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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.: 2 Learning Area: Oral communication Grade Level: 11 Quarter: II Duration: 1 hr
Learning The learner uses principles of effective speech delivery in Code:
Competency/ies: different situations. EN11/12OC-11cj-24
(Taken from the Curriculum Guide)
Key Concepts / Speech delivery
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,
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 interpret, exemplify, classify, Discuss the different principles of effective
through experience
Understanding
The learner can construct meaning from oral, written summarize, infer, compare, speech delivery.
or association explain, paraphrase, discuss
and graphic messages

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, Contrast the different principles of effective
systematic, and The learner can distinguish between parts and contrast, organize, outline, speech delivery.
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,
complex activities or
Evaluating
The learner can make judgments and justify decisions defend, judge, argue, debate,
the ability, coming describe, critique, appraise,
from one's evaluate
knowledge, practice, generate, hypothesize, plan, design,
aptitude, etc., to do Creating
The learner can put elements together to form a develop, produce, construct,
something formulate, assemble, devise
functional whole, create a new product or point of
view

Attitud Categories: List of Attitudes:


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

3. Learning Resources Meta strips for a speech delivery

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 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 (____ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It 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 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 clarifying key understandings about the topic at hand. Critical points are organized to
structure the 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 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.
4.5 Application (____ minutes). This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment.

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 Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on 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’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products
Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

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 Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

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

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson


Studying about the principles of effective
speech
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Presenting a quotation of a famous writer.
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. 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: Frankie E. Delos Santos School: GUINDARUHAN NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.com

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