Instructional Planning (i Plan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP: 2 Learning Area: Reading and Grade: 11 Semester: Second Duration:
Writing Skills Quarter: Third 60 minutes

Learning Distinguishes between and among techniques

Competencies: in selecting and organizing information Code: EN11/12 RWS-111a-2
a. brainstorming and RWS111a-2.1
Key Concepts/ Techniques in selecting and organizing information
Understandings
to be Developed
Domain 1. Objectives:
Knowledge Define what is brainstorming and classify the lists of ideas/information collected
during brainstorming;
Skills Distinguish between and among the ideas and information collected and realize
that information in a written text maybe selected and organized to achieve a
particular purpose.
Attitude Develop the willingness to perform the brainstorming tasks for the success of the
lesson; and
Values Demonstrate commitment to ones studies for learning the key concepts
thoroughly.
2. Content Reading and Thinking Strategies across Text Types:
B. techniques in Selecting and Organizing Information
3. Learning Curriculum Guide, Curriculum Implementation Matrix, Heartland AEA 11
Resources Professional Development Strategies and Tools
4. Procedures Brainstorming Activity:
4.1 Introductory The teacher conducts a review of what is a written text as connected discourse.
Activity Then, the teacher communicates to the students about their expected outcomes of
(3 minutes.) the day's lesson.
4.2 Activity Individually, the students are asked to perform the task for 3 minutes. After 3
(7minutes) minutes, the teacher process the responses of the students.
 SWOT Analysis. Do a SWOT of your situation based on your chosen
tracks: What are the Strengths? Weaknesses? Opportunities? Threats?
The analysis will open you up to ideas you may not be aware before.

Internal

External

1. A Strength is your core capability. An advantage over that you have

others.
2. A Weakness is others having core capability over you.
3. An Opportunity is an environmental condition that can improve your
position to that of others.
 4. A Threat is a forecast of condition that is out of your control and has the
potential to harm your growth path.
4.3 Analysis Essential questions are posed for the learners to intellectually process what
(15 minutes) they have learned.
1. What connections do you see in this activity?
2. What do you think is the implication of this new knowledge of yourself?
3. Do you think brainstorming information about our strength and
weaknesses will help you make wise choices in your career? Or do you
think brainstorming is not important in organizing information from
informational text as well? Why?

4.4 Abstraction Students individually answer the question:

(10 minutes) 4. How does this knowledge affect your notions about brainstorming?

4.5 Application Students will brainstorm his/her lists of idea about graphics organizers. They then,
(10 minutes) generate ideas on a piece of meta strips provided by the teacher. After 5 minutes,
they are to select and organize the ideas presented (Board work). The teacher
process and categories their lists accordingly.

4.6 Assessment a. Assessing if the objectives are met: (7 minutes)

(10 minutes)  Observation of the learners as to the conduct of the brainstorming activity.
 Talking to Learners/Conferencing about their insights on their
manage understanding of the lesson. (Whole class)

b. Evaluation whether the learning intentions and success criteria have been met
using brainstorming checklist the students will answer. (3 minutes only).

4.7 Assignment Fill -in below any of the four purposes:

(3 minutes)
Preparing for the The teacher assigns the students to research on the following:
new lesson 1. What are graphic organizers?
2. What are the reasons for using graphic organizers?
3. What are the types of graphic organizers?
4. What are its specific benefits to students and teachers?
5. What is the relationship between thinking and graphic organizers?

4.8 Concluding “The tiny seed knew that in order to grow, it needed to be dropped in dirt,
Activity covered in darkness, and struggled to reach the lights”.
(2 minutes)

--- Anonymous

5. REMARKS

6. Reflections Reflect on your teaching and assess yourself as a teacher.

Prepared by:
 Bibliography
Appendices: (attach all the materials that will be used)

Facilitators:

When using the technique of brainstorming set a time limit, have participants offer ideas when it’s their
turn, any idea is acceptable, have participants say “pass” if they don’t have an idea, and never criticize,
question, or even praise other’s ideas. Remember:
 Any idea is acceptable. There are no silly ideas. All ideas should be written down, they are all
important.
 Do not criticize or question someone else's ideas.
 Go around the table and provide each participant (including the recorder) the opportunity to
present an idea.
 Move quickly - no anecdotes or elaboration.
 After each participant has had a turn, accept ideas from anyone at the table. If a participant
cannot think of an idea, he/she should pass.
 Continue this process until the participants feel that they have exhausted all ideas or the allotted
time is over.
 Discuss and clarify.

The Rules of Brainstorming

The following criteria are essential to the idea-generation phase of a brainstorming session (Adams,
1979):
1. There is no criticism, evaluation, judgment, or defense of ideas during the brainstorming
session. The purpose of brainstorming is to generate as many ideas related to the topic as
possible in the time allowed. Evaluation, judgment, and selection of ideas are the purposes of
subsequent sessions.
2. Free wheeling and free association is encouraged. Group members are asked to voice any
solutions they can think of, no matter how outrageous or impractical they seem. There is no limit
on “wild” or “far-fetched” ideas. Every idea is to be expressed. It is easier to tone down an idea
and to select out later than it is to think up new and creative possibilities.
3. Quantity is more desired than quality. Group members are encouraged to contribute as many
ideas as they think of. The greater the number of ideas generated, the more likely it is that there
will be several useful ideas.
4. Building on ideas is encouraged. Combining, adding to, and “piggybacking” on ideas is part
of the creative process. Members can suggest improvements, variations, or combinations of
previous ideas.

Checklist for Brainstorming:

Descriptions 4 3 2 1
1. No criticism, evaluation, judgment, or
defense of ideas during the brainstorming
session.
2. No limit on “wild” ideas, no matter
how outrageous or impractical they
seem. Every idea is to be
expressed.
3. Quantity is more desired than quality.
4. “Piggybacking”—building on ideas—is
encouraged.
 S.W.O.T. Analysis

S.W.O.T. is an analysis mechanism to look at strengths, weaknesses, opportunities, and threats.

Sample:
The process was used after team meetings or class meeting to analyze and improve how they
operated as a functioning group.

Strengths, Weaknesses, and Threats:

“Did we get through the agent? If not, why not?”
• confusion as to our goal
• communication problems
• lack of information
• lack of motivation
• interference of some kind—emergency, personal problem, team member called
away…?”
“Did everyone have the opportunity to participate in the discussion? If not, why not:
• lack of adequate notification of agenda items and/or time to prepare
• one or two team members did all the talking and the rest felt closed out
• lack of time
• lack of interest or reluctance to disagree; ensures about how others would react
• factions and emotion disrupted flow of communication?
Were necessary group task and maintenance roles operating freely to promote ease in problem
solving and intercommunication? If not, why not?”
• confusion as to role
• competition and lack of role stability
• negativism and introduction of personalities?

Opportunities:
“What kind of first aid would be most helpful in getting us back on the track?”
• help in understanding our goals
• help in practicing human relations techniques
• help in discovering the positive behaviors inherent in the various roles (through role
playing) and practice in using them to build harmony and role stability
• help in improving techniques of observation as a means of enhancing our effectiveness
as a group, especially in areas such as planning and problem solving
• a team in-service program
• personal in-service programs
• the services of an objective troubleshooter from outside the team—perhaps the school
principal or Curriculum Coordinator

Heartland AEA 11
Professional Development
Strategies and Tools
Activity Sheet

Strengths Weaknesses

Opportunities Threats

Name: FRECIE ANN B. MANDAWE School: Don Potenciano Catarata MNHS

Position/Designation: T-1 Division: City of Bogo
Contact Number: 09495053844 Email Address: frecie93@gmail.com