Instructional Planning

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

Detailed Lesson Plan (DLP)

DLP No.: LC11 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: 1 Duration:120mins
Learning Competency/ies: Create an original or derivative ICT content using Code: CS_ICT11/12-ICTPT-Ig-h-11
(Taken from the Curriculum Guide) online creations tools, platforms and applications to
effectively communicate messages related to specific
professional
Key Concepts/ The principles and techniques of design using online creation tools, platforms and
Understanding to be developed application develop ICT content.
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of duplicate, list, memorize, repeat,
Describe the platforms available for
The learner can recall information
knowing and retrieve relevant knowledge describe, reproduce developing web content
something with from long-term memory
familiarity gained Interpret, exemplify, classify,
through
Understanding
The learner can construct meaning summarize, infer, compare,
experience or explain, paraphrase, discuss
association from oral, written and graphic
messages

Skills Applying Execute, implement,

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

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena – Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 2. Responding to Phenomena – Activate participation on the part of Determined, Independent, Demonstrate creativity
Gratitude, Tolerant, Cautious,
someone the learners. Attends and reacts to a particular phenomenon. using online tools
Decisive, Self-control,
or Learning outcomes may emphasize compliance in responding, Calmness, Responsibility,
something willingness to respond, or satisfaction in responding (motivation). Accountability,
religiously.
, typically Industriousness, Industry,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss,
one that is Cooperation, Optimism,
reflected
greet, help, label, perform, practice, present, read, recite, report, Satisfaction, Persistent,
in a select, tell, write Cheerful, Reliable, Gentle,
person’s 3. Valuing – Attaches to a particular object, phenomenon, or Appreciation of one’s culture,
Globalism, Compassion, Work
behavior. behavior. This ranges from simple acceptance to the more complex ethics, Creativity,
state of commitment. Valuing is based on the internalization of a Entrepreneurial Spirit,
set of specified values, while clues to these values are expressed in Financial Literacy, Global
the learner’s overt behavior and are often identifiable. Solidarity, Making a stand for
the good, Voluntariness of
Behavioral Verbs: work, complete, demonstrate, differentiate, human act, Appreciation of
explain, follow, form, initiate, invite, join, justify, propose, read, one’s rights, Inclusiveness,
report, select, share, study Thoughtful, Seriousness,
Generous, Happiness, Modest,
 4. Organization – Organize values into priorities by contrasting Authority, Hardworking,
Realistic, Flexible, Considerate,
different values, resolving conflicts between them, and creating a Sympathetic, Frankness
unique value system. The emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing Values (Characterization) – Has a value system that
controls their behavior. The 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).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify

Values Categories: List of Values:

1. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 2. Maka-tao
behavior; 2. Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 3. Makakalikasan
in life.
Care of the environment,
3. Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
life on the learner’s overt behavior and are often identifiable. consumerism, Cleanliness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth,
initiate, invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental
include
sustainability
more than 4. Organization – Organize values into priorities by contrasting different values, resolving 4. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on Peace and order, Heroism
and fame, comparing, relating, and synthesizing values. and appreciation of
and would Heroes, National Unity,
affect the Civic Consciousness, Social
eternal Responsibility, Harmony,
5. Internalizing Values (Characterization) – Has a value system that controls their Patriotism, Productivity
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
millions characteristic of the learner. Instructional objectives are concerned with the student’s
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
2. Content Human person towards their impending death
3. Learning Resources CG, Internet, PPT, Computer
4. Procedures
4.1 Introductory Activity (5) minutes. This part introduces the lesson content. It serves as a Pre-Activity: Group the students into 10.
warm-up activity to give the learners zest for the incoming lesson and an idea about
what it to follow. One principle in learning is that learning occurs when it is conducted in
Instruction: Rearrange the ff. steps in
a pleasurable and comfortable atmosphere. chronological order by number 1 to 10.
4.2 Activity (25) minutes. This is an interactive strategy to elicit learner’s prior learning Powerpoint presentation
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 “Creating you own blog sites, using
or group reflective exercises, group discussion, self-or group assessment, dyadic or wordpress”
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 The teacher displays sample blog then ask
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 the students their reactions.
ideas and opinions about 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 Review based on the pre-activity
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 (60) minutes. This part is structured to ensure the commitment of the Hands-on: Creating a blog
 learners to do something to apply their new learning in their own environment.  Blog address
 Blog title
 Posting a blog
4.6 Assessment (____) minutes. For the teacher to: a)Assess whether learning objectives Performance output as a result of the application.
have been met for a specified duration, b) Remediate and/ or enrich with appropriate
strategies as needed, 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 Assessments Method below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of Presentation, Dance, Musical
learners’ performance or behaviors are Performance, Skill Demonstration,
recorded, based on assessment criteria) Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment
b) Talking to Learners/ Hands-on Math Activities, Written
Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Criteria:
Products Concept Maps/ Graphic Organizer,
Project, Model, Artwork, Multi-media  Independence
(Teachers judge the quality of products
produced by learners according to agreed
Presentation, Product made in  Layout/design
technical-vocational subjects  Skills
criteria)
 Creativity
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)
4.7 Assignment (5) 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 Enhance your blog site.

 Preparing for the new lesson

4.8 Concluding Activity (5) minutes Please don’t forget to shut down your pc.
This is usually a brief but affective closing activity such as a strong quotation, a Arrange the chairs.
short song, an anecdote, parable, or a letter that inspires the learners to do Clean as you go! Thanks
something to practice their new learning.

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.

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 with 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
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?

Prepare by:
Name: Wilfred B. de la Cerna Jr. School:Compostela National High School
Position/ Designation: Teacher III Division: Cebu Province
Contact Number: 09169665964 Email address: soundextreme13@gmail.com

Bibliography:
www.wordpress.com
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. Powerpoint Presentation
6. Others