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:1 Duration: 60
mins
Learning Engages in a communicative situation using acceptable, Code: EN/12OC-
Competency/ies: polite and meaningful communicative strategies. IIab-21
(Taken from the Curriculum Guide)

Key Concepts / *Communicative Competence

Understandings to be *Understanding of speech context, speech style, speech act and communicative strategy
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,
Understanding Infer a communicative strategy as applied
through experience summarize, infer, compare,
or association The learner can construct meaning from oral, written in a communicative situation.
and graphic messages explain, paraphrase, discuss

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,
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, Design a communicative situation using a
aptitude, etc., to do Creating
The learner can put elements together to form a develop, produce, construct, communicative strategy.
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
or feeling Independent , Gratitude, Tolerant,
simple acceptance to the more complex state of commitment. Valuing is based on the
about Cautious, Decisive, Self-Control,
internalization of a set of specified values, while clues to these values are expressed in
someone Calmness, Responsibility,
the learner's overt behavior and are often identifiable.
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, Practice critical
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of one’s rights, thinking in
characteristic of the learner. Instructional objectives are concerned with the student's Inclusiveness, Thoughtful, designing a
general patterns of adjustment (personal, social, emotional). Seriousness, Generous, Happiness, communicative
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking, situation.
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values: Display oneness in
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos undertaking a group
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting, task.
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,
judgment label, perform, practice, present, read, recite, report, select, tell, write 2. Maka-tao
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Concern for Others, Respect for
important from simple acceptance to the more complex state of commitment. Valuing is human rights, Gender equality,
in life. based on the internalization of a set of specified values, while clues to these values Family Solidarity, Generosity,
are expressed in the learner's overt behavior and are often identifiable. Helping, Oneness
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 3. Makakalikasan
earth, emphasis is on comparing, relating, and synthesizing values. Care of the environment, Disaster
include Risk Management, Protection of the
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete,
more Environment, Responsible
defend, explain, formulate, generalize, identify, integrate, modify, order,
than Consumerism, Cleanliness,
organize, prepare, relate, synthesize
wealth Orderliness, Saving the ecosystem,
5. Internalizing values - (Characterization): Has a value system that controls their
and Environmental sustainability
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
fame,
characteristic of the learner. Instructional objectives are concerned with the
and 4. Makabansa
student's general patterns of adjustment (personal, social, emotional).
would Peace and order, Heroism and
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
eternal practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
destiny of responsibility, Harmony, Patriotism,
millions Productivity
2. Content Types of Communicative Strategy

3. Learning Resources Handouts

Multimedia
CG
Cut out l
Letters
Textbook
4. Procedures
4.1 Introductory Activity (__2__ minutes). This part introduces the lesson content. Group Game: Each group is given cut out letters for
Although at times optional, it is usually included to serve as a warm-up activity to give the them to form a phrase/title. The first group to finish
learners zest for the incoming lesson and an idea about what it to follow. One principle in
wins
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere. Ans. Communicative Strategy

4.2 Activity (_5_ minutes). This is an interactive strategy to elicit learner’s prior learning The teacher pre-assigned two groups of students to
experience. It serves as a springboard for new learning. It illustrates the principle that learning feature/advertise orally a beautiful spot in their
starts where the learners are. Carefully structured activities such as individual or group reflective
place/town to be presented in the class.
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 (__3__ minutes). Essential questions are included to serve as a guide for the Ask: 1. Which of the two presentations you find
teacher in clarifying key understandings about the topic at hand. Critical points are organized to most convincing?
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 2. What are your reasons in choosing that
learners to understand the new concepts or skills that are to be presented in the next part of the particular group?
lesson.

4.4 Abstraction (__20__ minutes). This outlines the key concepts, important skills that Lecturette by the teacher using multimedia and
should be enhanced, and the proper attitude that should be emphasized. This is organized as a students are provided handouts.
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs in
The use of Communicative Strategies is the
this part of the lesson.
hallmark of Communicative Competence.
Types of Communicative Competence

1. Nomination- presenting a particular topic

clearly, truthfully, and saying only what is
relevant.
2. Restriction-constraining the
response/reaction within a set of
categories.
3. Turn-taking-recognizing when and how to
speak because it is one’s turn.
4. Topic control- keeping the interaction going
by asking questions and eliciting a
response.
5. Topic shifting- introducing a new topic
followed by the continuation of that topic.
6. Repair- Overcoming communication
breakdown to send more comprehensible
messages.
7. Termination-using verbal and nonverbal
signals to end the interaction.
 *Read the following communicative situations.
 Have you noticed the weird weather today?
Is it because of global warming?
 I have ordered Colonel …uh…General Pano
to look into this matter. He ,General Pano I
mean, will report directly to me, as
President of the Philippines
 If we cannot use the Earth’s resources, our
economy will die. We need to choose: the
economy or the environment
 That arrest move was a disaster waiting to
happen. Do you agree? (Yes/No)
 P1: So that’s it for our plans in the
upcoming Student Council elections.
P2: Yes.
P3: Okay, all done.
P4: Finished.
P1: See you in class.
P2, P3, P4: See you later.
 Your car may break down too, Luna, right?
So you have to find another means of
getting to school. We all do not want to be
late for class, yes?
 I agree with the point just made. But may I
add that OFW’s would rather be home and
work here so they could be with their
families.
1. What communicative strategy is used in the
situations above?
2. What are your bases in identifying each?

4.5 Application (__5__ minutes). This part is structured to ensure the commitment of the Communication Game:
learners to do something to apply their new learning in their own environment. The teacher forms the class into one big circle and
lets students pass the ball as the music plays and
when the music stops, the student who holds the
ball will identify what communicative strategy is
used in a given communicative situation. (The
teacher may provide his/her own examples of
communicative situation.)

Sample Situations:
 “The school administration just suddenly
increased tuition, without consulting the
students!”
 “How about convincing the parents to join
the students’ fight? After all, they are the
ones paying the tuition.”
 “Ah, everyone? Wait a minute. Why don’t
we dialogue with the administration
officials first?”
 “What? That will lock the school down.
For4 sure, the school officials will do that,
lock everybody out.”5

4.6 Assessment (_23__ 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, Group Task: (same groupings)
(Formal and informal observations of Musical Performance, Skill Demonstration, Group
Activity (e.g. Choral Reading), Debate, Motor & Present a short dialogue on any topic using
learners’ performance or behaviors are
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science any of the communicative strategies
Experiment RUBRIC:
Effective use of communicative strategies
 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 (_1___ 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

Essay:
Explain briefly the importance of using
communicative strategies in communication.

 Preparing for the new lesson

4.8 Concluding Activity (1minute).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “The art of communication is the language of
parable or a letter that inspires the learners to do something to practice their new learning.
leadership.”

-James Humes-

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. Reflection 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
s 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

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