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.: 04 Learning Area: Understanding Culture, Grade Level: 11 Quarter: Duration: 60 mins
Society and Politics 2nd
Learning Competency/ies: Code:
(Taken from the Curriculum Evaluate how functions of education affect the lives of people in UCSP11/12HSO-IIf-26
Guide) society
Key Concepts /
Understandings to be Cultural, social and political institutions as set of norms and patterns of behavior
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,
association The learner can construct meaning from exemplify,
oral, written and graphic messages classify, Discuss the function of education
summarize, infer, and its effect to the lives of the
compare, explain, people in society
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, Design a graphic organizer
one's The learner can put elements plan, design, develop, which entails the effect of
knowledge, together to form a functional whole, produce, construct, education to the lives of the
practice, create a new product or point of view formulate, assemble, people
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 Sincerity, Patience,
way of 2. Responding to Phenomena - Active participation on the Critical thinking, Open-
thinking part of the learners. Attends and reacts to a particular mindedness, Interest,
or feeling phenomenon. Learning outcomes may emphasize Courteous, Obedience,
about compliance in responding, willingness to respond, or Hope, Charity,
someone satisfaction in responding (motivation). Fortitude, Resiliency,
or Behavioral Verbs: aid, answer, assist, comply, conform, Positive vision,
somethin discuss, greet, help, label, perform, practice, present, Acceptance,
g, read, recite, report, select, tell, write Determined,
typically 3. Valuing - Attaches to a particular object, phenomenon, or Independent ,
one that behavior. This ranges from simple acceptance to the more Gratitude, Tolerant,
is complex state of commitment. Valuing is based on the Cautious, Decisive,
reflected internalization of a set of specified values, while clues to Self-Control,
in a these values are expressed in the learner's overt behavior Calmness,
persons and are often identifiable. Responsibility,
behavior Behavioral Verbs: work, complete, demonstrate, Accountability,
differentiate, explain, follow, form, initiate, invite, join, Industriousness,
justify, propose, read, report, select, share, study Industry, Cooperation,
4. Organization - Organizes values into priorities by Optimism, Satisfaction,
contrasting different values, resolving conflicts between Persistent, Cheerful, Identify the
them, and creating a unique value system. The emphasis Reliable, Gentle, effects of
is on comparing, relating, and synthesizing values. Appreciation of ones education in
Behavioral Verbs: adhere, alter, arrange, combine, culture, Globalism, the
compare, complete, defend, explain, formulate, Compassion, Work livelihood of
generalize, identify, integrate, modify, order, organize, Ethics, Creativity, the people
prepare, relate, synthesize Entrepreneurial Spirit,
5. Internalizing values - (Characterization): Has a value Financial Literacy,
system that controls their behavior. The behavior is Global, Solidarity,
pervasive, consistent, predictable, and most importantly, Making a stand for the
characteristic of the learner. Instructional objectives are good, Voluntariness of
concerned with the student's general patterns of adjustment human act,
(personal, social, emotional). Appreciation of ones
Behavioral Verbs: act, discriminate, display, influence, rights, Inclusiveness,
listen, modify, perform, practice, propose, qualify, Thoughtful,
question, revise, serve, solve, verify 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,
learners 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
millions values. Peace and order,
Behavioral Verbs: adhere, alter, arrange, combine, Heroism and
compare, complete, defend, explain, formulate, Appreciation of Heroes, Initiate social
generalize, identify, integrate, modify, order, National Unity, Civic responsibility
organize, prepare, relate, synthesize Consciousness, Social towards
5. Internalizing values - (Characterization): Has a responsibility, education
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 Functions of Education in Society

3. Learning Resources CG, video clips, laptop/computer, meta cards

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 incoming lesson Review on the mission and vision of the
and an idea about what it to follow. One principle in learning is that department of education
learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.
4.2 Activity (10 minutes). This is an interactive strategy to elicit
learners prior learning experience. It serves as a springboard for
new learning. It illustrates the principle that learning starts where the Present a video on the role and function of
learners are. Carefully structured activities such as individual or education. Ask the students what was the
group reflective exercises, group discussion, self-or group message of the video. You may solicit
assessment, dyadic or triadic interactions, puzzles, simulations or opinions/form groupings.
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 (10 minutes). Essential questions are included to serve Guide Questions:
as a guide for the teacher in clarifying key understandings about the
topic at hand. Critical points are organized to structure the What are the functions of education?
discussions allowing the learners to maximize interactions and (Formal and informal)
sharing of ideas and opinions about expected issues. Affective How does education affect the lives
questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead of the people in society?
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,
important skills that should be 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 inputs in this part of the lesson.
Class activity: Distribute meta cards by
group. Let them evaluate the functions of
education towards individual and society.
4.5 Application (10 minutes). This part is structured to ensure the Groupings: Create a graphic organizer based
commitment of the learners to do something to apply their new on the concept of the group on functions and
learning in their own environment. role of education.

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, 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
Conferencing Work and Essay, Picture Analysis,
(Teachers talk to and question Comic Strip, Panel Discussion, Written works and essays. Reflect on
learners about their learning to Interview, Think-Pair-Share, Reading how education helps on the lives of the
gain insights on their people in the society.
understanding and to progress
and clarify their thinking)
c) Analysis of Learners Worksheets for all subjects, Essay,
Products Concept Maps/Graphic Organizer,
(Teachers judge the quality of Project, Model, Artwork, Multi-media
products produced by learners Presentation, Product made in
according to agreed criteria) technical-vocational subjects
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 (5 minutes). Fill-in below any of the four purposes:

Reinforcing / strengthening the days lesson

On your journal, write down how
education had affected the lives of the
people in your community.

Enriching / inspiring the days lesson

Enhancing / improving the days lesson

Preparing for the new lesson

4.8 Concluding Activity (5 minutes). Inspiring Quotes
This is usually a brief but affective closing activity such as a strong Education is the most powerful weapon
quotation, a short song, an anecdote, parable or a letter that inspires the which you can use to change the world.
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 students 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: Montaeza 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