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.: 03 Learning Area: Introduction to World Grade Level: 11 Quarter: Duration: 60 mins
Religion 2nd
Learning Competency/ies: 12.3. Explain: the core teaching of Confucianism is to be a Code:
(Taken from the Curriculum “gentleman” by following the moral way consisting of the virtues HUMSS_WRB12-II/IVe-
Guide) of love, righteousness, wisdom, propriety and loyalty in order to 12.3
promote harmony in society.
Key Concepts /
Understandings to be Elements of Confucianism
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and recognize,
knowing retrieve relevant knowledge from long- duplicate, list,
something with term memory memorize, repeat,
familiarity gained describe,
through reproduce
experience or Understanding interpret, Explain the core teaching of
association The learner can construct meaning from exemplify, Confucianism
oral, written and graphic messages classify,
summarize, infer,
compare, explain,
paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-
feelings selected attention confidence, Wellness,
or Behavioral Verbs: ask, choose, describe, erect, follow, Respect, Honesty,
emotional give, hold, identify, locate, name, point to, reply, select, Personal discipline,
areas. sit, Study, use Perseverance,
A settled 2. Responding to Phenomena - Active participation on the Sincerity, Patience,
way of part of the learners. Attends and reacts to a particular Critical thinking, Open-
thinking phenomenon. Learning outcomes may emphasize mindedness, Interest,
or feeling compliance in responding, willingness to respond, or Courteous, Obedience,
about satisfaction in responding (motivation). Hope, Charity,
someone Behavioral Verbs: aid, answer, assist, comply, conform, Fortitude, Resiliency,
or discuss, greet, help, label, perform, practice, present, Positive vision,
somethin read, recite, report, select, tell, write Acceptance,
g, 3. Valuing - Attaches to a particular object, phenomenon, or Determined,
typically behavior. This ranges from simple acceptance to the more Independent ,
one that complex state of commitment. Valuing is based on the Gratitude, Tolerant,
is internalization of a set of specified values, while clues to Cautious, Decisive,
reflected these values are expressed in the learner's overt behavior Self-Control,
in a and are often identifiable. Calmness,
person’s Behavioral Verbs: work, complete, demonstrate, Responsibility,
behavior differentiate, explain, follow, form, initiate, invite, join, Accountability,
justify, propose, read, report, select, share, study Industriousness,
4. Organization - Organizes values into priorities by Industry, Cooperation,
contrasting different values, resolving conflicts between Optimism, Satisfaction,
them, and creating a unique value system. The emphasis Persistent, Cheerful,
is on comparing, relating, and synthesizing values. Reliable, Gentle,
Behavioral Verbs: adhere, alter, arrange, combine, Appreciation of one’s
compare, complete, defend, explain, formulate, culture, Globalism,
generalize, identify, integrate, modify, order, organize, Compassion, Work
prepare, relate, synthesize Ethics, Creativity,
5. Internalizing values - (Characterization): Has a value Entrepreneurial Spirit, Practice the
system that controls their behavior. The behavior is Financial Literacy, manner of
pervasive, consistent, predictable, and most importantly, Global, Solidarity, being a
characteristic of the learner. Instructional objectives are Making a stand for the gentleman
concerned with the student's general patterns of adjustment good, Voluntariness of
(personal, social, emotional). human act,
Behavioral Verbs: act, discriminate, display, influence, Appreciation of one’s
listen, modify, perform, practice, propose, qualify, rights, Inclusiveness,
question, revise, serve, solve, verify Thoughtful,
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,
principles Behavioral Verbs: ask, choose, describe, erect, Trusting, Spirituality,
or follow, give, hold, identify, locate, name, point to, Inner Peace, Love of
standards reply, select, sit, Study, use truth, Kindness, Humble
of 2. Responding to Phenomena - Active participation
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,
of what is respond, or satisfaction in responding (motivation). Respect for human
important Behavioral Verbs: aid, answer, assist, comply, rights, Gender equality,
in life. conform, discuss, greet, help, label, perform, Family Solidarity,
practice, present, read, recite, report, select, tell, Generosity, Helping,
Go write Oneness
beyond 3. Valuing - Attaches to a particular object,
learner’s phenomenon, or behavior. This ranges from simple 3. Makakalikasan
life on acceptance to the more complex state of commitment. Care of the
earth, Valuing is based on the internalization of a set of environment, Disaster
include specified values, while clues to these values are Risk Management,
more expressed in the learner's overt behavior and are often Protection of the
than identifiable. Environment,
wealth Behavioral Verbs: work, complete, demonstrate, Responsible
and differentiate, explain, follow, form, initiate, invite, Consumerism,
fame, join, justify, propose, read, report, select, share, Cleanliness,
and study Orderliness, Saving the
would 4. Organization - Organizes values into priorities by ecosystem,
affect the contrasting different values, resolving conflicts between Environmental
eternal them, and creating a unique value system. The sustainability
destiny of emphasis is on comparing, relating, and synthesizing 4. Makabansa Promote
millions values. Peace and order, harmony in
Behavioral Verbs: adhere, alter, arrange, combine, Heroism and society
compare, complete, defend, explain, formulate, Appreciation of Heroes, through love,
generalize, identify, integrate, modify, order, National Unity, Civic wisdom,
organize, prepare, relate, synthesize Consciousness, Social righteousness
5. Internalizing values - (Characterization): Has a responsibility, and loyalty
value system that controls their behavior. The behavior Harmony, Patriotism,
is pervasive, consistent, predictable, and most Productivity
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
2. Content Confucianism

3. Learning Resources CG, pictures, journal notes, pen

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 Showing to the class different pictures of a
a warm-up activity to give the learners zest for the incoming lesson man.
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
learner’s prior learning experience. It serves as a springboard for Multi-media: The learner will draw insights
new learning. It illustrates the principle that learning starts where the based on the video presented. Write it on the
learners are. Carefully structured activities such as individual or manila paper provided.
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 (5 minutes). Essential questions are included to serve Guided Questions:
as a guide for the teacher in clarifying key understandings about the
topic at hand. Critical points are organized to structure the  What possible traits should a real
discussions allowing the learners to maximize interactions and gentleman possess according to the
sharing of ideas and opinions about expected issues. Affective core teaching of Confucianism?
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, Lecturette:
important skills that should be enhanced, and the proper attitude To be a gentleman, one must possess the
that should be emphasized. This is organized as a lecturette that virtue of love, righteousness, wisdom,
summarizes the learning emphasized from the activity, analysis and propriety and loyalty in order to promote
new inputs in this part of the lesson. harmony in society.
4.5 Application (10 minutes). This part is structured to ensure the Write a reaction paper about the core
commitment of the learners to do something to apply their new teaching of Confucianism.
learning in their own environment.

4.6 Assessment (15 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 assessment Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Written work and essay. On your journal
Conferencing Work and Essay, Picture Analysis, write your reflection on how to promote
(Teachers talk to and question Comic Strip, Panel Discussion, harmony through the core teaching of
learners about their learning to Interview, Think-Pair-Share, Reading Confucianism.
gain insights on their
understanding and to progress
and clarify their thinking)

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

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)
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 Make a sketch of a person who

signifies a real gentleman.
4.8 Concluding Activity (5 minutes).
This is usually a brief but affective closing activity such as a strong Identify one trait you think has the core
quotation, a short song, an anecdote, parable or a letter that inspires the teaching of Confucianism.
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.

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 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