P.A.

TOGONON 1

Instructional Plan (iPlan)

(With inclusion of the provisions of DepEd Order No. 8, s. 2015 and D.O. 42, 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:Reading and Writing Grade Level: 11

iPlan No.: Quarter: 3 Duration: 1 hour
Learning The learner distinguishes between and among patterns of development in writing Code:
Competency/ies: across disciplines – (problem- solution) EN11/12RWS-
[Taken from the IIIbf-3.7
Curriculum Guide]
Key Concepts/ patterns of development in wr iting through problem- solution
Understandings
to be Developed
Learning Adapted Cognitive Process Dimensions Dimensions
Objectives Knowledge Remembering The learner can recall Identify signal words used in problem –
The factor or condition information and retrieve
relevant knowledge from solution pattern
of knowing something
with familiarity gained long-term memory:
through experience or identify, retrieve,
association recognize, duplicate, list,
memorize, repeat,
describe, reproduce
Understanding The learner can construct Distinguish between and among patterns
meaning from oral,
written and graphic of development in writing across
messages: interpret, disciplines through problem-solution
exemplify, classify,
summarize, infer,
compare, explain,
paraphrase, discuss
Skills Applying The learner can use Provide possible solution for Drug
The ability and capacity information to undertake a
procedure in familiar Addiction and Some Other problems our
acquired through
deliberate, systematic, situations or in a way: youth face these days through drama,
execute, implement,
and sustained effort to
demonstrate, dramatize,
song, poem, drawing and equation
smoothly and
adaptively carryout interpret, solve, use,
complex activities or.. illustrate, convert, discover
the ability, coming from Analyzing The learner can distinguish
one’s knowledge, between parts and
practice, aptitude, etc., determine how they relate
to do something to one another, and the
overall structure and
purpose: differentiate,
distinguish, compare,
contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make
judgments and justify Underline the signal word(s) that indicate
decisions: coordinate,
measure, detect, defend, the problem solution pattern.
judge, argue, debate,
describe, critique,
appraise, evaluate
Creating The learner can put
elements together to form
a functional whole, create
a new product or point of
view: generate,
hypothesize, plan, design,
develop, produce,
construct, formulate,
assemble, devise
Attitude A settled way of thinking or feeling about Students feel for others.
someone or something, typically one that Talk about- sympathy, empathy and
is reflected in a person’s behavior:
apathy.
Values [RA 849]
 A learner principles Maka-Diyos Give importance to life.
or standards of
Maka-tao Feels sympathy for others who are
behavior; one’s
judgment of what is experiencing problems.
important in life. Makakalikasan
 P.A. TOGONON 2

 Go beyond learner’s Makabansa Help find solutions to the problems faced

life on earth, include
more than wealth by fellow countrymen.
and fame and would
affect the eternal
destiny of millions
Resources Listing of all resources Power Point Presentation
needed
Needed
4. Procedures
Introductory Activity (3mins) The teacher prepares a Math Riddle for students to solve and analyse.
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.

ANSWER:

Activity(3 mins)  ( The Students use ICT)

This is an interactive strategy to elicit learner’s
prior learning experience. It serves as springboard
for new learning. It illustrates the principle that The teacher groups the class into two. They have to drag the word best fit
learning starts where the learners are. Carefully the statement.
structured activities such as individual 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.
 P.A. TOGONON 3

ANSWERS:
1. DILEMMA
2. PRESENT
3. PROPOSED

Analysis (7mins)
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 discussion
allowing the learners to maximize instructions 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 concepts
or skills that are to be presented in the next part of
the lesson.
Abstraction(7mins)
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( 35 mins)
This part is structured to ensure the commitment
of the learners to do something to apply their new
learning in their own environment.
Assessment ( 5mins)
For the Teacher to:
1. Assesses 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
success criteria have been met
[Reminder: Formative Assessment may be given
before, during or after the lesson.]
Assignment Reinforcing/
Note: Fill-in any of the strengthening
four purposes the day’s lesson
P.A. TOGONON 4
4. EXAMINE
5. TEXT-STRUCTURE
1. What are the words being used in the given sentence?
DELIMMA, PRESENT, PROPOSED, EXAMINE, TEXT-STRUCTURE
2. Based on the given words do you have any idea the pattern that we
will be discussing today?
(Combinations of Thinking Skills)
A problem solution pattern - organizes ideas into problems and proposed
solutions.
3. Why do you think an author might choose to use this type of text structure?
4. What’s the solution that they didn’t choose, and why do you think the
author would include this detail
5. What other signal words did you hear?
(Cooperative Learning)
The teacher groups the class into 5. They have to fish out one rolled paper in a
box where each has some problems that our teenagers are facing today, such
as:
1. Teenage pregnancy
2. Drug Addiction
3. Drop-out
4. Garbage
5. Late in coming to school
Brainstorm in your group. Generate at least 3 possible solutions to the
identified problem. Through:
1. Drawing
2. Poem
3. Drama
4. Song
5. Equation
Underline the signal word(s) that indicate the problem solution pattern.
Today most of the energy resources we have are generated from coal, oil,
and natural gas. However these resources are limited. If continuously
consumed at an alarming rate, fossil fuels necessary for generating power to
operate vehicles and factories will run out before long. Nonetheless, this
problem can be resolved through the use of alternative sources of energy and
conservation efforts. First, using alternative sources of energy such as solar
energy and fusion energy would lessen pollution. These alternatives are
actually more accessible and cost – efficient. Although there are some
potential risks in using fusion energy, these risks can be mitigated by
implementing strict safety measures. The second solution that governments
can adopt is the enhancement of conservation efforts. To do this, governments
need to make the public more aware of the benefits of conservation, as well as
ways of conserving energy, such as recycling. Laws can also be passed to
mandate the public and all stakeholders to recycle energy.
 P.A. TOGONON 5

Enhancing/ Cut out a newspaper article about drug related problems. Underline the
inspiring the day’ problem-solution signals. Paste on short bond paper. Write down 3-5 sentences
lesson your reaction to the news clipping.
Preparing for the
new lesson
Concluding
Activity Reflect on: “Be a solution to the problem, not a problem to the solution.”
This is usually a brief but
effective 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.
Prepared by:

Name: BLESSHELL E. PILAPIL School: Liloan National High School

Position/Designation: Teacher 1 Division: Cebu Province
Contact Number: 09339339992 Email Address: ici.bless@gmail.com

Bibliography:

Barrot, Jessie S. Academic Reading & Writing for Senior High School. Quezon City: C& E Publishing, Inc., 2016.

Kirszner, Laurie G. and Mandell, Stephen R. Patterns for College Writing. Boston:St. Martin’s Press, Inc., 1998.

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