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: Understanding Culture, Society & Grade Level: 11 Quarter: 1 Duration: 60 mins
Politics
Learning Competency/ies: Identify the context, content, process and consequences of Code: UCSP 11/12
(Taken from the Curriculum Guide) enculturation and socialization BMS-Ig-16

Key Concepts /  Consequences of enculturation

Understandings to be  Socialization
 Process
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, To describe the context of enculturation and
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize, socialization
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, demonstrate, To illustrate the content of enculturation and
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, socialization
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 coordinate, measure, detect, defend,
complex activities or
Evaluating
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:

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 or Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform,
feeling Acceptance, Determined,
practice, present, read, recite, report, select, tell, write
about Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple To differentiate the
someone Cautious, Decisive, Self-Control,
acceptance to the more complex state of commitment. Valuing is based on the internalization process &
or Calmness, Responsibility,
of a set of specified values, while clues to these values are expressed in the learner's overt Consequences of
something Accountability, Industriousness,
behavior and are often identifiable. enculturation &
, typically Industry, Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Socialization
one that is Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
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 Seriousness, Generous, Happiness,
adjustment (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 learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
judgment 2. Maka-tao To conform to the
perform, practice, present, read, recite, report, select, tell, write
of what is Concern for Others, Respect for protections of human
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
important human rights, Gender equality, Family rights and common
simple acceptance to the more complex state of commitment. Valuing is based on the
in life. Solidarity, Generosity, Helping, good
internalization of a set of specified values, while clues to these values are expressed in
Oneness
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
life on
4. Organization - Organizes values into priorities by contrasting different values, Care of the environment, Disaster Risk
earth,
resolving conflicts between them, and creating a unique value system. The emphasis is Management, Protection of the
include
on comparing, relating, and synthesizing values. Environment, Responsible
more than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
and fame, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Orderliness, Saving the ecosystem,
and would relate, synthesize Environmental sustainability
affect the 5. Internalizing values - (Characterization): Has a value system that controls their
eternal behavior. The behavior is pervasive, consistent, predictable, and most importantly, 4. Makabansa
destiny of characteristic of the learner. Instructional objectives are concerned with the student's Peace and order, Heroism and
millions general patterns of adjustment (personal, social, emotional). Appreciation of Heroes, National
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism,
Productivity
2. Content How individual learns culture and become competent members of society

3. Learning Resources Books, Papers, Pen, Cartolina

4. Procedures
4.1 Introductory Activity (_10___ 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  Write a biographical essay on the most important people
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs that shaped your lives.
when it is conducted in a pleasurable and comfortable atmosphere.  Why do you think these people and events are important
in what you have become now?

4.2 Activity (15____ minutes). This is an interactive strategy to elicit learner’s prior learning Brain-based strategies (Sharing of outputs/insights)
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 (__10__ minutes). Essential questions are included to serve as a guide for the teacher  How do individuals learn the norms and rules of society?
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  What is socialization and enculturation?
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
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that (Conferencing)
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the  What are the agents of enculturation &Socialization
lesson.  How enculturation distinct from the process of
socialization

4.5 Application (___5_ minutes). This part is structured to ensure the commitment of the learners Panel Discussion
to do something to apply their new learning in their own environment. 1 group for socialization
1 group for enculturation
4.6 Assessment (_5__ 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 / 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
Panel Discussion
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 produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made 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 Test,
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Enumerate top 3 individuals that you consider as
major influence in the way you think & behave.

 Enriching / inspiring the day’s lesson

Write a short essay on how they influence your
life.

 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.

According to John Locke, Human mind at birth is nothing but a bank state.
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.

Objective #3 not carried due to emergency meeting.

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. 30 students out of 45 were able to interact in class

B. No. of learners who 15 students needs remediation

require additional
activities for
remediation.

C. Did the remedial

lessons work? No. of
learners who have Yes, 15 student were able to connect the lesson.
caught up with the
lesson.

D. No. of learners who None

continue to require
remediation.

E. Which of my Panel discussion

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 Pictures of family

localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: School:
Position/Designation: Division:
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