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3.) Evaluate whether learning intentions and succes criteria have been met.

(Reminder: Formative Assessment maybe given before, during, or after the lesson.)

Assignment
Reinforcing / strengthening the day's lesson
(___2_ minutes

Note: Fill-in any of the four purposes Enriching / inspiring the day's lesson

Enhancing / improving the day's lesson

Preparing for the new lesson

Concluding Activity
(__3__ minutes

This is usually a brief but affective closing activity such as a strong quatation, a short song, an anecdote, parable or a letter that inspires the
learners to do something to practice their new learning.

Remarks

Prepared by:
Name : JESSICA M. NGOHO
Position / Designation : MASTER TEACHER 1
Contact Number : 9434390959
A checking of assessment will be done right away to check if the learning intention is successful.

Reflect to the social ideas of the Filipino Individuals by writing a reflection essay.

A quote from Jose Rizal's view of the society will be presented.

School : MACTAN NATIONAL HIGH SCHOOL


Division : LAPU-LAPU CITY
Email Address : ngohojess81@gmail.com
ul.
Intructional Plan (iPlan) Template
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Learning Area: Disciplines and Ideas in Social Sciences Grade Level: 11
DLP No.: 2 Quarter: IV Date: 8/11/2016 Duration: 60 minutes
Learning Code:
Competency/ies: (Taken Value the role of interpersonal relations in Philippine culture.
Keythe
from Concepts /
Curriculum Guide) HUMSS_DISII-Ive-2
Understandings to be Social Sciences rooted in Filipino language/s and experience
Developed Adaptive Cognitive Process Dimensions
Learning Objectives Knowledge

The learner can recall

g
information and retrieve

r in
relevant knowledge from long- Cite some the different role of interpersonal

be
term memory; Identify, retrieve,
relations in the Philippine Culture.

em
recognize, duplicate, list,
The factor memorize, repeat, describe,
condition of m reproduce
Re
knowing
something
with
familiarity
gained
through
g

The learner can construct


in

experience meaning from oral, written and


nd

graphic messages: interpret,


or
sta

exemplify, classify, summarize,


infer, compare, explain,
er

association paraphrase, discuss


d
Un

Skills

The learner can use information


to undertake a procedure in
g

familiar situations or in a new interpret the different role of interpersonal


yin

way: execute, implement,


relations in the Philippine Culture.
pl

demonstrate, dramatize,
Ap

interpret, solve, use, illustrate,


convert, discover
The ability and
capacity
acquired
through
deliberate,
systematic,
and sustained
effort to
The learner can distiguish
smoothly and between parts and determine
adaptively how they relate to one another,
g
in

and to the overall structure and


carryout
yz

purpose: differentiate,
complex
al

distignuish, compare, contrast,


An

organize, outline, attribute,


activities or … deconstruct
the ability,
coming from
one's
knowledge,
practice,
adaptively how they relate to one another,
and to the overall structure and
carryout purpose: differentiate,
complex distignuish, compare, contrast,
organize, outline, attribute,
activities or … deconstruct
the ability,
coming from
one's
knowledge,
practice,
aptitude, etc.,
to do
something The learner can make judgments

g
and justify decisions: coordinate,

tin
measure, detect, defend, judge,

ua
argue, debate, describe,

al
critique, appraise, evaluate

Ev
The learner can put elements
together to form a functional

g
whole, create a new produt or

tin
point of view: generate,
ea hypothesize, plan, design,
develop, produce, construct,
Cr
formulate, assemble, device

A settled way of thinking or feeling about someone or Appreciate the one's role of interpersonal
Attitude something, typically one that is reflected in a person's
behavior: relations in Philippine Culture.

Values (RA 8491)


*
Maka-Diyos
A learner's principles or standards of
behavior; one's judgment of what is
important in life.
Maka-Tao

*
Go beyond learner's life on earth, Maka-kalikasan
include more than wealth and fame,
and would affect the eternal destiney
of millions. Maka-bansa
develop open-mindedness on Philippine
culture
Content Filipino Social Thinkers

Resources Needed Listing of all resources needed CG, INTERNET RESOURCES, REFERENCE BOOK, MULTI-MEDIA

Methodology
Introductory Activity
(_5___ minutes
Using pictures display of different cultures, the students will visit
This part introduces the lesson content. Although at times optional, it is each picture and will cite some of the interpersonal relations of man
usually included to serve as a warm-up activity to give the learners zest for
the incoming lesson and an idea about what it to follow. One principle in to its culture.
learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.

Activity

1. The class will be grouped into 3, and will prepare an interpretation


of the role of interpersonal relations of Philippine Cultures. 2.
Presentation
(___5_ minutes

This is an interactive strategy to elicit learner's prior learning experience. It 1. The class will be grouped into 3, and will prepare an interpretation
serves as springboard for new learning. It illustrates the principle that learning of the role of interpersonal relations of Philippine Cultures. 2.
starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self or group assessment, Presentation
dyadic or triadic interactions, puzzles, simulations or role-plauy, cybernetics
exersice, gallery walk and the like may be created. Clear instructions shoudl be
considered in this part of the lesson.

Analysis Guide Questions:


(__20__ 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 discussins allowing the learners to maximize 1. What do you feel about the activity? 2. What have learned in the
interactions & sharing of ideas and opinions abut expected issues. Affective
questions are included to elicit the feelings of the learners about the activity
activity? 3. What is your realization after the presentation?
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

Abstraction
(___20_ minutes

The teacher will be having a lecturette on the value of the role of


This outlines the key concepts, important skills that should be enhanced, and interpersonal relations in Philippine Culture.
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.

Application
(_5___ minutes Role Play on the different role of interpersonal relations in Philippine
This part is structured to ensure the commitment of the learners to do
Culture.
somethiong to apply their new learning in their own environment.

Assessment
(___5_ minutes. For the teachers to:

1.) Assess whether learning objectives have been met for a specified duration.

2.) Remediate and / or enrich with appropriate strategies as needed

3.) Evaluate whether learning intentions and succes criteria have been met.
A checking of assessment will be done right away to check if the
(Reminder: Formative Assessment maybe given before, during, or after the
learning intention is successful.
lesson.)

Assignment Reinforcing / strengthening


(___2_ minutes the day's lesson

Note: Fill-in any of the four purposes


Enriching / inspiring the day's Reflect to the social ideas of the Filipino Individuals by writing a
lesson reflection essay.
Enhancing / improving the
day's lesson

Preparing for the new lesson

Concluding Activity

Post-Classroom Management
(__3__ minutes
Post-Classroom Management
This is usually a brief but affective closing activity such as a strong quatation, a
short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.

Remarks

Reflections:

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
D. No.caught up with
of learners whothe
continue to require
remediation.
E. Which of my learning
strategies worked well? Why
did thesedifficulties
F. What work? did I
encounter which my principal
or
G. supervisor can help
What innovation or me to
localized materials did I
use/discover which I wish to
Prepared by:
Name : JESSICA M. NGOHO School : MACTAN NATIONAL HIGH SCHOOL
Position / Designation : MASTER TEACHER 1 Division : LAPU-LAPU CITY
Contact Number : 9434390959 Email Address : ngohojess81@gmail.com

Concluding Activity

Appendices: (attach all materials that will be used)

1.) Activity Sheet :


2.) Formative Assessment :
3.) Answer Key :
4.) Handouts :
5.) Power Point Presentation :
6.) Others :
Affective: Growth in feelings or emotional areas (Attitiude)
Receiving Responding to Valuing Organizing Internalizing Values
Phenomena Phenomena
ask comply demonstrate arrange display

List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Kindness Helping Cleanliness Peace and order

Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K to 12 CG)


The following verbs cannot be
measured or are redundant. They Behavioral terms that are NOT
should be avoided when writing measurable and do NOT meet ANCC's
objectives: criteria for approval. Acceptance

Awareness of Communicate
11
60 minutes
Code:
HUMSS_DISII-Ive-2

rent role of interpersonal


ippine Culture.

ent role of interpersonal


ippine Culture.
e's role of interpersonal
Philippine Culture.

ndedness on Philippine
culture

MULTI-MEDIA

the students will visit


personal relations of man

prepare an interpretation
ppine Cultures. 2.
What have learned in the
e presentation?

he value of the role of


.

nal relations in Philippine

away to check if the

ividuals by writing a
TIONAL HIGH SCHOOL

1@gmail.com
om K to 12 CG)

nce
Intructional Plan (iPlan) Template
(With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Learning Area: Disciplines and Ideas in Applied Social Sciences Grade Level:
DLP No.: 3 Quarter: I Date: 8/11/2016 Duration:
Learning Competency/ies: Identify the goals and scope of communication
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Discipline of Communication
Developed Adaptive Cognitive Process Dimensions
Learning Objectives Knowledge
The learner can recall

g
information and retrieve

rin
relevant knowledge from

be
long-term memory; Identify each goals and scope of com

em
Identify, retrieve, recognize,
duplicate, list, memorize,

m
repeat, describe, reproduce

Re
The factor
condition of
knowing
something with
familiarity
gained through The learner can construct
experience or
g
in
meaning from oral, written
d

and graphic messages:


association
an

interpret, exemplify,
rst

classify, summarize, infer,


de

compare, explain,
paraphrase, discuss
Un

Skills

The learner can use


information to undertake a
procedure in familiar
ng

situations or in a new way:


discover th e goals and scope of com
lyi

execute, implement,
p

demonstrate, dramatize,
Ap

interpret, solve, use,


illustrate, convert, discover

The ability and


capacity acquired
through
deliberate,
systematic, and
sustained effort to The learner can distiguish
between parts and
smoothly and determine how they relate
g

adaptively to one another, and to the


in

overall structure and


yz

carryout complex purpose: differentiate,


al

activities or … the distignuish, compare,


An

contrast, organize, outline,


ability, coming attribute, deconstruct
from one's
knowledge,
practice, aptitude,
etc., to do
something
smoothly and determine how they relate
adaptively to one another, and to the
overall structure and
carryout complex purpose: differentiate,
activities or … the distignuish, compare,
contrast, organize, outline,
ability, coming attribute, deconstruct
from one's
knowledge,
practice, aptitude,
etc., to do
something

The learner can make


judgments and justify

g
decisions: coordinate,

tin
measure, detect, defend,

ua
judge, argue, debate,

al
describe, critique, appraise,

Ev
evaluate

The learner can put


elements together to form
a functional whole, create a

g
new produt or point of

tin
view: generate,

ea
hypothesize, plan, design,
develop, produce,

Cr
construct, formulate,
assemble, device

A settled way of thinking or feeling about someone or Appreciation the study of the
Attitude something, typically one that is reflected in a person's
behavior: communicatio

Values (RA 8491)


*
Maka-Diyos
A learner's principles or standards of behavior;
one's judgment of what is important in life.
Maka-Tao
Oneness of the learners in studying
communicatio
*
Maka-kalikasan
Go beyond learner's life on earth, include
more than wealth and fame, and would affect
the eternal destiney of millions.
Maka-bansa

Content Communication

Resources Needed Listing of all resources needed CG, INTERNET RESOURCES, REFERENCE BOOK, MULTI-MEDIA, P

Methodology
Introductory Activity
(_5___ minutes

Using 4 pics 1 word, the learner will unlock the goals and
This part introduces the lesson content. Although at times optional, it is usually included to through taking the main concept of the pictures.
serve as a warm-up activity to give the learners zest for the 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.

Activity
(__5__ minutes

Interactive learning wherein learners are expected to sha


they have discovered on the 4pics 1word activity.
This is an interactive strategy to elicit learner's prior learning experience. It serves as Interactive learning wherein learners are expected to sha
springboard for new learning. It illustrates the principle that learning starts where the learners they have discovered on the 4pics 1word activity.
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-plauy, cybernetics exersice, gallery walk and the like may be created. Clear instructions
shoudl be considered in this part of the lesson.

Analysis Guide Questions:


(___20_ minutes

Essential questions are included to serve as a guide for the teacher in clarifying key The learners will identify the goals and scope of commun
understandings about the topic at hand. Critical points are organized to structure the
discussins allowing the learners to maximize interactions & sharing of ideas and opinions abut Question: What do you think are the goals and scope of c
expected issues. Affective questions are included to elicit the feelings of the learners about of Ideas.
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

Abstraction
(__20__ minutes

Teachers lecturette to further explain the goals and scope


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.

Application Grouping will be facilitated for the group presentation on


(__20__ minutes and scope of communication. Students will be given much
present their output.Rubrics will be presented before the
This part is structured to ensure the commitment of the learners to do somethiong to apply learners.Critiquing and feedbacking of the presentation d
their new learning in their own environment. the rubrics.
Assessment
(__5__ minutes. For the teachers to:

1.) Assess whether learning objectives have been met for a specified duration.

2.) Remediate and / or enrich with appropriate strategies as needed Writing an essay of appreciation on the proce

3.) Evaluate whether learning intentions and succes criteria have been met.

(Reminder: Formative Assessment maybe given before, during, or after the lesson.)

Assignment Reinforcing / strengthening the


(__2__ minutes day's lesson

Enriching / inspiring the day's


Note: Fill-in any of the four purposes
lesson What are the principles of communication.

Enhancing / improving the day's


lesson

Preparing for the new lesson

Concluding Activity
(__3__ minutes
Setting up the classroom for the next subject.
This is usually a brief but affective closing activity such as a strong quatation, a short song, an
anecdote, parable or a letter that inspires the learners to do something to practice their new
learning.
Setting up the classroom for the next subject.
This is usually a brief but affective closing activity such as a strong quatation, a short song, an
anecdote, parable or a letter that inspires the learners to do something to practice their new
learning.

Remarks

Reflections:

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
D. No.the
of lesson.
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 to
G. What solve? or localized
innovation
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Name : JESSICA M. NGOHO School :
Position / Designation : MASTER TEACHER 1 Division :
Contact Number : 9434390959 Email Address :

Concluding Activity

Appendices: (attach all materials that will be used)

1.) Activity Sheet :


2.) Formative Assessment :
3.) Answer Key :
4.) Handouts :
5.) Power Point Presentation :
6.) Others :
Affective: Growth in feelings or emotional areas (Attitiude)
Responding to
Receiving Phenomena Valuing Organizing
Phenomena
ask comply demonstrate arrange

List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Kindness Helping Cleanliness Peace and order

Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K


The following verbs cannot be measured or
are redundant. They should be avoided when Behavioral terms that are NOT measurable and
do NOT meet ANCC's criteria for approval.
writing objectives: Acceptance

Awareness of Communicate
Grade Level: 12
Duration: 60 minutes
Code:
HUMSS_DIASSI2-Ih-28

each goals and scope of communication

th e goals and scope of communication


ppreciation the study of the goals and scope of
communication

ss of the learners in studying the goals and scope of


communication

RENCE BOOK, MULTI-MEDIA, PICTURES

er will unlock the goals and scope of communication


ept of the pictures.

earners are expected to share their ideas on what


4pics 1word activity.
goals and scope of communication through Guide
are the goals and scope of communication? Sharing

explain the goals and scope of communication.

r the group presentation on the discovered goals


Students will be given much time to prepare and
will be presented before the presentation of the
acking of the presentation done by the learner using

of appreciation on the processed lesson.

mmunication.

he next subject.
he next subject.

MACTAN NATIONAL HIGH SCHOOL


LAPU-LAPU CITY
ngohojess81@gmail.com
Internalizing Values
display

t of Attitudes (from K to 12 CG)

Acceptance
Intructional Plan (iPlan) Te
(With inclusion of the provisions of DepEd Or
DETAILED LESSON PLAN
Learning Area: Disciplines and Ideas in Applied Social Sciences
DLP No.: 4 Quarter: I
Learning Competency/ies: (Taken from the Demonstrate comprehension of the principles of communication.
Curriculum Guide)
Key Concepts / Understandings to be
Developed Discipline of Communication
Adaptive Cognitive Process Dimensions
Learning Objectives Knowledge

g
r in
be
em
m
Re
The factor condition of
knowing something
with familiarity gained
through experience or
association

g
in
nd
sta
d er
Un

Skills ng
lyi
p
Ap

The ability and capacity


acquired through deliberate,
systematic, and sustained
effort to smoothly and
g

adaptively carryout complex


in
yz

activities or … the ability,


al

coming from one's


An

knowledge, practice,
aptitude, etc., to do
something
effort to smoothly and
adaptively carryout complex
activities or … the ability,
coming from one's
knowledge, practice,
aptitude, etc., to do
something

g
tin
ua
al
Ev

g
tin
ea
Cr
Attitude A settled way of thinking or feeling about someone or something, typica
reflected in a person's behavior:

Values
*
A learner's principles or standards of behavior; one's judgment of what
is important in life.

*
Go beyond learner's life on earth, include more than wealth and fame,
and would affect the eternal destiney of millions.

Content Communication

Resources Needed Listing of all resources needed

Methodology
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 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.

Activity
(___5_ minutes
This is an interactive strategy to elicit learner's prior learning experience. It serves as 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-plauy, cybernetics exersice, gallery walk and the like may be created.
Clear instructions shoudl be considered in this part of the lesson.

Analysis
(__5__ 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 discussins allowing the learners to maximize interactions & sharing of ideas and opinions abut 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

Abstraction
(__20__ 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.

Application
20

This part is structured to ensure the commitment of the learners to do somethiong to apply their new learning in their own environment.

Assessment
(_5___ minutes. For the teachers to:

1.) Assess whether learning objectives have been met for a specified duration.

2.) Remediate and / or enrich with appropriate strategies as needed

3.) Evaluate whether learning intentions and succes criteria have been met.

(Reminder: Formative Assessment maybe given before, during, or after the lesson.)

Assignment
Reinforcing / strengthening the day's lesson
(__2__ minutes

Note: Fill-in any of the four purposes Enriching / inspiring the day's lesson

Enhancing / improving the day's lesson

Preparing for the new lesson

Concluding Activity
(__3__ minutes

This is usually a brief but affective closing activity such as a strong quatation, a short song, an anecdote, parable or a letter that inspires the
learners to do something to practice their new learning.
This is usually a brief but affective closing activity such as a strong quatation, a short song, an anecdote, parable or a letter that inspires the
learners to do something to practice their new learning.

Remarks

Prepared by:
Name : JESSICA M. NGOHO
Position / Designation : MASTER TEACHER 1
Contact Number : 9434390959

Concluding Activity

Appendices: (attach all materials that will be used)

1.) Activity Sheet :


2.) Formative Assessment :
3.) Answer Key :
4.) Handouts :
5.) Power Point Presentation :
6.) Others :
Intructional Plan (iPlan) Template
With inclusion of the provisions of DepEd Order No. 8, s. 2015)
DETAILED LESSON PLAN (DLP)
Grade Level: 12
Date: 8/11/2016 Duration: 60 minutes
Code:
of communication.
HUMSS_DIASSI2-Ih-29
g

The learner can recall information and


in
er

retrieve relevant knowledge from long-


term memory; Identify, retrieve, recognize, Identify the principles of communication
duplicate, list, memorize, repeat, describe,
reproduce
g
in

The learner can construct meaning from


nd

oral, written and graphic messages:


interpret, exemplify, classify, summarize,
infer, compare, explain, paraphrase,
discuss

The learner can use information to


undertake a procedure in familiar
g
yin

situations or in a new way: execute,


implement, demonstrate, dramatize, demonstrate comprehension of the principle of communication
interpret, solve, use, illustrate, convert,
discover

The learner can distiguish between parts


and determine how they relate to one
g
in

another, and to the overall structure and


yz

purpose: differentiate, distignuish,


al

compare, contrast, organize, outline,


attribute, deconstruct
and determine how they relate to one
another, and to the overall structure and
purpose: differentiate, distignuish,
compare, contrast, organize, outline,
attribute, deconstruct
g

The learner can make judgments and


justify decisions: coordinate, measure,
detect, defend, judge, argue, debate,
describe, critique, appraise, evaluate

The learner can put elements together to


form a functional whole, create a new
ng

produt or point of view: generate,


hypothesize, plan, design, develop,
produce, construct, formulate, assemble,
device

feeling about someone or something, typically one that is


vior: Compare on each principles of communication

(RA 8491)
Maka-Diyos

Maka-Tao Oneness of the learners in studying principles of communication

Maka-kalikasan

Maka-bansa

CG, INTERNET RESOURCES, REFERENCE BOOK, MULTI-MEDIA, PICTURES

Methodology

Using 4 pics 1 word, the learner will unlock the different principles of communication through taking the main concept of the
pictures.

Interactive learning wherein learners are expected to share their ideas on what they have discovered on the 4pics 1word
activity.
Interactive learning wherein learners are expected to share their ideas on what they have discovered on the 4pics 1word
activity.

Guide Questions:

The learners will identify the difference of each principles of communication through Guide Question: What difference do you
see on each disciplines as you go over the picture again? Sharing of Ideas.

Teachers lecturette to further explain each principles of communication.

Grouping will be facilitated for the dramatization of each principles. Students will be given much time to prepare and present
their output.Rubrics will be presented before the presentation of the learners.Critiquing and feedbacking of the presentation
done by the learner using the rubrics.

Writing a reflection on the processed lesson.

What are the core values of communication.

Setting up the classroom for the next subject.


Setting up the classroom for the next subject.

School : MACTAN NATIONAL HIGH SCHOOL


Division : LAPU-LAPU CITY
Email Address : ngohojess81@gmail.com
es

HUMSS_DIASSI2-Ih-29

n
unication

of communication

taking the main concept of the

overed on the 4pics 1word


uestion: What difference do you

ch time to prepare and present


eedbacking of the presentation

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