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

School Grade Level

Teacher Learning Area
Time & Dates Quarter

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
 Assignment/Agreement
(____ 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
V. REMARKS Indicate 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.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress. 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% on the formative
assessment.
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 teaching
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?
4 A’s PROCEDURE:
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

School Bantayan Southern Institute Grade Level 8

Learning Area English Duration 55 mins.
Time & Dates August 23, 2019 Quarter 1st Quarter

I. OBJECTIVES  Explain the difference between figurative and literal language

 Identify and categorize examples of figurative language from poetry and
prose
 Create original metaphors and similes

A. Content Standards Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
B. Performance The Learners present the different kinds of figure and speech and provide its
Standards meaning.
The learners pick out the unfamiliar words and give its simplest meaning of
word.
C. Learning  EN5RC-Ih-2.3 Analyze figures of speech (simile, metaphor,
Competencies / personification, hyperbole) in a given text
 EN5V-Ie-12 and 13 Infer the meaning of unfamiliar words.
Objectives.
Write the LC code for
each
II. CONTENT  Figure of Speech
III. LEARNING  LCD Screen, Laptop, Projector
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials  Jumble words in construction paper.
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
V. PROCEDURES
A. Pre–activity
Introductory Activity (10 1. Prayer and Greetings
2. Checking of attendance
minutes). This part 3. Prior knowledge
introduces the lesson
content. Although at
times optional, it is B. Motivation
usually included to serve
Students will group into 5; they will form the jumble letters to form into one of
as a warm-up activity to the figure of speech.
give the learners zest for Group 1 – Personification
the incoming lesson and Group 2 – Simile
an idea about what it to Group 3 – Hyperbole
follow. One principle in Group 4 –Metaphor
Group 5 – Onomatopoeia
learning is that learning
occurs when it is Asking Questions
conducted in a a. What is a Literary Devices
pleasurable and b. Do you remember any figurative language? Can you list some?
comfortable atmosphere.
After the word, the teacher will define the figures of Speech present in
the jumbled letter.
Activity/Strategy (10 C. Activity
minutes). This is an
Students will read the following sentences and identify what figure of speech
interactive strategy to being referred.
elicit learner’s prior
learning experience. It 1. The flowers in the meadow dance gracefully as the wind pass.
serves as a springboard 2. I wonder lonely as a cloud.
for new learning. It 3. Every mother serves as a light in every home.
4. I am very hungry, I could eat a horse!
illustrates the principle
5. Tick tock, tick tock, said the clock.
that learning starts
where the learners are.
Carefully structured
activities such as
individual or group
reflective exercises,
group discussion, self-or
group assessment,
dyadic or 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.
Analysis (5 minutes). D. Analysis/Discussion
Essential questions are
Teacher will ask the students again about the figure of speech.
included to serve as a 1. Again, what figures of speech used in the sentences?
guide for the teacher in 2. What is personification? Simile? Hyperbole? Metaphor? And
clarifying key Onomatopoeia?
understandings about
the topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize 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 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.
Abstraction (10 minutes). E. Abstraction
This outlines the key
 What is a figure of speech?
concepts, important skills
 What is the importance of using figures of speech in a sentence?
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.
Application (5 minutes). F. Application
This part is structured to
Students will go back to their perspective group, each group will be given
ensure the commitment different poems/songs according to the figure of speech they are assigned. They
of the learners to do will read/sing it chorally in front of the class.
something to apply their
new learning in their Group 1 – personification (poem)
own environment. Group 2 – Simile
Group 3 – hyperbole (song)
Group 4 – metaphor
Group 5 – onomatopoeia
Assessment (10 minutes).
For the Teacher to: a) Observation (Formal and informal Possible Activities
a) Assess whether observations of learners’ Investigation, Role Play,
learning objectives have performance or behaviors are Oral Presentation, Dance,
been met for a specified recorded, based on assessment Musical Performance, Skill
duration, criteria) Demonstration, Group
b) Remediate and/or Activity (e.g. Choral
enrich with appropriate Reading), Debate, Motor &
strategies as needed, and Psychomotor Games,
c) Evaluate whether Simulation Activities,
learning intentions and Science Experiment
success criteria have
been met. b) Talking to Learners / Conferencing Hands-on Math Activities,
(Reminder: Formative (Teachers talk to and question Written Work and Essay,
Assessment may be learners about their learning to gain Picture Analysis, Comic
given before, during, or insights on their understanding and Strip, Panel Discussion,
after the lesson). to progress and clarify their thinking) Interview, Think-Pair-Share,
Choose any from the Reading
Assessment Methods c) Analysis of Learners’ Products Worksheets for all subjects,
below. (Teachers judge the quality of Essay, Concept
products produced by learners Maps/Graphic Organizer,
according to agreed criteria) Project, Model, Artwork,
Multimedia Presentation,
Product made in technical-
vocational subjects
G. Assessment Skill Performance Test,
Open-Ended Question,
Read the following sentences below and
identify the figure of speech used.
Practicum, Pen and Paper
1. If I can’t get a smart phone, I will die. Test, Pre and Post Test,
2. She shines like diamond. Diagnostic Test, Oral Test,
3. ZZZZZZ!!! The sound of the bees Quiz
around the tree.
4. He is older than the hills.
5. That child is a bear when he is
sleepy.
6. He is big as an elephant.
7. Chug! Chug! Chug! The train yells
upon going to town
8. The trees dance in gladness when
the rain comes.
9. The pie is heaven.
10. You are my sunshine.

Assignment/Agreement
(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
Preparing for the new
lesson
V. REMARKS
Indicate 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.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about
your student’s progress.
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% on the
formative assessment.
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 teaching
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?