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.: Learning Area: Empowerment Technologies Grade Level: 11/12 Quarter: 2 Duration: 1 hr
Learning Competency/ies: Integrate rich multimedia content in design and development to Code:
(Taken from the Curriculum Guide) best enhance the user experience and deliver content of an ICT CS_ICT11/12-ICTPT-
Project for Social Change IIm-p18
Key Concepts / ICT Project for Social Change
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 identify, retrieve, recognize,
Remembering . assist students to identify
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant possible items in the
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained website which may be
through experience considered as invasion
or association of privacy, items that
could endanger
minors, or items that
could affect community
norms and mores.

Understanding interpret, exemplify, classify,

The learner can construct meaning from oral, written and summarize, infer, compare,
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, 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 or
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
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: Patience

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 acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
initiate, invite, join, justify, propose, read, report, select, share, study
reflected 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
in a conflicts between them, and creating a unique value system. The emphasis is on comparing, one’s culture, Globalism,
person’s relating, and synthesizing values. Compassion, Work Ethics, Creativity,
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Literacy, Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The stand for the good, Voluntariness of
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the human act, Appreciation of one’s
learner. Instructional objectives are concerned with the student's general patterns of adjustment rights, Inclusiveness, Thoughtful,
(personal, social, emotional). Seriousness, Generous, Happiness,
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
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles 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. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, 2. Maka-tao
one's Concern for Others, Respect for
perform, practice, present, read, recite, report, select, tell, write
judgment human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is Family Solidarity, Generosity,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Helping, Oneness Respect for Human
internalization of a set of specified values, while clues to these values are expressed in the
in life. Rights
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
earth,
relating, and synthesizing values. Risk Management, Protection of
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
and fame, synthesize Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
affect the The behavior is pervasive, consistent, predictable, and most importantly, characteristic of 4. Makabansa
eternal the learner. Instructional objectives are concerned with the student's general patterns of Peace and order, Heroism and
destiny of adjustment (personal, social, emotional). Appreciation of Heroes, National
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
Intention practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony,
ally Patriotism,
adding Productivity
value to
people
everyday.
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Prayer
activity to give the learners zest for the incoming lesson and an idea about what
Localization: Attendance Monitoring
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here
in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
A. Annual Rites,
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to Festivals, and Presentation of the Existing website on Drug
elicit learner’s prior learning experience. It serves as a springboard for new Rituals Addiction
learning. It illustrates the principle that learning starts where the learners are. (Historical/Religious
Festivals, Local
Critique the website per group
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions, Cultural Festivals, Group 1: Color and Fonts
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Local Group 2: Design and Images
may be created. Clear instructions should be considered in this part of the Delicacies/Products Group 3: Repetition and Contrast
lesson. Festivals, Rituals,
Wedding Ritual,
Group 4: Alignment and Proximity
4.3 Analysis (____ minutes). Essential questions are included to serve as a Palihi Ritual, Burial How can we create an effective visual design
guide for the teacher in clarifying key understandings about the topic at hand. Ritual,
Critical points are organized to structure the discussions allowing the learners to B Literary Anthologies
maximize interactions and sharing of ideas and opinions about expected issues. Written In Local
Affective questions are included to elicit the feelings of the learners about the Language (BALITAW,
activity or the topic. The last questions or points taken should lead the learners BALAK, Folktales/
to understand the new concepts or skills that are to be presented in the next Short Stories, Local
part of the lesson. Heroes
C. Historical Events,
4.4 Abstraction (____ minutes). This outlines the key concepts, important
Enduring Values,
skills that should be enhanced, and the proper attitude that should be Lecture on Infographics and Review of Principles
Indigenous Materials,
emphasized. This is organized as a lecturette that summarizes the learning
Indigenous Cultural and Design
emphasized from the activity, analysis and new inputs in this part of the lesson.
Communities/Indigeno
us People, Indigenous
Games
D. Topography, Flora/
4.5 Application (____ minutes). This part is structured to ensure the Fauna (Falls,
commitment of the learners to do something to apply their new learning in their Mountains, River, Hands – on ( Individual activity using Publisher).
own environment. Cave, Trees, Flower,
Fauna
Create a 4x6 tarp showing the effects of Cyber
E. Food & Local Bullying.
products
G. Role Model Family

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Rubrics on scoring the created output
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
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

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.
“Less is more”

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.

7. 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: Dulce D. Bordo School: Babag Integrated School
Position/Designation: Teacher III Division: Cebu City
Contact Number: 09395788780 Email address: dulce.bordo@deped.gov.ph

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