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.: Learning Area: PRACTICAL Grade Level: Quarter:2 Duration:2
RESEARCH1 hours
Learning The learner designs a research project related to Code: CS_RS11-IIIc-e-1
Competency/ies: daily life
(Taken from the Curriculum Guide)
Key Concepts / Research is significant because it improves our life conditions and develops critical thinking.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or identify, retrieve, recognize, List three possible research projects related
Remembering
condition of duplicate, list, memorize, repeat, to daily life
The learner can recall information and retrieve
knowing something describe, reproduce
relevant knowledge from long-term memory
with familiarity
Understanding interpret, exemplify, classify, Explain the reason for the research project
gained through
The learner can construct meaning from oral, written summarize, infer, compare, explain, chosen
experience or
and graphic messages paraphrase, discuss
association

Skills Applying execute, implement, demonstrate, Illustrate the possible outcome of the
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, research
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Compare and contrast a life or society with
systematic, and The learner can distinguish between parts and contrast, organize, outline, and without research
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, Debate with classmates why your chosen
complex activities or
Evaluating
The learner can make judgments and justify decisions defend, judge, argue, debate, project is the best or better than theirs
the ability, coming describe, critique, appraise,
from one's evaluate
knowledge, generate, hypothesize, plan, design, Formulate the advantages and
practice, aptitude, Creating
The learner can put elements together to form a develop, produce, construct, disadvantages of the project
etc., to do formulate, assemble, devise
something functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes: Show how to ask

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, Wellness, questions politely
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Respect, Honesty, Personal discipline,
feelings name, point to, reply, select, sit, Study, use Perseverance, Sincerity, Patience,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Critical thinking, Open-mindedness,
emotiona and reacts to a particular phenomenon. Learning outcomes may emphasize Interest, Courteous, Obedience, Hope, Answer
l areas. compliance in responding, willingness to respond, or satisfaction in responding Charity, Fortitude, Resiliency, Positive questions
A settled (motivation). vision, Acceptance, Determined,
way of Independent , Gratitude, Tolerant, politely
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
thinking Cautious, Decisive, Self-Control,
perform, practice, present, read, recite, report, select, tell, write
or feeling Calmness, Responsibility,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Explain the
about Accountability, Industriousness,
from simple acceptance to the more complex state of commitment. Valuing is based
Industry, Cooperation, Optimism,
someone on the internalization of a set of specified values, while clues to these values are
Satisfaction, Persistent, Cheerful,
importance
or expressed in the learner's overt behavior and are often identifiable.
somethin Reliable, Gentle, Appreciation of one’s of research
g,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, culture, Globalism, Compassion, Work
form, initiate, invite, join, justify, propose, read, report, select, share, study Ethics, Creativity, Entrepreneurial
typically
one that 4. Organization - Organizes values into priorities by contrasting different values, Spirit, Financial Literacy, Global, Defend
is resolving conflicts between them, and creating a unique value system. The Solidarity, Making a stand for the
reflected emphasis is on comparing, relating, and synthesizing values. good, Voluntariness of human act, one’s
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of one’s rights, choice of
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Inclusiveness, Thoughtful, Seriousness,
relate, synthesize Generous, Happiness, Modest, project
behavior 5. Internalizing values - (Characterization): Has a value system that controls their Authority, Hardworking, Realistic, Listen
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Flexible, Considerate,
characteristic of the learner. Instructional objectives are concerned with the student's Sympathetic, Frankness attentively
general patterns of adjustment (personal, social, emotional). to others
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, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standard and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
s of in responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for
one's human rights, Gender equality,
perform, practice, present, read, recite, report, select, tell, write
judgment Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is Helping, Oneness
simple acceptance to the more complex state of commitment. Valuing is based on the
importan internalization of a set of specified values, while clues to these values are expressed in
t in life. the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, 3. Makakalikasan
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment,
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Disaster Risk Management,
life on
resolving conflicts between them, and creating a unique value system. The emphasis is Protection of the Environment,
earth,
on comparing, relating, and synthesizing values. Responsible Consumerism,
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Cleanliness, Orderliness, Saving
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, the ecosystem, Environmental
wealth relate, synthesize sustainability
and 5. Internalizing values - (Characterization): Has a value system that controls their 4. Makabansa
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, Peace and order, Heroism and Display civic
and characteristic of the learner. Instructional objectives are concerned with the student's Appreciation of Heroes, National consciousness in
would general patterns of adjustment (personal, social, emotional). Unity, Civic Consciousness, designing a research
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Social responsibility, Harmony, project
eternal practice, propose, qualify, question, revise, serve, solve, verify Patriotism, Productivity
destiny of
millions.
(Intentio
nally add
value to
people
everyday.
)
2. Content Identifying the Inquiry and Stating the Problem

3. Learning Resources Books, Sample Works

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a Contextualizatio
warm-up activity to give the learners zest for the incoming lesson and an
n
idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere. Localization:
Consider/include
here the appropriate
Local Heritage
Themes:
A. Annual Rites,
Festivals, and
4.2 Activity/Strategy (5 minutes). This is an interactive strategy to Rituals
Activity 1.
elicit learner’s prior learning experience. It serves as a springboard for new (Historical/Religio The teacher shows slides containing different
learning. It illustrates the principle that learning starts where the learners us Festivals, Local social/ community problems
are. Carefully structured activities such as individual or group reflective Cultural Festivals,
exercises, group discussion, self-or group assessment, dyadic or triadic Group Collaboration:
Local
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Delicacies/Product
List down topics of your own qualitative
walk and the like may be created. Clear instructions should be considered in s Festivals, Rituals, research. The first column is for the topic, second
this part of the lesson. Wedding Ritual, for the purpose and third for the type of
Palihi Ritual, Burial qualitative research to be used.
4.3 Analysis (__10__ minutes). Essential questions are included to serve Ritual, Why should students design a research project?
as a guide for the teacher in clarifying key understandings about the topic B Literary
What are the issues/ problems in the community
at hand. Critical points are organized to structure the discussions allowing Anthologies Written
In Local Language or school that are subject to research?
the learners to maximize interactions and sharing of ideas and opinions
about expected issues. Affective questions are included to elicit the feelings (BALITAW, BALAK,
of the learners about the activity or the topic. The last questions or points Folktales/ Short
taken should lead the learners to understand the new concepts or skills that Stories, Local Heroes
are to be presented in the next part of the lesson. C. Historical Events,
Enduring Values,
4.4 Abstraction (20 minutes). This outlines the key concepts, important Indigenous Materials,
skills that should be enhanced, and the proper attitude that should be Research is significant because it improves our
Indigenous Cultural
emphasized. This is organized as a lecturette that summarizes the learning
Communities/Indigen life conditions and develops critical thinking.
emphasized from the activity, analysis and new inputs in this part of the
ous People,
lesson.
Indigenous Games
4.5 Application (30 minutes). This part is structured to ensure the D. Topography, Students share their work in class and defend
commitment of the learners to do something to apply their new learning in Flora/ Fauna (Falls, their choices.
their own environment. Mountains, River,
Cave, Trees, Flower,
Fauna
E. Food & Local
products
4.6 Assessment (25 minutes). For the Teacher to: a) Assess whether G. Role Model Family Directions: Examine the following list of topics. If
learning objectives have been met for a specified duration, b) Remediate you decide write about any of these topics,
and/or enrich with appropriate strategies as needed, and c) Evaluate
which among them would you like to focus on?
whether learning intentions and success criteria have been met. (Reminder:
Formative Assessment may be given before, during, or after the lesson). Why do you like that and not others?
Choose any from the Assessment Methods below:
1. Perceptions of the impact of climate
Change
2. Factors that influence people’s decision
3. The appearance and clothing practices of
non-heterosexuals
4. How people construct, manage and
undermine “healthy eating” talk in
dinnertime conversations.

Assessment Method Possible

Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors Play, Oral
are recorded, based on assessment criteria) Presentation, Dance,
Musical
Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview a partner what problem in the society
Interview, Think-
needs research.
Pair-Share, Reading

c) Analysis of Learners’ Products Worksheets for all

(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
 d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (5minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

The students are instructed to do further
readings about research topics and their sources.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes).

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 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. 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: Florante C. Abellaneda School: Garing NHS
Position/Designation: Teacher 1 Division: Cebu Province
Contact Number: 09053785962 Email address: etnarolf28@gmail.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