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.: 3 Learning Area: Personal Development Grade Level: 11 Quarter:1 Duration: 1 hr.
Learning a. classify various developmental tasks according to developmental stage Code:
Competency/ies: b. evaluate one’s development in comparison with persons of the same a. Esp-PD11/12DS-Ic-3.1
(Taken from the Curriculum Guide) age group adulthood. b. EsP-PD11/12DS-Ic
C. list ways to become a responsible adolescent prepared for adult life -3.2
c. EsP-PD11/12DS-Ic-3.3
Key Concepts / -various developmental tasks according to developmental stage
Understandings to be - one’s development in comparison with persons of the same age group adulthood.
- responsible adolescent prepared for adult life
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,
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
through experience
Understanding interpret, exemplify, classify, Classify various developmental tasks
The learner can construct meaning from oral, written and summarize, infer, compare,
or association according to developmental stage.
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, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline,
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating coordinate, measure, detect, defend, Evaluate one’s development in
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming comparison with persons of the
critique, appraise, evaluate
from one's same age group adulthood.
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do develop, produce, construct,
The learner can put elements together to form a
something formulate, assemble, devise
functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
feelings name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical Practice ways
emotiona reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
Interest, Courteous, Obedience,
to become a
l areas. responding, willingness to respond, or satisfaction in responding (motivation).
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude, Resiliency, responsible
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance, adolescent
thinking Determined, Independent , prepared for
or feeling Gratitude, Tolerant, Cautious,
Decisive, Self-Control, Calmness,
adult life.
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
someone Responsibility, Accountability, .
simple acceptance to the more complex state of commitment. Valuing is based on the Industriousness, Industry,
or internalization of a set of specified values, while clues to these values are expressed in the
somethin Cooperation, Optimism,
learner's overt behavior and are often identifiable. Satisfaction, Persistent, Cheerful,
g,
typically
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of
one that initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism,
is 4. Organization - Organizes values into priorities by contrasting different values, resolving Compassion, Work Ethics,
reflected conflicts between them, and creating a unique value system. The emphasis is on Creativity, Entrepreneurial Spirit,
in a comparing, relating, and synthesizing values. Financial Literacy, Global,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Solidarity, Making a stand for the
behavior explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, good, Voluntariness of human act,
synthesize Appreciation of one’s rights,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Inclusiveness, Thoughtful,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Seriousness, Generous, Happiness,
the learner. Instructional objectives are concerned with the student's general patterns of Modest, Authority, Hardworking,
adjustment (personal, social, emotional). Realistic, Flexible, 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:
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, Love of God, Faith, Trusting, Ask God the
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of guidance all the
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
time .God is always
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding there for you.
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help,
judgment label, perform, practice, present, read, recite, report, select, tell, write
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
importan from simple acceptance to the more complex state of commitment. Valuing is based
t in life. 2. Maka-tao
on the internalization of a set of specified values, while clues to these values are
Concern for Others, Respect for
expressed in the learner's overt behavior and are often identifiable.
Go human rights, Gender equality,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Family Solidarity, Generosity,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Helping, Oneness
learner’s
4. Organization - Organizes values into priorities by contrasting different values,
life on
resolving conflicts between them, and creating a unique value system. The
earth,
emphasis is on comparing, relating, and synthesizing values. 3. Makakalikasan
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Care of the environment, Disaster
than explain, formulate, generalize, identify, integrate, modify, order, organize, Risk Management, Protection of the
wealth prepare, relate, synthesize Environment, Responsible
and 5. Internalizing values - (Characterization): Has a value system that controls their Consumerism, Cleanliness,
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Orderliness, Saving the ecosystem,
and characteristic of the learner. Instructional objectives are concerned with the Environmental sustainability
would student's general patterns of adjustment (personal, social, emotional).
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, 4. Makabansa
eternal practice, propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
destiny of Appreciation of Heroes, National
millions Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content The skills and tasks appropriate for middle and late adolescence, and preparatory to
early adulthood.
3. Learning Resources *Personal Development Module
*CG
4. Procedures
4.1 Introductory Activity (____ 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 Teacher shows a picture of a pregnant mom, a baby,
the incoming lesson and an idea about what it to follow. One principle in learning is that learning
a pre-school child, a 12 year old boy, senior high
occurs when it is conducted in a pleasurable and comfortable atmosphere.
students, a teacher and the old woman
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Role play
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 or 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 (____ minutes). Essential questions are included to serve as a guide for the What is your feelings while doing the role playing?
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 What are the tasks of the middle and late
opinions about 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 adolescence?
to understand the new concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should
be enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette Why is it important that the middle and late
that summarizes the learning emphasized from the activity, analysis and new inputs in this part of
adolescence should perform their tasks and skills?
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. Concept Mapping

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been Teacher prepares the worksheet on
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) developmental tasks of being in Grade 11.
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 Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, 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 What are the ways to become a responsible
understanding and to progress and clarify their adolescents in preparation for adult life?
thinking)
 c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

d) Tests Skill Performance Test, Open-Ended Question, Pen and Paper Test
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz Direction: Read the following developmental
skill or knowledge of content) task and identify the developmental stage does
it belong.
1. Achieving mature relations with both sexes
2. Meeting social and civic obligations
3. Adjusting to aging parents
4. Managing a home
5. Learning an appropriate sex role

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

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

Write a short description in every stages of
development from infancy to old age.
 Enhancing / improving the day’s lesson

 Preparing for the new lesson What are the changes and challenges face by
the adolescence?
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Everybody sings the song “The Power of Love”.
parable or a letter that inspires the learners to do something to practice their new learning.
Usually in the adolescence stage, they want to
express their love through singing.

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. Reflection 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
s 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: MARY SOCCOUR T. POLINAR School: LIBERTAD NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 1 Division: BOGO CITY
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