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.: Learning Area: Oral Com. in Context Grade Level: 11 Quarter: 1 Duration: 1 hr.
Learning Competency/ies: Watches and listens to sample oral communication activities. Code:
(Taken from the Curriculum Guide) EN11/12OC-Ibe-10
Key Concepts /
Understandings to be Functions and purposes of oral communication
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, Explain the different functions of oral
The learner can construct meaning from oral, written and summarize, infer, compare, communication as seen in the different videos
or association explain, paraphrase, discuss
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,
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, Evaluate each of the various speakers
The learner can make judgments and justify decisions judge, argue, debate, describe, watched and listened to.
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

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

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos Study each oral
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting , communication activity
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth, carefully in order to
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble express truthful and
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance honest observations.
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 perform, practice, present, read, recite, report, select, tell, write
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in 2. Maka-tao
in life. the learner's overt behavior and are often identifiable. Concern for Others, Respect for
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, human rights, Gender equality, Family
Go form, initiate, invite, join, justify, propose, read, report, select, share, study Solidarity, Generosity, Helping,
beyond 4. Organization - Organizes values into priorities by contrasting different values, Oneness
learner’s resolving conflicts between them, and creating a unique value system. The emphasis is
life on on comparing, relating, and synthesizing values.
earth, 3. Makakalikasan
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
include Care of the environment, Disaster Risk
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
more than Management, Protection of the
relate, synthesize
wealth Environment, Responsible
5. Internalizing values - (Characterization): Has a value system that controls their
and fame, Consumerism, Cleanliness,
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
and would Orderliness, Saving the ecosystem,
characteristic of the learner. Instructional objectives are concerned with the student's
affect the Environmental sustainability
general patterns of adjustment (personal, social, emotional).
eternal
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, 4. Makabansa
millions practice, propose, qualify, question, revise, serve, solve, verify Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity

2. Content Regulation/control, Social Interaction, Motivation, Information, Emotional Expression

3. Learning Resources Book: Sipacio, P. and balgos, A. (2016) Oral Communication in Context for Senior High School.
Quezon City: C & E Publishing Inc., 7
Equipment: Laptop, LCD projector, widescreen, speaker
Materials: manila paper, permanent markers
4. Procedures
4.1 Introductory Activity ( 2 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 What are some of the things you want to achieve when
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
you communicate something?
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 WATCHING AND LISTENING TO VARIOUS ORAL COM.
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts ACTIVITIES
where the learners are. Carefully structured activities such as individual or group reflective exercises,
This time, I’d like you to watch these videos and pay
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 close attention to what each of the video wants to
considered in this part of the lesson. achieve?

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in How do you feel after watching the various videos?
clarifying key understandings about the topic at hand. Critical points are organized to structure the What can you say about the different videos? What do
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 you think are the things that each of the activities want
or the topic. The last questions or points taken should lead the learners to understand the new to achieve?
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 Synthesize the answers and conclude that
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that communication serves different
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
functions. Discuss each.
lesson.
1. Regulation/Control 2. Social Interaction 3.
Motivation 4. Information 5. Emotional
Expression

4.5 Application (____ minutes).
to do something to apply their new learning in their own environment.
This part is structured to ensure the commitment of the learners
Show another set of various oral communication
activities (5 videos showing the different functions of
communication). Then ask the students to identify the
function of communication.
1. SONA of President Rodrigo Roa Duterte
2. Classroom teacher discusses her lesson
3. Coffee break of friends discussing their out-of-
town plans
4. Presentation of objectives during a seminar
workshop
5. TV show with a host thanking their supporters

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 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
Conferencing
(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
(Teachers judge the quality of products produced
by learners according to agreed criteria)
d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a 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
4.8 Concluding Activity (____ minutes).
This is usually a brief but affective 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.
/ Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Interview, Think-Pair-Share, Reading
Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork, Multi-
media Presentation, Product made in technical-
vocational subjects
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
PEN AND PAPER TEST
Identify the function of communication in
each of the following situations. Write your
answers on the space provided.
1. The teacher reads and discusses classroom
policies to her students.
2. Ross greets Rachel; then, they start talking about
their plans for the holidays.
3. Phoebe shares her insights on how to live
peacefully despite a complicated life.
4. Monica shares her personal frustrations with
Chandler.
5. The geometry teacher lectures about
mathematical concepts.
6. Sheila delivers her valedictory speech.
7. The President delivers his last State of the Nation
Address.
8. A television personality thanks the supportive
moviegoers during an interview.
9. The city mayor presents her strategies to execute
the plans in a public forum.
10. A tourist guide orients a group of tourists about
a heritage site.
Watch different shows on television starting
tonight. Then identify two situations showing the
functions of communication. Complete this table
below and submit this three days from now.
TV
Program/Sho Specific Functions of
w Situation Communicati
on
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Reading of a Bible text: Jesus teaching His
disciples – Sermon on the Mount (The
Beatitudes)
1. 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.

3. 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

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