Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: EAPP Grade Level: 12 Quarter: 1 Duration: 1hr.

Learning Competency/ies: Present a novel concept or project with accompanying visuals/graphic aids Code:
(Taken from the Curriculum Guide) CS_EN11/12A-EAPP-
Ig -j-24
Key Concepts / The creation of novel concept or project with accompanying visuals/graphic aids allows the
learner to become more creative and to develop their analytical skills.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 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, Discuss what a novel concept /
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss project is.

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, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating Produce a novel concept
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise /project accompanying
something
visual/graphic aids.

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, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. Patience, Critical thinking, Open-
A settled 2. Responding to Phenomena - Active participation on the part of the learners. Attends and mindedness, Interest, Courteous,
way of reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Obedience, Hope, Charity, Fortitude,
thinking responding, willingness to respond, or satisfaction in responding (motivation). Resiliency, Positive vision,
or feeling Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Acceptance, Determined,
about practice, present, read, recite, report, select, tell, write Independent , Gratitude, Tolerant,
someone Cautious, Decisive, Self-Control,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
or Calmness, Responsibility,
acceptance to the more complex state of commitment. Valuing is based on the internalization
something Accountability, Industriousness,
of a set of specified values, while clues to these values are expressed in the learner's overt
, typically Industry, Cooperation, Optimism,
behavior and are often identifiable.
one that is Satisfaction, Persistent, Cheerful,
reflected Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Reliable, Gentle, Appreciation of
in a initiate, invite, join, justify, propose, read, report, select, share, study one’s culture, Globalism,
person’s 4. Organization - Organizes values into priorities by contrasting different values, resolving Compassion, Work Ethics, Creativity,
behavior conflicts between them, and creating a unique value system. The emphasis is on comparing, Entrepreneurial Spirit, Financial
relating, and synthesizing values. Literacy, Global, Solidarity, Making a
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, stand for the good, Voluntariness of
human act, Appreciation of one’s
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize
 5. Internalizing values - (Characterization): Has a value system that controls their behavior. The rights, Inclusiveness, Thoughtful, Display
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Seriousness, Generous, Happiness,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Modest, Authority, Hardworking, cooperation
(personal, social, emotional). Realistic, Flexible, Considerate, while
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Sympathetic, Frankness
writing the
propose, qualify, question, revise, serve, solve, verify
novel
concept/pro
ject.

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 truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, Family Practice
simple acceptance to the more complex state of commitment. Valuing is based on the
important Solidarity, Generosity, Helping,
in life.
internalization of a set of specified values, while clues to these values are expressed in
Oneness oneness
the learner's overt behavior and are often identifiable.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, during group
Go activity.
form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond
4. Organization - Organizes values into priorities by contrasting different values,
learner’s
resolving conflicts between them, and creating a unique value system. The emphasis is
life on
on comparing, relating, and synthesizing values.
earth,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth relate, synthesize 3. Makakalikasan
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their Care of the environment, Disaster Risk
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Management, Protection of the
affect the characteristic of the learner. Instructional objectives are concerned with the student's Environment, Responsible
eternal general patterns of adjustment (personal, social, emotional). Consumerism, Cleanliness,
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Orderliness, Saving the ecosystem,
millions practice, propose, qualify, question, revise, serve, solve, verify Environmental sustainability

4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Writing a Novel Concept /Project

3. Learning Resources LCD Projector, Handouts, Prompt

4. Procedures
4.1 Introductory Activity (__2__ minutes). This part introduces the lesson content. Although at Solving puzzle. The students guess what are
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the parts of the novel concept based on the jumbled
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs words.
when it is conducted in a pleasurable and comfortable atmosphere.
The teacher provided the given strips of jumbled
words.

4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior learning Group Activity.Let the students identify the parts
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts of novel concept through small group discussions.
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 (_15__ minutes). Essential questions are included to serve as a guide for the teacher After identifying, ask the learners the following
in clarifying key understandings about the topic at hand. Critical points are organized to structure the questions:
discussions 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 questions or points taken should lead the learners to understand the new 1.What are the parts of a novel concept?
concepts or skills that are to be presented in the next part of the lesson.
2. How can you identify if it is a good novel
concept?

3. What do you call a paper that requires a

potential funder?

4.4 Abstraction (___15_ minutes).
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.
This outlines the key concepts, important skills that should be
Present through PowerPoint presentation
about the writing of a novel concept or
project.
Parts of a Novel Concept :
1. Introduction – It addresses the
reasons why the funder should support
projects in the given general area.
2. Purpose /Need/Rationale – allows the
applicant to state the purpose or need in
such a way that the applicant’s project is
the best possible solution to the problem.
3. Project Description – presents the
solution to the problem ,the answer to the
need or the investigation that will fill the
knowledge gap.
4. Support or Budget – contains either
(1) an outline of the main budget
categories for the requested projects for
(2) single bottom-line amount of the
requested.
5. Contact Information – provides the
contact information of the applicant
organization’s chief executive for his/her
designate authorized to make funding
request.

Call a volunteer to say something about

4.5 Application (_3___ minutes).
to do something to apply their new learning in their own environment.
This part is structured to ensure the commitment of the learners
the novel concept in his/her own words.
Let learners form 5 groups.( Group
Activity)
1. Distribute the sample novel concept
and prepared a prompt as their guide in
writing the novel/concept.
2. Let the group choose their leader to
intiate the tasks given by the teacher.
3. Have each group do the respective
task.
4 Display cooperation while writing the
novel concept.
 5. Practice oneness during the group
activity.

4.6 Assessment (_5__ 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
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
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, Output Critiquing .Let the class critique the output of each group
by learners according to agreed criteria) Multi-media Presentation, Product made in according to the teacher’s made rubric.
technical-vocational subjects
Criteria :

Criteria 4 (E) 3(VG) 2 (G) 1 (P)

Organizati
on
There is a
smooth
flow of the
ideas.

Content
The parts
of the
novel
concept
are well
presented.
Neatness
The output
is neatly
done.
Legend ; E – EXCELLENT
VG – VERY GOOD
G -GOOD
P - POOR

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 (__2__ minutes). Fill-in below any of the four purposes:
  Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson Let the learners provide insights about learning how
to write a novel concept.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (_3___ minutes). Ask the students to summarize their knowledge in
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, writing a novel concept.
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.

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: MA.WILJIE BARRETE School:CAMBAGUI NHS
Position/Designation: SST 3 Division:Bohol
Contact Number:09074961210 Email address:salaum_janice729nice@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