Detailed Lesson Plan

 Please follow the format of D.O. 42, s. 2016 – Policy Guidelines on Daily Lesson
Preparation for the K to 12 Basic Education Program
 DLP number, Learning Area, Grade Level, Quarter number, Duration
 Learning competencies
 Key concepts/ key Understandings to be developed
 Learning Objectives (Knowledge, Skills, Attitude, Values), Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015)
 Content, Learning Resources
 Procedures
 Introductory Activity
 Activity/ Strategy
 Analysis
 Abstraction
 Application
 Assessment
 Assignment, Wrap-up/Concluding Activity
 Reflection

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Note:
 Utilize the LR Portal and include it in the reference section in your DLP.
 Please include the letter head of your school
DLP No.: Learning Area: Grade Level: Quarter: Duration:
Learning Code:
Competency/ies:
(Taken from the
Curriculum
Guide)
Key Concepts /
Understandings to
be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1.
2015) Objectiv
Knowledge Categories: es
The fact or The
condition of learners
knowing something will:
with familiarity What should learners know
gained through Remembering Behavioral verbs that identify,
experience or The learner can can be used in retrieve,
association recall formulating recognize,
information and Enabling Learning duplicate, list,
retrieve relevant Objectives (ELO) memorize,
knowledge from repeat,
long-term describe,
memory reproduce

Understanding Behavioral verbs thatinterpret,

The learner can can be used in exemplify,
construct formulating classify,
meaning from Terminal Learning summarize,
oral, written and Objectives (TLO) infer,
graphic compare,
messages explain,
paraphrase,
discuss
Skills What should learners do with what they know
The ability and Applying Behavioral verbs that execute,
capacity acquired The learner can can be used in implement,
through deliberate, use information formulating demonstrate,
systematic, and to undertake a Enabling Learning dramatize,
sustained effort to procedure in Objectives (ELO) interpret,
smoothly and familiar solve, use,
adaptively situations or in a illustrate,
carryout complex new way convert,
activities or the
ability, coming discover
from one's Analyzing differentiate,
knowledge, The learner can distinguish,
distinguish compare,
practice, aptitude, between parts contrast,
etc., to do and determine organize,
something how they relate outline,
to one another, attribute,
and to the deconstruct
overall structure
and purpose
Evaluating coordinate,
The learner can measure,
make judgments detect,
and justify defend, judge,
decisions argue, debate,
describe,
critique,
appraise,
evaluate
Creating Behavioral verbs that generate,
The learner can can be used in hypothesize,
put elements formulating plan,
together to form Terminal Learning design,
a functional Objectives (TLO) develop,
whole, create a produce,
new product or construct,
point of view formulate,
assemble,
devise

Attitude What attitude can be integrated in the lesson

Growth in feelings Categories: Behavioral Verbs that List of
or emotional can be used in Attitudes:
areas. formulating
A settled way of Enabling Learning
thinking or feeling Objectives (ELO):
about someone or 1. Receiving ask, choose, describe, Self-esteem,
something, Phenomena - erect, follow, give, Self-
typically one that Awareness, hold, identify, locate, confidence,
is reflected in a willingness to name, point to, reply, Wellness,
person’s behavior
hear, selected select, sit, Study, use Respect,
attention Honesty,
2. Responding aid, answer, assist, Personal
to Phenomena - comply, conform, discipline,
Active discuss, greet, help, Perseverance,
participation on label, perform, Sincerity,
the part of the practice, present, Patience,
learners. read, recite, report, Critical
Attends and select, tell, write thinking,
reacts to a Open-
particular mindedness,
phenomenon. Interest,
Learning Courteous,
outcomes may Obedience,
emphasize Hope, Charity,
compliance in Fortitude,
responding, Resiliency,
willingness to Positive
respond, or vision,
satisfaction in Acceptance,
responding Determined,
(motivation). Independent ,
Gratitude,
3. Valuing - work, complete, Tolerant,
Attaches to a demonstrate, Cautious,
particular differentiate, explain, Decisive, Self-
object, follow, form, initiate, Control,
phenomenon, or invite, join, justify, Calmness,
behavior. This propose, read, report, Responsibility,
ranges from select, share, study Accountability
simple ,
acceptance to Industriousnes
the more s, Industry,
complex state of Cooperation,
commitment. Optimism,
Valuing is based Satisfaction,
on the Persistent,
internalization Cheerful,
of a set of Reliable,
specified values, Gentle,
while clues to Appreciation
these values are of one’s
expressed in the culture,
learner's overt Globalism,
behavior and are Compassion,
often Work Ethics,
identifiable. Creativity,
Entrepreneuri
4. Organization - adhere, alter, arrange, al Spirit,
Organizes values combine, compare, Financial
into priorities by complete, defend, Literacy,
contrasting explain, formulate, Global,
different values, generalize, identify, Solidarity,
resolving integrate, modify, Making a
conflicts order, organize, stand for the
between them, prepare, relate,
 and creating a synthesize good,
unique value Voluntariness
system. The of human act,
emphasis is on Appreciation
comparing, of one’s
relating, and rights,
synthesizing Inclusiveness,
values. Thoughtful,
5. Internalizing act, discriminate, Seriousness,
values - display, influence, Generous,
(Characterizatio listen, modify, Happiness,
n): Has a value perform, practice, Modest,
system that propose, qualify, Authority,
controls their question, revise, Hardworking,
behavior. The serve, solve, verify Realistic,
behavior is Flexible,
pervasive, Considerate,
consistent, Sympathetic,
predictable, and Frankness
most
importantly,
characteristic of
the learner.
Instructional
objectives are
concerned with
the student's
general patterns
of adjustment
(personal, social,
emotional).
Values What values can be integrated in the lesson
A learner's Categories: Behavioral Verbs that List of Values:
principles or can be used in 1. Maka-Diyos
standards of formulating Love of God,
behavior; one's Enabling Learning Faith,
judgment of what Objectives (ELO): Trusting,
is important in life. 1. Receiving ask, choose, describe, Spirituality,
Phenomena - erect, follow, give, Inner Peace,
Go beyond Awareness, hold, identify, locate, Love of truth,
learner’s life on willingness to name, point to, reply, Kindness,
earth, include hear, selected select, sit, Study, use Humble
more than wealth attention
and fame, and 2. Responding aid, answer, assist, 2. Maka-tao
would affect the to Phenomena - comply, conform, Concern for
eternal destiny of Active discuss, greet, help, Others,
millions participation on label, perform, Respect for
 the part of the practice, present, human rights,
Intentionally learners. read, recite, report, Gender
adding value to Attends and select, tell, write equality,
people everyday. reacts to a Family
particular Solidarity,
phenomenon. Generosity,
Learning Helping,
outcomes may Oneness
emphasize
compliance in 3.
responding, Makakalikasa
willingness to n
respond, or Care of the
satisfaction in environment,
responding Disaster Risk
(motivation). Management,
3. Valuing - work, complete, Protection of
Attaches to a demonstrate, the
particular differentiate, explain, Environment,
object, follow, form, initiate, Responsible
phenomenon, or invite, join, justify, Consumerism,
behavior. This propose, read, report, Cleanliness,
ranges from select, share, study Orderliness,
simple Saving the
acceptance to ecosystem,
the more Environmenta
complex state of l sustainability
commitment.
Valuing is based 4. Makabansa
on the Peace and
internalization order,
of a set of Heroism and
specified values, Appreciation
while clues to of Heroes,
these values are National
Unity, Civic
expressed in the
Consciousness
learner's overt
, Social
behavior and are
responsibility,
often
Harmony,
identifiable.
Patriotism,
4. Organization - adhere, alter, arrange,
Productivity
Organizes values combine, compare,
into priorities by complete, defend,
contrasting explain, formulate,
different values, generalize, identify,
resolving integrate, modify,
conflicts order, organize,
 between them, prepare, relate,
and creating a synthesize
unique value
system. The
emphasis is on
comparing,
relating, and
synthesizing
values.
5. Internalizing act, discriminate,
values - display, influence,
(Characterizatio listen, modify,
n): Has a value perform, practice,
system that propose, qualify,
controls their question, revise,
behavior. The serve, solve, verify
behavior is
pervasive,
consistent,
predictable, and
most
importantly,
characteristic of
the learner.
Instructional
objectives are
concerned with
the student's
general patterns
of adjustment
(personal, social,
emotional).

2. Content
3. Learning
Resources
4. Procedures
4.1 Introductory Activity (____ Curriculum
minutes). This part introduces the Contextualization
lesson content. Although at times Localization:
optional, it is usually included to serve Consider/include here
as a warm-up activity to give the the appropriate Local
learners zest for the incoming lesson Heritage Themes:
and an idea about what it to follow. A. Annual Rites,
One principle in learning is that Festivals, and Rituals
learning occurs when it is conducted in (Historical/Religious
a pleasurable and comfortable Festivals, Local
atmosphere. Cultural Festivals,
4.2 Activity/Strategy (____ minutes). Local
This is an interactive strategy to elicit Delicacies/Products
learner’s prior learning experience. It Festivals, Rituals,
serves as a springboard for new Wedding Ritual, Palihi
learning. It illustrates the principle Ritual, Burial Ritual,
that learning starts where the learners B. Literary
are. Carefully structured activities such Anthologies Written
as individual or group reflective In Local Language
exercises, group discussion, self-or (BALITAW, BALAK,
group assessment, dyadic or triadic Folktales/ Short
interactions, puzzles, simulations or Stories, Local Heroes
role-play, cybernetics exercise, gallery C. Historical Events,
walk and the like may be created. Enduring Values,
Clear instructions should be Indigenous Materials,
considered in this part of the lesson. Indigenous Cultural
4.3 Analysis (____ minutes). Essential Communities/Indigen
questions are included to serve as a ous People,
guide for the teacher in clarifying key Indigenous Games
understandings about the topic at D. Topography, Flora/
hand. Critical points are organized to Fauna (Falls,
structure the discussions allowing the Mountains, River,
learners to maximize interactions and Cave, Trees, Flower,
sharing of ideas and opinions about Fauna
expected issues. Affective questions E. Food & Local
are included to elicit the feelings of products
the learners about the activity or the G. Role Model Family
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 (____ 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 summarizes the
learning emphasized from the activity,
analysis and new inputs in this part of
the lesson.
4.5 Application (____ minutes). This
part is structured to ensure the
commitment of the learners to do
something to apply their new learning
in their own environment.
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
a) Observation
(Formal and in formal
observations of learners’
performance or behaviors are
recorded, based on assessment
criteria)
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)
Possible Activities
Investigation, Role Play,
Oral Presentation, Dance,
Musical Performance, Skill
Demonstration,
Group Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
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

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to Open-Ended Question,
determine learners’ ability to Practicum, Pen and Paper
demonstrate mastery of a skill or Test, Pre and Post Test,
knowledge of content) 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 Wrap-up/Concluding Activity (to complete work on
something; to bring something to an end) (____ minutes).
Describe how you will complete the lesson and bring the work
to a conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing 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.
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.

2. 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
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: Evaluated by:

JUAN DELA CRUZ JUAN DELA CRUZ

Teacher I School LR Coordinator

Checked by: Approved by:

JUAN DELA CRUZ JUAN DELA CRUZ

Head Teacher I Principal I