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.: 1 Learning Area: Personal Development Grade Level: 12 Quarter: Duration: 1
1st HR.
Learning explain that knowing oneself can make a person accept his/her strengths Code:
Competency/ies: and limitations and dealing with others better EsP-PD11/12KO-Ia-1.1
(Taken from the Curriculum Guide)
Key Concepts / knowing oneself can make a person accept his/her strengths and limitations and dealing with others
Understandings to be better
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, Identify strengths and limitation in dealing with
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, others.
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

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 deliberate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and compare, contrast, organize,
smoothly and determine how they relate to one another, and to the outline, attribute, deconstruct
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect, Evaluate strength and limitation in dealing
the ability, coming The learner can make judgments and justify decisions defend, judge, argue, debate, with others.
from one's describe, critique, appraise,
knowledge, practice, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan,
something The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point of construct, formulate, assemble,
view devise

Attitud Categories: List of Attitudes: Personal discipline

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, must be shown
e
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty, during the
Growth in
Personal discipline, Perseverance, activity.
feelings name, point to, reply, select, sit, Study, use
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
areas. 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 behavior. good, Voluntariness of human act,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Appreciation of one’s rights,
the learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
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 emphasize
of
behavior; compliance in responding, willingness to respond, or satisfaction in responding 2. Maka-tao Demonstrate respect for
one's (motivation). Concern for Others, Respect for human rights
judgment Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, human rights, Gender equality,
of what is label, perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
important 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Helping, Oneness
in life. from simple acceptance to the more complex state of commitment. Valuing is
based on the internalization of a set of specified values, while clues to these values
Go are expressed in the learner's overt behavior and are often identifiable.
beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
learner’s 3. Makakalikasan
form, initiate, invite, join, justify, propose, read, report, select, share, study
life on Care of the environment, Disaster
4. Organization - Organizes values into priorities by contrasting different values,
earth, Risk Management, Protection of the
resolving conflicts between them, and creating a unique value system. The
include Environment, Responsible
emphasis is on comparing, relating, and synthesizing values.
more Consumerism, Cleanliness,
than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Orderliness, Saving the ecosystem,
wealth defend, explain, formulate, generalize, identify, integrate, modify, order, Environmental sustainability
and fame, organize, prepare, relate, synthesize
and 5. Internalizing values - (Characterization): Has a value system that controls their 4. Makabansa
would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Peace and order, Heroism and
affect the characteristic of the learner. Instructional objectives are concerned with the Appreciation of Heroes, National
eternal student's general patterns of adjustment (personal, social, emotional). Unity, Civic Consciousness, Social
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, responsibility, Harmony, Patriotism,
millions practice, propose, qualify, question, revise, serve, solve, verify Productivity
2. Content Understanding oneself during middle and late adolescence

3. Learning Resources Cg, Laptap, Book

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at Prayer
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Greetings
incoming lesson and an idea about what it to follow. One principle in learning is that learning
Attendance Check
occurs when it is conducted in a pleasurable and comfortable atmosphere.

Ask the students to think what their most

embarrassing moment was.
- Let the student to get a partner considering your
seatmate.
- Share your embarrassing experience.
4.2 Activity (10 minutes). This is an interactive strategy to elicit learner’s prior learning Play a video
experience. It serves as a springboard for new learning. It illustrates the principle that learning ( how do we decide who we are?
starts where the learners are. Carefully structured activities such as individual or group reflective http://www.ted.com/talks/hetain_patel_whoam_i_think_again
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 (10 minutes). Essential questions are included to serve as a guide for the teacher Ask: What did you understand the video played?
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
Ask: What is your reflection?
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 (10 minutes). This outlines the key concepts, important skills that should be Define yourself?
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. 1. What is acceptance? Limitation?

2. Is it applicable to each one of us? How?

When?

4.5 Application (10 minutes). This part is structured to ensure the commitment of the - Group the students into 5.
learners to do something to apply their new learning in their own environment. Role playing about their reflection.
Instruction: Dramatize your reflection about the
video played.

4.6 Assessment (10 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 Activity (e.g. Choral Reading), Debate, Motor &
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, Make a reflection towards the topic today. In your journal
Products
Multi-media Presentation, Product made in technical- notebook.
(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 (3 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 Research what are the unique characteristics,
habits and experiences that happens in your
life.

4.8 Concluding Activity (2 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “No man is an Island”
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. 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: REIDA T. ROMAGOS School: CBSAA
Position/Designation: SHS Teacher I Division: TBOGO CITY
Contact Number: Email address:

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

RUBRICS FOR ROLE PLAY

UBRICS FOR ROLE-

PLAY
Exceptional Admirable Acceptable Attempted
4 points 3 points 2 points 1 point
Understanding Factual Factual Factual Information is
of topic information is information is information is inaccurate;
accurate; and mostly somewhat presentation is
indicates a clear accurate; good accurate; and off topic
understanding understanding fair
of topic of topic understanding
of topic
Accuracy and Point-of-view, Point-of-view, Point-of-view, Point-of-view,
believability of arguments, and arguments, and arguments, and arguments, and
role solutions solutions solutions solutions
proposed were proposed were proposed were proposed were
always realistic usually realistic often realistic rarely realistic
and constantly and in and in and in character
in character character character
Cooperation Accepts ideas of Accepts most Unwilling to Group does not
others; able to ideas without compromise; work together;
compromise; all negative few members one person
members comments; able contribute does all the
contribute to compromise; work
some members
contribute
Presentation Shows Shows some Unsure of Portrayal stalls;
confidence; confidence; responsibility; lacks
informative; presents some somewhat information;
entertaining; information; informative; audience
engages engages engages bored;
audience; audience; audience mumbles; body
can be heard; intermittently; language is
 speaks loudly some use of hard to hear; lacking;
and clearly; body language some inappropriate
appropriate use movement
of body
language

Reading: WHAT DO WE MEAN BY PERSONAL RELATIONSHIPS?

The concept of relationship is very broad and complex. In our model, personal relationships refer to close connections between
people, formed by emotional bonds and interactions. These bonds often grow from and are strengthened by mutual experiences.
Relationships are not static; they are continually evolving, and to fully enjoy and benefit from them we need skills, information,
inspiration, practice, and social support. In our model there are three kinds of personal relationships:
Family
The concept of "family" is an essential component in any discussion of relationships, but this varies greatly from person to person.
The Bureau of the Census defines family as "two or more persons who are related by birth, marriage, or adoption and who live
together as one household." But many people have family they don't live with or to whom they are not bonded by love, and the
roles of family vary across cultures as well as throughout your own lifetime. Some typical characteristics of a family are support,
mutual trust, regular interactions, shared beliefs and values, security, and a sense of community.
Although the concept of "family" is one of the oldest in human nature, its definition has evolved considerably in the past
three decades. Non-traditional family structures and roles can provide as much comfort and support as traditional forms.

Friends
A friendship can be thought of as a close tie between two people that is often built upon mutual experiences, shared interests,
proximity, and emotional bonding. Friends are able to turn to each other in times of need. Nicholas Christakis and James Fowler,
social-network researchers and authors of the book Connected, find that the average person has about six close ties—though
some have more, and many have only one or none.
Note that online friends don’t count toward close ties—research indicates that a large online network isn’t nearly as powerful as
having a few close, real-life friends.
Partnerships
Romantic partnerships, including marriage, are close relationships formed between two people that are built upon affection,
trust, intimacy, and romantic love. We usually experience this kind of relationship with only one person at a time.
Source: http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/what-do-we-mean-personal-relationships

Reading: A RESEARCH STUDY ON RELATIONSHIPS

A sample of 1,110 adolescents assessed nine aspects of their relationships with their mother, their father, their best same-sex
friend, their most important sibling, and their most important teacher. These aspects were admiration, affection, companionship,
conflict, instrumental aid, intimacy, nurturance, reliable alliance, and satisfaction with the relationship. Early adolescents (11
through 13 years of age) gave higher ratings than did middle (14 through 16years of age) and late (17 through 19years of age)
adolescents for all relationships on most attributes. Except for intimacy and nurturance, middle adolescents' ratings were higher
than those of late adolescents but only for some relationships. The observed trends are interpreted with respect to several social,
social cognitive, and cognitive changes taking place over the span of adolescence.
Source: Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late Adolescents' Perceptions of Their Relationships with
Significant Others . Journal of Adolescent Research. 6-3, 296-315.
Reading: WHY PERSONAL RELATIONSHIPS ARE IMPORTANT
Healthy relationships are a vital component of health and well being. There is compelling evidence that strong relationships
contribute to a long, healthy, and happy life. Conversely, the health risks from being alone or isolated in one's life are comparable
to the risks associated with cigarette smoking, blood pressure, and obesity.
Research shows that healthy relationships can help you:
• Live longer. A review of 148 studies found that people with strong social relationships are 50% less likely to die prematurely.
Similarly, Dan Buettner’s Blue Zones research calculates that committing to a life partner can add 3 years to life expectancy
(Researchers Nicholas Christakis and James Fowler have found that men’s life expectancy benefits from marriage more than
women’s do.)
• Deal with stress. The support offered by a caring friend can provide a buffer against the effects of stress. In a study of over 100
people, researchers found that people who completed a stressful task experienced a faster recovery when they were reminded of
people with whom they had strong relationships. (Those who were reminded of stressful relationships, on the other hand,
experienced even more stress and higher blood pressure.)
• Be healthier. According to research by psychologist Sheldon Cohen, college students who reported having strong relationships
were half as likely to catch a common cold when exposed to the virus. In addition, 2012 international Gallup poll found

that people who feel they have friends and family to count on are generally more satisfied with their personal health than people
who feel isolated. And hanging out with healthy people increases your own likelihood of health—in their book Connected,
Christakis and Fowler show that non-obese people are more likely to have non-obese friends because healthy habits spread
through our social networks.
• Feel richer. A survey by the National Bureau of Economic Research of 5,000 people found that doubling your group of friends
has the same effect on your wellbeing as a 50% increase in income!
On the other hand, low social support is linked to a number of health consequences, such as:
• Depression. Loneliness has long been commonly associated with depression, and now research is backing this correlation up: a
2012 study of breast cancer patients found that those with fewer satisfying social connections experienced higher levels of
depression, pain, and fatigue.
• Decreased immune function. The authors of the same study also found a correlation between loneliness and immune system
dysregulation, meaning that a lack of social connections can increase your chances of becoming sick.
• Higher blood pressure. University of Chicago researchers who studied a group of 229 adults over five years found that
loneliness could predict higher blood pressure even years later, indicating that the effects of isolation have long-lasting
consequences.

According to psychiatrists Jacqueline Olds and Richard Schwartz, social alienation is an inevitable result of contemporary society's
preoccupation with materialism and frantic "busy-ness." Their decades of research support the idea that a lack of relationships
can cause multiple problems with physical, emotional, and spiritual health. The research is clear and devastating: isolation is
fatal.
Source: http://www.takingcharge.csh.umn.edu/enhance-your-wellbeing/relationships/why-personal

Reading: 25 MOST COMMON RELATIONSHIP PROBLEMS

Here is a list of the most common relationship problems most often encountered by couples:
1. Affairs / infidelity / cheating. This includes emotional infidelity, one-night stands, internet relationships (including ‘sexting’),
long- and short-term affairs and financial infidelity
2. Sexual Issues, particularly loss of libido and including questions around your gender, or your partner's gender
3. Significant differences in core values and beliefs
4. Life stages – you have ‘outgrown’ each other or have ‘changed’ significantly for whatever reason
5. Traumatic and/or Life-Changing Events
6. Responses to prolonged periods of Stress, such as Work-Related Stress, long-term illness, mental health issues, Financial
Problems, problems with the children, infertility and many more
7. Bored in or with Your Relationship
8. Dealing with a jealous partner
9. Having 'blended' family issues
10. Domestic violence, which includes verbal as well as physical abuse: THE most serious relationship problem.
11. Knowing you should not have got married in the first place!

12. Lack of responsibility regarding finances, children, health and many other issues
13. Unrealistic Expectations- still thinking your partner / spouse is the princess / knight and not seeing the 'real' human being
14. Addictions - substance abuse
15. Excessive reliance on social media, at the cost of the relationship
16. Lack of support during particularly difficult times from people that matter to you
17. Manipulation or over-involvement in your relationships with family or friends
18. Lack of communication about important matters
19. Poor division of and / or one-sided lack of responsibility for chores and tasks. It is not always women who complain about this
relationship problem!
20. Perceived lack of concern, care and consideration / attentiveness: feeling the relationship is one-sided is a big one!
21. Significant personal disappointments and traumas that lead to a change in relationship dynamics
22. Long term depression or other mental health issues suffered by one partner or both
23. Significant differences in opinion on how to discipline / deal with the children
24. Long-term stress, particularly when not taking responsibility for doing something positive to address the cause, or about
learning to handle it if it cannot be changed
25. An unsupportive partner during pregnancy and / or significant problems after the birth your baby.