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.: Learning Area: Grade Level: Quarter: Duration:
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)

Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, 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
complex activities or
Evaluating coordinate, measure, detect, defend,
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,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
or feeling practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness,
(personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify 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 and truth, Kindness, Humble
standards 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 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
beyond
initiate, invite, join, justify, propose, read, report, select, share, study
learner’s 4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
life on conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
earth, relating, and synthesizing values. Risk Management, Protection of
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness,
wealth synthesize Orderliness, Saving the ecosystem,
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Environmental sustainability
and would The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
affect the the learner. Instructional objectives are concerned with the student's general patterns of 4. Makabansa
eternal adjustment (personal, social, emotional). Peace and order, Heroism and
destiny of Appreciation of Heroes, National
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
millions. Unity, Civic Consciousness, Social
practice, propose, qualify, question, revise, serve, solve, verify
Intention responsibility, Harmony,
ally Patriotism,
adding Productivity
value to
people
everyday.
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization
activity to give the learners zest for the incoming lesson and an idea about what
Localization:
it to follow. One principle in learning is that learning occurs when it is conducted
Consider/include here
in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to A. Annual Rites,
elicit learner’s prior learning experience. It serves as a springboard for new Festivals, and
learning. It illustrates the principle that learning starts where the learners are. Rituals
Carefully structured activities such as individual or group reflective exercises, (Historical/Religious
group discussion, self-or group assessment, dyadic or triadic interactions, Festivals, Local
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Cultural Festivals,
may be created. Clear instructions should be considered in this part of the Local
lesson. Delicacies/Products
4.3 Analysis (____ minutes). Essential questions are included to serve as a Festivals, Rituals,
guide for the teacher in clarifying key understandings about the topic at hand. Wedding Ritual,
Critical points are organized to structure the discussions allowing the learners to Palihi Ritual, Burial
maximize interactions and sharing of ideas and opinions about expected issues. Ritual,
Affective questions are included to elicit the feelings of the learners about the B Literary Anthologies
activity or the topic. The last questions or points taken should lead the learners Written In Local
to understand the new concepts or skills that are to be presented in the next Language (BALITAW,
part of the lesson. BALAK, Folktales/
4.4 Abstraction (____ minutes). This outlines the key concepts, important Short Stories, Local
Heroes
skills that should be enhanced, and the proper attitude that should be
C. Historical Events,
emphasized. This is organized as a lecturette that summarizes the learning
Enduring Values,
emphasized from the activity, analysis and new inputs in this part of the lesson.
Indigenous Materials,
Indigenous Cultural
Communities/Indigeno
4.5 Application (____ minutes). This part is structured to ensure the us People, Indigenous
commitment of the learners to do something to apply their new learning in their Games
own environment. D. Topography, Flora/
Fauna (Falls,
Mountains, River,
Cave, Trees, Flower,
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether Fauna
learning objectives have been met for a specified duration, b) Remediate E. Food & Local
and/or enrich with appropriate strategies as needed, and c) Evaluate whether products
learning intentions and success criteria have been met. (Reminder: Formative G. Role Model Family
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
(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).

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 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.

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: School:
Position/Designation: Division:
Contact Number: Email address:

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