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.: 2 Learning Area: Oral Communication in Grade Level: 11/12 Quarter: 1 Duration: 1 hr.
Context
Learning Competency/ies: Explains the nature and process of communication. Code: EN11/12OC-Ia-2
(Taken from the Curriculum Guide)
Key Concepts / Understandings to Nature and Process of Communication
be Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, list,
knowing relevant knowledge from long-term memory memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Explain the nature and process of
through The learner can construct meaning from oral, classify, summarize, infer, communication.
experience or written and graphic messages compare, explain,
association paraphrase, discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
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,
or 2. Responding to Phenomena - Active participation on the part of the learners. Perseverance, Sincerity,
emotion Attends and reacts to a particular phenomenon. Learning outcomes may Patience, Critical thinking,
al areas. emphasize compliance in responding, willingness to respond, or satisfaction in Open-mindedness, Interest,
A settled responding (motivation). Courteous, Obedience, Hope,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
thinking perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Determined, Independent ,
feeling from simple acceptance to the more complex state of commitment. Valuing is Gratitude, Tolerant, Cautious,
about based on the internalization of a set of specified values, while clues to these Decisive, Self-Control, Calmness,
someone values are expressed in the learner's overt behavior and are often identifiable. Responsibility, Accountability,
or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Industriousness, Industry,
somethin form, initiate, invite, join, justify, propose, read, report, select, share, study Cooperation, Optimism,
g, 4. Organization - Organizes values into priorities by contrasting different values, Satisfaction, Persistent,
typically resolving conflicts between them, and creating a unique value system. The Cheerful, Reliable, Gentle,
one that emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s culture,
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Globalism, Compassion, Work
reflected explain, formulate, generalize, identify, integrate, modify, order, organize, Ethics, Creativity,
in a prepare, relate, synthesize Entrepreneurial Spirit, Financial
person’s 5. Internalizing values - (Characterization): Has a value system that controls their Literacy, Global, Solidarity, Practice the
behavior behavior. The behavior is pervasive, consistent, predictable, and most importantly, Making a stand for the good, value of respect
characteristic of the learner. Instructional objectives are concerned with the Voluntariness of human act, and open-
student's general patterns of adjustment (personal, social, emotional). Appreciation of one’s rights, mindedness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Inclusiveness, Thoughtful, when
practice, propose, qualify, question, revise, serve, solve, verify Seriousness, Generous, communicating
Happiness, Modest, Authority, with others.
Hardworking, Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting ,
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Spirituality, Inner Peace, Love of
s or locate, name, point to, reply, select, sit, Study, use truth, Kindness, Humble
standard 2. Responding to Phenomena - Active participation on the part of the
s of learners. Attends and reacts to a particular phenomenon. Learning
behavior outcomes may emphasize compliance in responding, willingness to respond,
; one's or satisfaction in responding (motivation). 2. Maka-tao
judgmen Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Concern for Others, Respect for
t of what label, perform, practice, present, read, recite, report, select, tell, write human rights, Gender equality,
is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Family Solidarity, Generosity,
importan ranges from simple acceptance to the more complex state of commitment. Helping, Oneness
t in life. Valuing is 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
Go often identifiable.
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, 3. Makakalikasan
learner’s follow, form, initiate, invite, join, justify, propose, read, report, select, Care of the environment, Disaster
life on share, study Risk Management, Protection of
earth, 4. Organization - Organizes values into priorities by contrasting different the Environment, Responsible
include values, resolving conflicts between them, and creating a unique value Consumerism, Cleanliness,
more system. The emphasis is on comparing, relating, and synthesizing values. Orderliness, Saving the
than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, ecosystem, Environmental
wealth defend, explain, formulate, generalize, identify, integrate, modify, order, sustainability
and organize, prepare, relate, synthesize 4. Makabansa
fame, 5. Internalizing values - (Characterization): Has a value system that controls Peace and order, Heroism and Display the values
and their behavior. The behavior is pervasive, consistent, predictable, and most Appreciation of Heroes, National of helpfulness and
would importantly, characteristic of the learner. Instructional objectives are Unity, Civic Consciousness, Social oneness.
affect concerned with the student's general patterns of adjustment (personal, responsibility, Harmony,
the social, emotional). Patriotism,
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, Productivity
destiny perform, practice, propose, qualify, question, revise, serve, solve, verify
of
millions
2. Content Nature and Elements of Communication.

3. Learning Resources Pictures, meta cards, print outs of semantic web, curriculum guide, textbook, projector &
laptops
4. Procedures
4.1 Introductory Activity(__1__ 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.
The teacher will show various of pictures depicting the
concept of communication. Afterwhich the following
questions are thrown to the learners.
1. What have you observed among these pictures?
2. What do these pictures try to convey? / What do
they have in common?
(Additional questions will be thrown to students if
the concept of communication is not yet elicited.)

4.2 Activity(__15__ 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(__4__ 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(__6__ 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.
Students are asked to work in groups of five and complete
the semantic web by supplying the different elements that
make up for the process of communication. Presentation of
the groups' output follows.
1. How did you feel during the activity? What
obstacles/difficulties did you encounter while doing
the task? Do you think your group was successful in
accomplishing the task? Why? Why not?
What qualities or characteristics are needed to succeed in
this task?
The teacher then explains further that communication is a
process, and it occurs between two or more people.
Furthermore, it consists of various elements that make up
its process namely; speaker, message, encoding, channel,
decoding, receiver, feedback, context and barrier.
The teacher as well ensures that the students are actively
engaged in the discussion by throwing some questions to
 them.

4.5 Application(__4__ minutes).This part is structured to ensure the commitment of the The students are asked to fill in the missing word in the
learners to do something to apply their new learning in their own environment. process of communication illustrated below.
Process of Communication
The _____ generates an idea.

The speaker _____ an idea or converts the idea into words

or actions.
The speaker _____ or sends out a message.

The ____ gets the message.

The receiver ______ or interprets the message based

on the context.

The receiver sends or provides _______.

4.6 Assessment(_25__ 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, The students are grouped according to the number of
(Formal and informal observations of Dance, Musical Performance, Skill students in class, and execute a simulation based on
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral the knowledge they gained about the topic.
recorded, based on assessment criteria) Reading), Debate, Motor & Psychomotor Games,
Simulation Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, Reading
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 Maps/Graphic Organizer, Project, Model,
produced by learners according to agreed Artwork, Multi-media Presentation, Product made
criteria) 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
learners’ ability to demonstrate mastery of Test, Diagnostic Test, Oral Test, Quiz
a skill 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

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Students are asked to research on the following
models of communication and create a Venn
diagram showing the similarities and differences of
 the two models.
1. Shannon-Weaver Model
2. Transaction model

4.8 Concluding Activity (__3__ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an The students are asked to share their own
anecdote, parable or a letter that inspires the learners to do something to practice their new perception of the following quote,
learning. “The art of effective listening is essential to clear
communication, and clear communication is
necessary to management.”

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