Вы находитесь на странице: 1из 5

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: P.E and Health Grade Level: 11 Quarter:1st Duration:1 week
Learning Competency/ies: Relates health behaviors (eating habits, sleep and stress Code:
(Taken from the Curriculum Guide) management) to health risks factors and PA performance PEH11FH-Id-3
Key Concepts / Health behaviors to health risks factors and PA performance.
Understandings to be
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, duplicate, list, memorize,
of knowing The learner can recall information and retrieve relevant repeat, describe, reproduce
something with knowledge from long-term memory
familiarity gained interpret, exemplify, classify, summarize, infer, Explain the health
through experience
Understanding
The learner can construct meaning from oral, written and compare, explain, paraphrase, discuss behaviors to health risks
or association factors and PA
graphic messages
performance.

Skills Applying execute, implement, demonstrate, dramatize, interpret,


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

Attitude Categories: List of Attitudes:


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

2. Content Exercise for Fitness


A. Aerobic activities
B. Muscle- and- bone strengthening activities (resistance training)
3. Learning Resources CG, LM, Video Clips,Pictures, TG

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 the incoming lesson Describe the person in the picture:
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 Ask: What may have caused the person to be
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 that way?
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 teacher in Ask: What possible common health practices are
clarifying key understandings about the topic at hand. Critical points are organized to structure the discussions commonly practiced that may lead to health risk
allowing the learners to maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the activity or the topic. The last issue?
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 (____ 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.
HEALTH BEHAVIOR:
 Eating habits
 Sleep Management
 Stress Management
RISK FACTOR:
 Hypertension
 Smoking
 Alcohol Consumption
 Weight Loss/Gain
 Eating Disorder
 Lack of exercise
 Sedentary Lifestyle
 Unhealthy Dietary Practices
 High Level of Stress

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners to do Present pictures of different health behavior
something to apply their new learning in their own environment. resulting health risk.

BEFORE AFTER

Pic. of eating Pic. Of an Obsessed


disorder person.

4.6 Assessment (___ 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 Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group Role play about the various bad health habits and find ways/
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor & solution towards maintaining good health habits.
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, 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
understanding and to progress and clarify their
thinking)

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


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

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

 Reinforcing / strengthening the day’s lesson Cut-out 2 pictures of unhealthy dietary practices
from the magazine or news paper. Make your
output creatively.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).


This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, ”EAT WELL LIVE WELL”
parable or a letter that inspires the learners to do something to practice their new learning.
“Be Fit and Be Right”= fit n right

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. 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: MARY SOCCOUR T. POLINAR School: LIBERTAD NHS
Position/Designation:TEACHER 1 Division:BOGO CITY
Contact Number:09353760813 Email address:soczz05boo@yahoo.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