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.: 1 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: develop a working prototype of an ICT Project for Social Code:
(Taken from the Curriculum Guide) Change CS_ICT11/12-ICTPT-IIm-p19

Key Concepts/ working with peers and external public partners the development ICT Projects for social
Understanding to be developed change or cause
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize,
knowing and retrieve relevant knowledge repeat, describe, reproduce
something with from long-term memory
familiarity gained Interpret, exemplify, classify,
through
Understanding Discuss the steps on how to develop a working
The learner can construct summarize, infer, compare,
experience or prototype of an ICT Project for Social Change
meaning from oral, written and explain, paraphrase, discuss
association
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 Produce own ICT Project for Social Change
The learner can put elements design, develop, produce,
etc. to do following the steps on how to develop a working
together to form a functional construct, formulate, assemble,
something devise prototype of an ICT Project for Social Change
whole, create a new product or
point of view

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 Determined, Independent,
Gratitude, Tolerant, Cautious,
someone of the learners. Attends and reacts to a particular phenomenon.
Decisive, Self-control,
or Learning outcomes may emphasize compliance in responding, Calmness, Responsibility,
something, willingness to respond, or satisfaction in responding Accountability,
typically (motivation). Industriousness, Industry,
one that is Cooperation, Optimism,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
reflected
in a greet, help, label, perform, practice, present, read, recite, Cheerful, Reliable, Gentle,
person’s report, select, tell, write Appreciation of one’s culture,
Globalism, Compassion, Work
behavior. ethics, Creativity,
3. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Demonstrate appreciation
behavior. This ranges from simple acceptance to the more Financial Literacy, Global towards personal discipline
complex state of commitment. Valuing is based on the Solidarity, Making a stand for
the good, Voluntariness of
internalization of a set of specified values, while clues to these
 values are expressed in the learner’s overt behavior and are human act, Appreciation of
one’s rights, Inclusiveness,
often identifiable. Thoughtful, Seriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Generous, Happiness, Modest,
explain, follow, form, initiate, invite, join, justify, propose, read, Authority, Hardworking,
report, select, share, study Realistic, Flexible,
Considerate, Sympathetic,
Frankness
4. Organization – Organize values into priorities by contrasting
different values, resolving conflicts between them, and creating
a 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,
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Respect for human rights,
compliance in responding, willingness to respond, or satisfaction in responding Gender equality, Family
judgment
(motivation). solidarity, Generosity,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Helping, Oneness
important 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 Disaster risk-management, organize groups that will help
Go beyond from simple acceptance to the more complex state of commitment. Valuing is Protection of the
learner’s based on the internalization of a set of specified values, while clues to these values environment, Responsible
in campaigning against
life on are expressed in the learner’s overt behavior and are often identifiable. consumerism, Cleanliness, climate change
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Orderliness, Saving the
earth, form, initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 4. Organization – Organize values into priorities by contrasting different values, 4. Makabansa
wealth resolving conflicts between them, and creating a unique value system. The Peace and order, Heroism
and fame, emphasis is on 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 how to work with peers and external publics/ partners for the development of an ICT project that
advocates or mobilizes for a specific Social Change or cause
3. Learning CG, textbooks
Resources
4. Procedures
4.1 Introductory Activity (__10__) minutes. This part introduces the lesson content. It
serves as a 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
 Present the Simplified ICT Project Process
conducted in a pleasurable and comfortable atmosphere. Overview
 Present a video about the different activities
done by the people showing cause and effect
of climate change.
4.2 Activity (__20__) minutes. This is an interactive strategy to elicit learner’s prior learning  Group the students into five, let them create
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
a legitimate change.org campaign and
or group reflective exercises, group discussion, self-or group assessment, dyadic or accompany it with a website that will
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk promote the campaign and supply more
and the like may be created. Clear instructions should be considered in this part of the information about the campaign.
lesson.
 Once approved by the teacher, the following
will be required for this project:
1. A website or blog that will promote
and explain what the campaign is all
about.
2. Pictures that will accompany the
website or blog.
3. At least one infographic posted on
the website (requires research either
through simple surveys or through
the use of secondary data)
4. A Facebook fan page about the
event that will help your audience
meet and collaborate.
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the Analyze the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to maximize interactions
 What can you say after watching the video?
and sharing of ideas and opinions about expected issues. Affective questions are  Why is it important to follow the
included to elicit the feelings of the learners about the activity or the topic. The last steps/working prototype in the ICT project
questions or points taken should lead the learners to understand the new concepts or process?
skills that are to be presented in the next part of the lesson.

4.4 Abstraction (__25__) 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.
Let the students produce own ICT Project for Social
Change based on the video following the steps on how
to develop a working prototype of an ICT Project for
Social Change

4.5 Application (__40__) minutes. This part is structured to ensure the commitment of the Let the students make a reaction video on their
learners to do something to apply their new learning in their own environment.
legitimate change.org campaign based on the video
following the steps on how to develop a working
prototype of an ICT Project for Social Change
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, 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
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral
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
(Teachers talk to and question learners
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)
Hands-on Math Activities, Written I.
Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
Interview, Think-Pair-Share, Reading
II.
Enumerate five things that should be
accomplished or considered during the
planning stage of an ICT Project.
Arrange the following steps in order using
nos. 1-4. Write X if the step is not part of the
process.
_____release and promotion
_____development
_____maintenance
_____coding
_____planning

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

Products Concept Maps/ Graphic Organizer,
Project, Model, Artwork, Multi-
(Teachers judge the quality of products
media Presentation, Product made
produced by learners according to
in technical-vocational subjects
agreed criteria)

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 Answer this:

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson Research on how online ICT Projects for Social Change
are uploaded, managed, and promoted for maximum
audience impact
4.8 Concluding Activity (__5__) minutes “Social Change is not going to come from just knowing
This is usually a brief but affective closing activity such as a strong quotation, a more information, but from doing something with it”
short song, an anecdote, parable, or a letter that inspires the learners to do
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: Alexis V. Larosa School: Alubijid National Comprehensive High School
Position/ Designation: Teacher 2 Division: Misamis Oriental
Contact Number: 09173064425 Email address: alexis.larosa@deped.gov.ph

Noted by:

Dr. Marie Emerald A. Cabigas

Asst. Principal II
 INFOGRAPHIC RUBRIC
Exceeds Expectations Meets Expectations Developing Unacceptable
Use of Class Time Used time well during Used time well during Used some of the time Did not use class time
each class period. each class period. well during each class to focus on the project
Focused on getting Usually focused on period. There was OR often distracted
the project done. getting the project some focus on getting others.
Never distracted done and never the project done but
others. distracted others. occasionally
distracted others.

Graphics/Relevance All graphics are All graphics are All graphics relate to Graphics do not relate
related to the topic related to the topic the topic. to the topic.
and make it easier to and most make it
understand. easier to understand.

Required Elements The infographic All required elements All but 1 of the Several required
includes all required are included on the required elements are elements were
elements as well as infographic. included on the missing.
additional information. infographic.

Content - Accuracy At least 4 accurate 3 accurate facts are 2 accurate facts are less than 2 accurate
facts are displayed on displayed on the displayed on the facts are displayed on
the infographic. infographic. infographic. the infographic.

Attractiveness The infographic is The infographic is The infographic is The infographic is

exceptionally attractive in terms of Acceptably attractive distractingly messy or
attractive in terms of design, layout and though it may be a bit very poorly designed.
design, layout, and neatness. messy. It is not attractive.
neatness.

Mechanics Capitalization and There is 1 error in There are 2 errors in There are more than 2
punctuation are capitalization or capitalization or errors in capitalization
correct throughout the punctuation. punctuation. or punctuation.
infographic.

Grammar There are no There are 2 There are more than 2

grammatical mistakes There is 1 grammatical mistakes grammatical mistakes
on the infographic. grammatical mistake on the infographic. on the infographic.
on the infographic.