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.: 04 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: 1st / Duration: 60 mins
and Belief System 3rd quarter

Learning Competency/ies: Code:

(Taken from the Curriculum 10.4 Draw the insight from the acts of generosity of Tzu Chi HUMSS_WRB12-II/IVc-
Guide) Foundation that reflect the core teaching of Mahayana Buddhism 10.4
Key Concepts / Understandings Understanding the Elements of Mahayana Buddhism
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, Can draw insights from the acts of
knowing relevant knowledge from long-term memory list, memorize, repeat, generosity of the Tzu Chi
something with describe, reproduce Foundation reflecting the core
familiarity gained teaching of Mahayana Buddhism.
through Understanding interpret, exemplify,
experience or The learner can construct meaning from oral, classify, summarize,
association written and graphic messages infer, compare, explain,
paraphrase, discuss

Skills Applying execute, implement, Learner demonstrate

The ability and The learner can use information to undertake demonstrate, dramatize, understanding on the acts of
capacity acquired a procedure in familiar situations or in a new interpret, solve, use, generosity of Tzu Chi Foundation
through way illustrate, convert, discover reflecting the core teaching of the
deliberate, Mahayana Buddhism
systematic, and Analyzing differentiate, distinguish,
sustained effort The learner can distinguish between parts compare, contrast, organize,
to smoothly and and determine how they relate to one outline, attribute, deconstruct
adaptively another, and to the overall structure and
carryout complex purpose
activities or the Evaluating coordinate, measure, detect,
ability, coming The learner can make judgments and justify defend, judge, argue, debate,
from one's decisions describe, critique, appraise,
knowledge, evaluate
practice, Creating generate, hypothesize, plan, - Generate Reflective
aptitude, etc., to The learner can put elements together to design, develop, produce, Report(Journal) and or
do something form a functional whole, create a new product construct, formulate, - Produce Reaction Paper
or point of view assemble, devise

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
feelings locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or discipline, Perseverance,
emotion 2. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
al learners. Attends and reacts to a particular phenomenon. Learning thinking, Open-mindedness,
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
A respond, or satisfaction in responding (motivation). Obedience, Hope, Charity,
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
way of help, label, perform, practice, present, read, recite, report, select, tell, Positive vision, Acceptance,
write
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent , Demonstrate
or ranges from simple acceptance to the more complex state of commitment. Gratitude, Tolerant, understanding
feeling Valuing is based on the internalization of a set of specified values, while Cautious, Decisive, Self- on the
about clues to these values are expressed in the learner's overt behavior and are Control, Calmness, elements of
someon often identifiable. Responsibility, Mahayana
e or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Accountability, Buddhism
somethi follow, form, initiate, invite, join, justify, propose, read, report, select, Industriousness, Industry,
ng, share, study Cooperation, Optimism,
typically Satisfaction, Persistent,
one that 4. Organization - Organizes values into priorities by contrasting different Cheerful, Reliable, Gentle,
is values, resolving conflicts between them, and creating a unique value Appreciation of one’s
reflecte system. The emphasis is on comparing, relating, and synthesizing values. culture, Globalism,
d in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Compassion, Work Ethics,
person’s defend, explain, formulate, generalize, identify, integrate, modify, order, Creativity, Entrepreneurial
behavio organize, prepare, relate, synthesize Spirit, Financial Literacy,
r 5. Internalizing values - (Characterization): Has a value system that controls Global, Solidarity, Making a
their behavior. The behavior is pervasive, consistent, predictable, and most stand for the good,
importantly, characteristic of the learner. Instructional objectives are concerned Voluntariness of human act,
with the student's general patterns of adjustment (personal, social, emotional). Appreciation of one’s rights,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Inclusiveness, Thoughtful,
perform, practice, propose, qualify, question, revise, serve, solve, verify Seriousness, Generous,
Happiness, Modest,
Authority, Hardworking,
Realistic, Flexible,
Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting, Point out inner
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love peace and
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble spirituality
standar 2. Responding to Phenomena - Active participation on the part of the
ds of learners. Attends and reacts to a particular phenomenon. Learning
behavio outcomes may emphasize compliance in responding, willingness to
r; one's respond, or satisfaction in responding (motivation).
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss,
nt of greet, help, label, perform, practice, present, read, recite, report, 2. Maka-tao
what is select, tell, write Concern for Others, Respect -Practice respect
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. for human rights, Gender on Human
nt in life. This ranges from simple acceptance to the more complex state of equality, Family Solidarity, Rights
commitment. Valuing is based on the internalization of a set of specified Generosity, Helping, Oneness
Go values, while clues to these values are expressed in the learner's overt - Adhere
beyond behavior and are often identifiable. Generosity ( in
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, the context of
s life on explain, follow, form, initiate, invite, join, justify, propose, read, being
earth, report, select, share, study generous to
include 4. Organization - Organizes values into priorities by contrasting the needy)
more different values, resolving conflicts between them, and creating a
than unique value system. The emphasis is on comparing, relating, and
wealth synthesizing values.
and Behavioral Verbs: adhere, alter, arrange, combine, compare,
fame, complete, defend, explain, formulate, generalize, identify,
and integrate, modify, order, organize, prepare, relate, synthesize
would 5. Internalizing values - (Characterization): Has a value system that 3. Makakalikasan
affect controls their behavior. The behavior is pervasive, consistent, Care of the environment,
the predictable, and most importantly, characteristic of the learner. Disaster Risk Management,
eternal Instructional objectives are concerned with the student's general Protection of the
destiny patterns of adjustment (personal, social, emotional). Environment, Responsible Initiate
of Behavioral Verbs: act, discriminate, display, influence, listen, Consumerism, Cleanliness, Orderliness
millions modify, perform, practice, propose, qualify, question, revise, Orderliness, Saving the
serve, solve, verify ecosystem, Environmental
sustainability
 4. Makabansa
Peace and order, Heroism
and Appreciation of Heroes,
National Unity, Civic
Consciousness, Social Perform Social
responsibility, Harmony, Responsibility
Patriotism, and display
Productivity Consciousness

2. Content Mahayana Buddhism

3. Learning Resources CG, Cartolina/Manila Paper, pentel pen /

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Setting Mode :
Although at times optional, it is usually included to serve as a warm-up activity to - Opening prayer, greetings, checking the
give the learners zest for the incoming lesson and an idea about what it to follow. attendance
One principle in learning is that learning occurs when it is conducted in a - Review and recap on the insights of the past
pleasurable and comfortable atmosphere. discussion(topic)

4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior (Divide the class to 4)
learning experience. It serves as a springboard for new learning. It illustrates the The learners will draw insight from the acts of
principle that learning starts where the learners are. Carefully structured activities generosity of the Tzu Chi Foundation , that reflects
such as individual or group reflective exercises, group discussion, self-or group the core teaching of Mahayana Buddhism?
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, Write your insights on the manila paper .
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (___15_ minutes). Essential questions are included to serve as a Group presentation of Output ( 3 minutes per
guide for the teacher in clarifying key understandings about the topic at hand. group).
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. - Drawing insights from the acts of generosity
Affective questions are included to elicit the feelings of the learners about the reflecting the core teaching of Mahayana
activity or the topic. The last questions or points taken should lead the learners to
Buddhism
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 enhanced, and the proper attitude that should be emphasized. This The 3 levels of perfection of Mahayana
is organized as a lecturette that summarizes the learning emphasized from the Buddhism ( core teachings)
activity, analysis and new inputs in this part of the lesson. a. Moral discipline
b. Cultivation of virtue
c. Altruistic conduct

4.5 Application (___3_ minutes). This part is structured to ensure the commitment
of the learners to do something to apply their new learning in their own
environment. What are the core teachings of Mahayana
Buddhism ?

4.6 Assessment (_5__ 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 Reflection Note / Reaction Journal
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 Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)

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

(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, -Concept maps/ Graphic Organizer/ Reflective
produced by learners according to Artwork, Multi-media Presentation, Product Journal
agreed criteria) made in technical-vocational subjects Criteria:
a. Relevance
b. Clarity
c. Neatness
d. Mastery

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a skill or
knowledge of content)

4.7 Assignment (__2__ 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

The Uniqueness and similaries of :
a. Hinduism
b. Theravada Buddhism
c. Mahayana Buddhism

A comparative analysis:
Code: HUMSS_ WRB12-II/IVd-11.1
4.8 Concluding Activity (___1_ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short Having an inner peace….you can sleep well.
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.

And for assessment for learning…it will be a memory recall type of test.
The Acts of Generosity
The core Teachings of Mahayana Buddhism
Who founded Buddhism
The doctrines of Buddhism
Some issues incurred in Buddhism
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: ARLIE N. FERNANDEZ School: SAMBOAN NATIONAL (SENIOR) HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09176017595 Email address: arliefernandez2015@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Video Clips source U-tube..the Difference bet. Mahayana from Theravada Buddhism