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.: 05 Learning Area: Understanding culture, Grade Level: 11 / 12 Quarter: Duration: 60 mins
society and politics 2nd
Learning Competency/ies: 9. Conduct participant observation ( e.g., attend, describe and reflect on Code:
(Taken from the Curriculum a religious ritual of a different group; observe election practices ) UCSP11/12HSO_IIg-28
Guide)
Key Concepts / Understandings The learners will understand the following:
to be Developed a. social, cultural and political inequalities
b. societies and global community
c. norms
d. social stratification

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives

Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize, The learners will be able to explain,
experience or written and graphic messages infer, compare, explain, compare and discuss a religious ritual of
association paraphrase, discuss different groups.

Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize, The learners will be able to execute,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use, dramatized and interpret a religious
through way illustrate, convert, discover ritual of different groups.
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan,
practice, The learner can put elements together to design, develop, produce,
aptitude, etc., to form a functional whole, create a new product construct, formulate,
do something or point of view assemble, devise

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
feelings locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or 2. Responding to Phenomena - Active participation on the part of the discipline, Perseverance,
emotion learners. Attends and reacts to a particular phenomenon. Learning Sincerity, Patience, Critical The learners
al outcomes may emphasize compliance in responding, willingness to thinking, Open-mindedness, will be able to
areas. respond, or satisfaction in responding (motivation). Interest, Courteous, perform,
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Obedience, Hope, Charity, present and
settled help, label, perform, practice, present, read, recite, report, select, tell, Fortitude, Resiliency, discuss the
way of write Positive vision, Acceptance, rituals of
thinking Determined, Independent , different groups
or Gratitude, Tolerant, cautiously with
feeling Cautious, Decisive, Self- appreciation of
about Control, Calmness, one’s culture.
someon 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Responsibility,
e or ranges from simple acceptance to the more complex state of commitment. Accountability,
somethi Valuing is based on the internalization of a set of specified values, while Industriousness, Industry,
ng, clues to these values are expressed in the learner's overt behavior and are Cooperation, Optimism,
typically often identifiable. Satisfaction, Persistent,
one that Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Cheerful, Reliable, Gentle,
is follow, form, initiate, invite, join, justify, propose, read, report, select, Appreciation of one’s
reflecte share, study culture, Globalism,
d in a 4. Organization - Organizes values into priorities by contrasting different Compassion, Work Ethics,
person’s values, resolving conflicts between them, and creating a unique value Creativity, Entrepreneurial
behavio system. The emphasis is on comparing, relating, and synthesizing values. Spirit, Financial Literacy,
r Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Global, Solidarity, Making a
defend, explain, formulate, generalize, identify, integrate, modify, order, stand for the good,
organize, prepare, relate, synthesize Voluntariness of human act,
5. Internalizing values - (Characterization): Has a value system that controls Appreciation of one’s rights,
their behavior. The behavior is pervasive, consistent, predictable, and most Inclusiveness, Thoughtful,
importantly, characteristic of the learner. Instructional objectives are concerned Seriousness, Generous,
with the student's general patterns of adjustment (personal, social, emotional). Happiness, Modest,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Authority, Hardworking,
perform, 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 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting,
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
standar 2. Responding to Phenomena - Active participation on the part of the
ds of learners. Attends and reacts to a particular phenomenon. Learning
behavio outcomes may emphasize compliance in responding, willingness to 2. Maka-tao The learner will be
r; one's respond, or satisfaction in responding (motivation). Concern for Others, Respect able to discuss and
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, for human rights, Gender report a religious
nt of greet, help, label, perform, practice, present, read, recite, report, equality, Family Solidarity, ritual of different
what is select, tell, write Generosity, Helping, Oneness groups with concern
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. for others.
nt in life.This ranges from simple acceptance to the more complex state of 3. Makakalikasan
commitment. Valuing is based on the internalization of a set of specified Care of the environment,
Go values, while clues to these values are expressed in the learner's overt Disaster Risk Management,
beyond behavior and are often identifiable. Protection of the
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Environment, Responsible
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Consumerism, Cleanliness,
earth, report, select, share, study Orderliness, Saving the
include 4. Organization - Organizes values into priorities by contrasting ecosystem, Environmental
more different values, resolving conflicts between them, and creating a sustainability
than unique value system. The emphasis is on comparing, relating, and 4. Makabansa
wealth synthesizing values. Peace and order, Heroism
and Behavioral Verbs: adhere, alter, arrange, combine, compare, and Appreciation of Heroes,
fame, complete, defend, explain, formulate, generalize, identify, National Unity, Civic
and integrate, modify, order, organize, prepare, relate, synthesize Consciousness, Social
would 5. Internalizing values - (Characterization): Has a value system that responsibility, Harmony,
affect controls their behavior. The behavior is pervasive, consistent, Patriotism,
the predictable, and most importantly, characteristic of the learner. Productivity
eternal Instructional objectives are concerned with the student's general
destiny patterns of adjustment (personal, social, emotional).
of Behavioral Verbs: act, discriminate, display, influence, listen,
millions modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
2. Content The learners will be able to conduct a participant observation ( e.g., attend, describe and reflect on
a religious ritual of a different group; observe election practices )
3. Learning Resources Reference textbook, use of multimedia and film showing, CG, actual ritual

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to - start with a prayer
give the learners zest for the incoming lesson and an idea about what it to follow. - class roll call
One principle in learning is that learning occurs when it is conducted in a - recapitulation from yesterday’s lesson
pleasurable and comfortable atmosphere. - divide the class into 5 groups and let them
 assign a leader to each group

4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior

learning experience. It serves as a springboard for new learning. It illustrates the - from the reference book, explain how to conduct a
principle that learning starts where the learners are. Carefully structured activities participant observation
such as individual or group reflective exercises, group discussion, self-or group - from the groupings, each group must choose one
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, ritual practice of a certain institution
cybernetics exercise, gallery walk and the like may be created. Clear instructions - show an introductory film clip
should be considered in this part of the lesson. - carefully identify a certain ritual among other
institution

4.3 Analysis (20 minutes). Essential questions are included to serve as a guide for
the teacher in clarifying key understandings about the topic at hand. Critical points
are organized to structure the discussions allowing the learners to maximize - film showing/video clip
interactions and sharing of ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the learners about the activity or the - let the students now choose and decide which
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. ritual practice they should observe

- identify the anticipated problem that needs

careful analysis

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 - the students will know that there are several
organized as a lecturette that summarizes the learning emphasized from the rituals practiced by a certain institution
activity, analysis and new inputs in this part of the lesson.
4.5 Application (5 minutes). This part is structured to ensure the commitment of
the learners to do something to apply their new learning in their own environment. - the students will be able to participate and
observe rituals practice by a certain institution

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,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral - investigation
recorded, based on assessment Reading), Debate, Motor & Psychomotor - oral presentation
criteria) Games, Simulation Activities, Science - simulation activities
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and

Conferencing
(Teachers talk to and question learners
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
Essay, Picture Analysis, Comic Strip, Panel
Discussion, Interview, Think-Pair-Share,
Reading

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects
 d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a 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

- clarify on the assigned group activity
- explain the necessary thought that must
be emphasized on the said activity

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

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, parable or a letter that inspires the learners to do something to “A ritual comes up naturally for it is the guiding
practice their new learning. principle of a certain institution”.

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: Neil Athony R. Olivar School: Mahanlud NHS
Position/Designation: T1 / AP Teacher Division: Cebu province
Contact Number: 09279437997 Email address: neil_olivar@yahoo.com

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

Attachments:
1. clip from youtube
2. reference book
3. identified institution to be observed
4. cg
5. parent’s consent
6. request letter for the institution (for formality)