the student's responsibility, Harmony, Patriotism,
eternal general patterns of adjustment (personal, social, emotional). Productivity
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions practice, propose, qualify, question, revise, serve, solve, verify
2. Content
New Challenges to human adaptation and Social Change
3. Learning Resources
Educational websites, Power point Presentation, Pictures, LM, 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 give the learners zest for the - presentation of the objectives
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/Strategy (__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 principle that -recap of the previous lesson
learning starts where the learners are. Carefully structured activities such as individual or group
-activities that would make the students ready for the
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 test.
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 - give the students 10 minutes to review
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 (_20_ minutes). This outlines the key concepts, important skills that should be 1. Test proper
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that 2. checking of the test
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
3. Discussion of the topics which are difficult to the
lesson.
students.
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. - As a senior high student, how would you
respond to the new challenges of society?
4.6 Assessment (_5_ 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,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)
Paper and pen test
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

Make advance readings in preparation
For the next topics discussion.

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, Think of this!
parable or a letter that inspires the learners to do something to practice their new learning.
“IF YOU CAN DREAM IT, YOU CAN DO IT”

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: EPIFANIO P. BATP JR. School: PUTAT NATIONAL HIGH SCHOOL
Co-author: Chalton Ca-adan Madridejos National High School
Position/Designation: T1 Division: CEBU PROVINCE
T1 CEBU PROVINCE
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