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)k

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
ENGLISH 7 1st 60 07/12/2019

Learning Code:
Competency/ies: Give the meaning of given signs and symbols (road signs, EN7SS-I-g-1.2
(Taken from the Curriculum Guide) prohibited signs, etc.)

Key Concepts / The learners demonstrate understanding of the meaning of given signs and symbols.
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs: Given the traffic and road signs
The fact or condition
of knowing and symbols, the learners are
something with expected to:
familiarity gained identify, retrieve, recognize, duplicate, list, Identify the given traffic and road signs and
Remembering
through experience memorize, repeat, describe, reproduce symbols;
The learner can recall information and
or association
retrieve relevant knowledge from long-term
memory
Understanding interpret, exemplify, classify, summarize,
The learner can construct meaning from oral, infer, compare, explain, paraphrase,
written and graphic messages discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
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, Create road signs and symbols.
knowledge, Creating
The learner can put elements together to form a develop, produce, construct,
practice, aptitude, formulate, assemble, devise
etc., to do functional whole, create a new product or point of
something view

Attitud Categories: List of Attitudes: Follow traffic signs

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, and symbols with
e
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, patience and
Growth in
point to, reply, select, sit, Study, use Personal discipline, Perseverance, honesty.
feelings
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical thinking,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Charity, Fortitude, Resiliency,
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Determined, Independent ,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the Gratitude, Tolerant, Cautious,
about internalization of a set of specified values, while clues to these values are expressed in the Decisive, Self-Control, Calmness,
someone learner's overt behavior and are often identifiable. Responsibility, Accountability,
or Industriousness, Industry,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
somethin initiate, invite, join, justify, propose, read, report, select, share, study
g, Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
typically conflicts between them, and creating a unique value system. The emphasis is on
one that one’s culture, Globalism,
comparing, relating, and synthesizing values. Compassion, Work Ethics,
is
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
in a formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
person’s 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 the Appreciation of one’s rights,
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, practice, Modest, Authority, Hardworking,
 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, locate, Love of God, Faith, Trusting,
principles 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. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's perform, practice, present, read, recite, report, select, tell, write 2. Maka-tao
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Concern for Others, Respect for Demonstrate peace
of what is simple acceptance to the more complex state of commitment. Valuing is based on the human rights, Gender equality, and order by
importan internalization of a set of specified values, while clues to these values are expressed in the Family Solidarity, Generosity, following traffic
t in life. learner's overt behavior and are often identifiable. Helping, Oneness and road signs and
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, symbols.
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving
life on
conflicts between them, and creating a unique value system. The emphasis is on
earth,
comparing, relating, and synthesizing values.
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, 3. Makakalikasan
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Care of the environment, Disaster
wealth relate, synthesize Risk Management, Protection of
and 5. Internalizing values - (Characterization): Has a value system that controls their the Environment, Responsible
fame, and behavior. The behavior is pervasive, consistent, predictable, and most importantly, Consumerism, Cleanliness,
would characteristic of the learner. Instructional objectives are concerned with the student's Orderliness, Saving the
affect the general patterns of adjustment (personal, social, emotional). ecosystem, Environmental
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, sustainability
destiny of practice, propose, qualify, question, revise, serve, solve, verify 4. Makabansa
millions. Peace and order, Heroism and
(Intention Appreciation of Heroes, National
ally add Unity, Civic Consciousness, Social
value to responsibility, Harmony,
people Patriotism, Productivity
everyday.
)
2. Content Traffic and Road Signs and Symbols

3. Learning Resources Curriculum Guide in English 7, English Learner’s Material (Q1)

4. Procedures
4.1 Introductory Activity (__10__ minutes). This part introduces the Curriculum Preliminary Activities
lesson content. Although at times optional, it is usually included to serve as a Contextualization - Opening Prayer
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization: -Checking of attendance
about what it to follow. One principle in learning is that learning occurs when
Consider/include here -Presentation of learning objectives
it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
- Warm- Up Activity (Sing and Dance)
Heritage Themes:
A. Annual Rites,
Festivals, and -Motive Questions:
Rituals 1. Did you know that there are many road signs
(Historical/Religiou
and symbols?
s Festivals, Local
Cultural Festivals, 2. What do you think are their meanings?
Local 3.Can you identify these symbols?( The teacher
Delicacies/Products shows the different kinds of signs and symbols).
Festivals, Rituals,
4.In what ways can these symbols be of help to
Wedding Ritual,
Palihi Ritual, Burial you as a student?
Ritual, 5. In what ways can these symbols be
B Literary harmful to you as a student?
Anthologies Written
In Local Language
(BALITAW, BALAK,
Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
4.2 Activity/Strategy (_10___ minutes). This is an interactive strategy to Indigenous Materials,
elicit learner’s prior learning experience. It serves as a springboard for new Indigenous Cultural 
learning. It illustrates the principle that learning starts where the learners are. Communities/Indigen Activity # 1: Connected on the Road
Carefully structured activities such as individual or group reflective exercises, ous People,
group discussion, self-or group assessment, dyadic or triadic interactions, Indigenous Games
- Directions : Check if you can identify the
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like D. Topography, Flora/ meaning of the given road signs.
may be created. Clear instructions should be considered in this part of the Fauna (Falls,
lesson. Mountains, River,
Cave, Trees, Flower,
Fauna
E. Food & Local
products
G. Role Model Family
4.3 Analysis (__10__ minutes). Essential questions are included to serve as Process Questions:
a guide for the teacher in clarifying key understandings about the topic at 1. Can you still remember the road signs and
hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about symbols? Who can draw any of them?
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 2. What is the meaning of the symbol you
should lead the learners to understand the new concepts or skills that are to
be presented in the next part of the lesson.
have drawn?

3. How important is following the road signs

and symbols?

4.4 Abstraction (_10__ minutes). This outlines the key concepts, Ask students to answer the following questions:
important skills that should be enhanced, and the proper attitude that should 1.Why do we need road signs?
be emphasized. This is organized as a lecturette that summarizes the learning
2. Why is it important to obey traffic rules?
emphasized from the activity, analysis and new inputs in this part of the
lesson.
4.5 Application (_10___ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in Match the symbols in Column A with their
their own environment.
corresponding meaning in Column B.

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
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all Draw 5 road signs and symbols.
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
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 Concluding Activity (____ minutes). The teacher ends the meeting with a quote. Safety
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, does not come with luck. It has to be prepared.
parable or a letter that inspires the learners to do something to practice their new learning.

6. 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: Glenda V. Papellero School: AWIHAO NATIONAL HIGH SCHOOL
Position/Designation: TEACHER I Division: TOLEDO CITY
Contact Number: 09260559641 Email address: glenda.papellero071@deped.gov.ph

Bibliography
App2depedendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others