Instructional Planning Detailed Lesson Plan (DLP) Format

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.: 01 Learning Area: Introduction to World Grade Level: 12 Quarter: Duration: 60mins.
Religion and Belief System 1st or 2nd
Learning Competency/ies: 14.1. Narrate the Kojiki Creation Story Code:
(Taken from the Curriculum HUMSS_WRB12-
Guide) II/IVh-14.1
Key Concepts / Understandings

to be Developed Understanding the Kojiki Creation Theory
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,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, The learners narrate the Kojiki
through The learner can construct meaning from oral, classify, summarize, Creation Theory in 5 sentences only.
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss
Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use,
through way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan, Learners assemble themselves to
practice, The learner can put elements together to design, develop, produce, form or present a fact or event on
aptitude, etc., to form a functional whole, create a new product construct, formulate, the story through “Paint me a
do something or point of view assemble, devise Picture Game”.
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 2. Responding to Phenomena - Active participation on the part of the discipline, Perseverance, -Learners help
emotion learners. Attends and reacts to a particular phenomenon. Learning Sincerity, Patience, Critical the group to
al outcomes may emphasize compliance in responding, willingness to thinking, Open-mindedness, achieve
areas. respond, or satisfaction in responding (motivation). Interest, Courteous, success.
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Obedience, Hope, Charity,
settled help, label, perform, practice, present, read, recite, report, select, tell, Fortitude, Resiliency,
way of write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent ,
or ranges from simple acceptance to the more complex state of commitment. Gratitude, Tolerant,
feeling Valuing is based on the internalization of a set of specified values, while Cautious, Decisive, Self-
about clues to these values are expressed in the learner's overt behavior and are Control, Calmness,
someon often identifiable. Responsibility,
e or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Accountability,
somethi follow, form, initiate, invite, join, justify, propose, read, report, select, Industriousness, Industry,
ng, share, study Cooperation, Optimism,
typically 4. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent, -
one that values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle,
is system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
reflecte Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, culture, Globalism,
d in a defend, explain, formulate, generalize, identify, integrate, modify, order, Compassion, Work Ethics,
person’s organize, prepare, relate, synthesize Creativity, Entrepreneurial
behavio 5. Internalizing values - (Characterization): Has a value system that controls Spirit, Financial Literacy,
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good,
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights,
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful,
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,
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
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). 2. Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect Learners relate
nt of greet, help, label, perform, practice, present, read, recite, report, for human rights, Gender one’s life
what is select, tell, write equality, Family Solidarity, experience out
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness of the given
nt in life.This ranges from simple acceptance to the more complex state of lesson.
commitment. Valuing is based on the internalization of a set of specified 3. Makakalikasan
Go values, while clues to these values are expressed in the learner's overt Care of the environment,
beyond behavior and are often identifiable. Disaster Risk Management,
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Protection of the
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Environment, Responsible
earth, report, select, share, study Consumerism, Cleanliness,
include 4. Organization - Organizes values into priorities by contrasting Orderliness, Saving the
more different values, resolving conflicts between them, and creating a ecosystem, Environmental
than unique value system. The emphasis is on comparing, relating, and sustainability
wealth synthesizing values. 4. Makabansa
and Behavioral Verbs: adhere, alter, arrange, combine, compare, Peace and order, Heroism
fame, complete, defend, explain, formulate, generalize, identify, and Appreciation of Heroes,
and integrate, modify, order, organize, prepare, relate, synthesize National Unity, Civic
would 5. Internalizing values - (Characterization): Has a value system that Consciousness, Social
affect controls their behavior. The behavior is pervasive, consistent, responsibility, Harmony,
the predictable, and most importantly, characteristic of the learner. Patriotism,
eternal Instructional objectives are concerned with the student's general Productivity
destiny patterns of adjustment (personal, social, emotional).
of Behavioral Verbs: act, discriminate, display, influence, listen,
millions modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
2. Content SHINTOISM
3. Learning Resources CG, SCORE SHEETS, MULTI- MEDIA
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.  Show the map of Asia using multi-
Although at times optional, it is usually included to serve as a warm-up activity to media.
give the learners zest for the incoming lesson and an idea about what it to follow.  Let students locate Japan on the map.
One principle in learning is that learning occurs when it is conducted in a  “Using, the four cardinal directions and
pleasurable and comfortable atmosphere. the neighboring countries, how would
you describe the location of Japan?”
 “Since Japan is our neighboring
country in the north, do you know how
Japan came to be? / the origin of
Japan?”
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the  The teacher will present the topic boldly on
principle that learning starts where the learners are. Carefully structured activities the multimedia for emphasis “THE KOJIKI
such as individual or group reflective exercises, group discussion, self-or group CREATION THEORY.
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
 “Do you want to know the KOJIKI
should be considered in this part of the lesson. CREATION THEORY?”
 “How?”
 Learners will be given ample time to read
the story.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for
the teacher in clarifying key understandings about the topic at hand. Critical points
are organized to structure the discussions allowing the learners to maximize  “What do you feel about the story?.”
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  After reading, set of questions will be raised
new concepts or skills that are to be presented in the next part of the lesson. by the teacher for students to answer.
[HOTS]
 Teacher will reinforce to student’s answer.
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 is  Group students and give simple instruction
organized as a lecturette that summarizes the learning emphasized from the for them to understand the game called
activity, analysis and new inputs in this part of the lesson. Paint Me a Picture.
 Let them paint a picture out of the given
statement of events from the story.
[Game]…
4.5 Application (5 minutes). This part is structured to ensure the commitment of  “Do you enjoy the game?”
the learners to do something to apply their new learning in their own environment.  “How did you worked for your group?”
 “How would you let others know about this
story?”
 Commend the next activity..
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 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, Oral Presentation
(Formal and informal observations of Dance, Musical Performance, Skill  “Think yourself that you are narrating
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral the story to your siblings let me see
recorded, based on assessment Reading), Debate, Motor & Psychomotor and hear how you do it”.
criteria) Games, Simulation Activities, Science  Students will narrate the summary of
Experiment the Kojiki Creation Theory in the
class.
b) Talking to Learners / Hands-on Math Activities, Written Work and

Conferencing Essay, Picture Analysis, Comic Strip, Panel  Share your life experience pertaining
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, to our lesson today.
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,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects
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 (5 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson

“Make a comic out of the KOJIKI CREATION
THEORY.”
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (5 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short “What each of us believes in is up to us,
song, an anecdote, parable or a letter that inspires the learners to do something to but life is impossible without believing
practice their new learning. in something.”
― Kentetsu Takamori, Unlocking
Tannisho: Shinran's Words on the Pure
Land Path
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: MARCIANA Z. GABUTAN School: LIPATA NHS – SPED/ REGULAR
Position/Designation: Master Teacher I Division: Cebu Province
Contact Number:09331568378 Email address: marlynzamora8@gmail.com
Bibliography
Appendices: (attach all materials that will be used)
1. http://www.goodreads.com/quotes/tag/japan
2. http://jpfsyd-classroomresources.com/r14.html
The Story
Once upon a time, when the world was still young, floating like oil, two gods, Izanagi no Mikoto and
Izanami no Mikoto were commanded by the primal gods to make the land and fix it in place. The
two stood on the Floating Bridge of Heaven and thrust the Heavenly Jewelled spear into the sea.
The brine that dripped from the spear became an island where the two performed a marriage rite
around a pillar. Izanami gave birth to the islands of Japan and their deities, the gods of the sea,
river, mountain, field, tree, stone, fire and many others. But in giving birth to the fire god, she was
burned and died. Izanagi followed Izanami to Yomi no Kuni (the Land of Dead) to urge her to return.
She agreed to consult with the gods of Yomi, but warned him not to look at her. Impatient for
Izanami's return, he entered the palace of the gods of Yomi, only to find her corpse horribly
transformed. He fled, pursued by the shamed Izanami, and escaped by blocking the exit of Yomi
with a large boulder. He then went to the river to purify himself by bathing (misogi). From his left
eye when he cleansed it was born Amaterasu Omikami (Goddess of the Sun); Tsukushi no Mikoto
(God of the Moon) was born from his right eye, and Susanoo no Mikoto (God of Storms) was born
from his nose. Izanagi charged Amaterasu with the rule of the High Plain of Heaven, Tsukushi no
Mikoto with the Realm of Night, and Susanoo no Mikoto with the Plain of the Seas. Thus was born
Japan and its surrounding world.
Learning Competency/ies: 14.2. Explain why is it important for Japanese people to Code:
(Taken from the Curriculum worship gods. HUMSS_WRB12-
Guide) II/IVh-14.2
to be Developed Understanding on “why is it important for Japanese people to worship gods”.
familiarity gained Understanding interpret, exemplify, . The learners ex[plain why is it
through The learner can construct meaning from oral, classify, summarize, important for Japanese people to
experience or written and graphic messages infer, compare, explain, worship Gods.
association paraphrase, discuss

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, The learners will formulate a
practice, The learner can put elements together to design, develop, produce, SLOGAN THAT EXPLAINS why it is
aptitude, etc., to form a functional whole, create a new product construct, formulate, important for Japanese people to
do something or point of view assemble, devise worship Gods.

or 6. Responding to Phenomena - Active participation on the part of the discipline, Perseverance, The learners
emotion learners. Attends and reacts to a particular phenomenon. Learning Sincerity, Patience, Critical present an
al outcomes may emphasize compliance in responding, willingness to thinking, Open-mindedness, insight
areas. respond, or satisfaction in responding (motivation). Interest, Courteous, following the
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Obedience, Hope, Charity, given format.
thinking 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This Determined, Independent ,
or ranges from simple acceptance to the more complex state of commitment. Gratitude, Tolerant,
feeling Valuing is based on the internalization of a set of specified values, while Cautious, Decisive, Self-
about clues to these values are expressed in the learner's overt behavior and are Control, Calmness,
someon often identifiable. Responsibility,
typically 8. Organization - Organizes values into priorities by contrasting different Satisfaction, Persistent, -
one that values, resolving conflicts between them, and creating a unique value Cheerful, Reliable, Gentle, .
is system. The emphasis is on comparing, relating, and synthesizing values. Appreciation of one’s
reflecte Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, culture, Globalism,
d in a defend, explain, formulate, generalize, identify, integrate, modify, order, Compassion, Work Ethics,
person’s organize, prepare, relate, synthesize Creativity, Entrepreneurial
behavio 5. Internalizing values - (Characterization): Has a value system that controls Spirit, Financial Literacy,
r their behavior. The behavior is pervasive, consistent, predictable, and most Global, Solidarity, Making a
importantly, characteristic of the learner. Instructional objectives are concerned stand for the good,
with the student's general patterns of adjustment (personal, social, emotional). Voluntariness of human act,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Appreciation of one’s rights,
perform, practice, propose, qualify, question, revise, serve, solve, verify Inclusiveness, Thoughtful,
Seriousness, Generous,
Happiness, Modest,
Considerate,
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 8. Maka-Diyos
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love Learners relate the
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble given lesson and
standar 2. Responding to Phenomena - Active participation on the part of the describe oneself on
ds of learners. Attends and reacts to a particular phenomenon. Learning how he/she worship
behavio outcomes may emphasize compliance in responding, willingness to God.
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,
what is select, tell, write
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. 9. Maka-tao
nt in life.This ranges from simple acceptance to the more complex state of Concern for Others, Respect
commitment. Valuing is based on the internalization of a set of specified for human rights, Gender
Go values, while clues to these values are expressed in the learner's overt equality, Family Solidarity,
beyond behavior and are often identifiable. Generosity, Helping, Oneness
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, 10.Makakalikasan
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Care of the environment,
earth, report, select, share, study Disaster Risk Management,
include 4. Organization - Organizes values into priorities by contrasting Protection of the
more different values, resolving conflicts between them, and creating a Environment, Responsible
than unique value system. The emphasis is on comparing, relating, and Consumerism, Cleanliness,
wealth synthesizing values. Orderliness, Saving the
and Behavioral Verbs: adhere, alter, arrange, combine, compare, ecosystem, Environmental
fame, complete, defend, explain, formulate, generalize, identify, sustainability
and integrate, modify, order, organize, prepare, relate, synthesize 11.Makabansa
would 5. Internalizing values - (Characterization): Has a value system that Peace and order, Heroism
affect controls their behavior. The behavior is pervasive, consistent, and Appreciation of Heroes,
the predictable, and most importantly, characteristic of the learner. National Unity, Civic
eternal Instructional objectives are concerned with the student's general Consciousness, Social
destiny patterns of adjustment (personal, social, emotional). responsibility, Harmony,
of Behavioral Verbs: act, discriminate, display, influence, listen, Patriotism,
millions modify, perform, practice, propose, qualify, question, revise, Productivity
3. Learning Resources CG, SCORE SHEETS, MULTI- MEDIA
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.  “Do you have your comics now about the
Although at times optional, it is usually included to serve as a warm-up activity to Origin of Japan? Or the KOJIKI Creation
give the learners zest for the incoming lesson and an idea about what it to follow. Theory?”
One principle in learning is that learning occurs when it is conducted in a  The teacher will collect the assignments.
pleasurable and comfortable atmosphere. Scan the assignments and give feed
backs.
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the
principle that learning starts where the learners are. Carefully structured activities  Present to the students the objectives of the
such as individual or group reflective exercises, group discussion, self-or group day’s lesson .
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,  Give emphasis of the given line that
cybernetics exercise, gallery walk and the like may be created. Clear instructions goes “ex[plain why is it important for
should be considered in this part of the lesson. Japanese people to worship Gods”.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for
are organized to structure the discussions allowing the learners to maximize  What shall we do to achieve our objectives?
questions are included to elicit the feelings of the learners about the activity or the  Present the video clip and let the students
topic. The last questions or points taken should lead the learners to understand the
focus on the message of the video.
new concepts or skills that are to be presented in the next part of the lesson.
https://www.youtube.com/watch?v=5uhi7p3sa90
should be enhanced, and the proper attitude that should be emphasized. This is  Group students for a given activity to
organized as a lecturette that summarizes the learning emphasized from the perform.
activity, analysis and new inputs in this part of the lesson.  Let the students share their insights in a
tabular form.
Instruct them to follow the format in giving
insights.
What I Saw What I Felt What I’m going

to Do?
answer answer answer
4.5 Application (5 minutes). This part is structured to ensure the commitment of  Sharing of group outputs.
the learners to do something to apply their new learning in their own environment.  How did you worked for your group?
 Reinforce student’s answer if needed and
give feedbacks.
d) 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
e) 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, Essay:
about their learning to gain insights on Reading Can you now “ex[plain why is it
their understanding and to progress and important for Japanese people to
clarify their thinking) worship Gods”.
 If you were the Japanese, how will

you give the importance of
worshipping Gods?
 If we are going to see ourselves
worshipping our own God by our own
way, what do you think are the
importance of worshipping to our
God?
 Reinforce student’s answer.
f) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept


 “How would you compare the
Japanese and Cristians in terms of
worship?
 Write your answer in a paper strip,
use ½ crosswise.

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.
H. No. of
learners who
earned 80% in
the evaluation.
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K.No. of learners
who continue to
require
remediation.
L. Which of my
learning
strategies
worked well?
Why did these
work?
M. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
N. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography
1. https://www.google.com.ph/
2. https://www.youtube.com/watch?v=5uhi7p3sa90
Learning Competency/ies: Evaluate: The core teaching of Shintoism is to worship the Code:
(Taken from the Curriculum ancestors and forces of nature to achieve harmony in all HUMSS_WRB12-
Guide) II/IVh-14.3
dimensions.

to be Developed Understanding on “The core teaching of Shintoism is to worship the ancestors
and forces of nature to achieve harmony in all dimensions.”

familiarity gained Understanding interpret, exemplify, . The learners discuss “The core
through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare, explain,
teaching of Shintoism is to
association paraphrase, discuss worship the ancestors and forces
of nature to achieve harmony in
all dimensions.”

adaptively purpose
activities or the The learner can make judgments and justify defend, judge, argue, debate, The learners evaluate the
ability, coming decisions describe, critique, appraise, statement: “The core teaching
from one's evaluate
knowledge, of Shintoism is to worship the
practice, ancestors and forces of nature
aptitude, etc., to to achieve harmony in all
do something dimensions”,
Creating generate, hypothesize, plan,

The learner can put elements together to design, develop, produce,
form a functional whole, create a new product construct, formulate,
or point of view assemble, devise

or 10. Responding to Phenomena - Active participation on the part of the discipline, Perseverance, The learners
emotion learners. Attends and reacts to a particular phenomenon. Learning Sincerity, Patience, Critical answer the
al outcomes may emphasize compliance in responding, willingness to thinking, Open-mindedness, given
areas. respond, or satisfaction in responding (motivation). Interest, Courteous, questions
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Obedience, Hope, Charity, sincerely.
thinking 11. Valuing - Attaches to a particular object, phenomenon, or behavior. Determined, Independent ,
or This ranges from simple acceptance to the more complex state of Gratitude, Tolerant,
feeling commitment. Valuing is based on the internalization of a set of specified Cautious, Decisive, Self-
about values, while clues to these values are expressed in the learner's overt Control, Calmness,
someon behavior and are often identifiable. Responsibility,
typically 12. Organization - Organizes values into priorities by contrasting Satisfaction, Persistent, -
one that different values, resolving conflicts between them, and creating a unique Cheerful, Reliable, Gentle, .
is value system. The emphasis is on comparing, relating, and synthesizing Appreciation of one’s
reflecte 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,
Considerate,
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 15.Maka-Diyos
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love Learners relate the
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble given lesson and
standar 2. Responding to Phenomena - Active participation on the part of the describe oneself on
ds of learners. Attends and reacts to a particular phenomenon. Learning how he/she worship
behavio outcomes may emphasize compliance in responding, willingness to God.
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,
what is select, tell, write
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. 16.Maka-tao
nt in life.This ranges from simple acceptance to the more complex state of Concern for Others, Respect
commitment. Valuing is based on the internalization of a set of specified for human rights, Gender
Go values, while clues to these values are expressed in the learner's overt equality, Family Solidarity,
beyond behavior and are often identifiable. Generosity, Helping, Oneness
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, 17.Makakalikasan
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Care of the environment,
earth, report, select, share, study Disaster Risk Management,
include 4. Organization - Organizes values into priorities by contrasting Protection of the
more different values, resolving conflicts between them, and creating a Environment, Responsible
than unique value system. The emphasis is on comparing, relating, and Consumerism, Cleanliness,
wealth synthesizing values. Orderliness, Saving the
and Behavioral Verbs: adhere, alter, arrange, combine, compare, ecosystem, Environmental
fame, complete, defend, explain, formulate, generalize, identify, sustainability
and integrate, modify, order, organize, prepare, relate, synthesize 18.Makabansa
would 5. Internalizing values - (Characterization): Has a value system that Peace and order, Heroism
affect controls their behavior. The behavior is pervasive, consistent, and Appreciation of Heroes,
the predictable, and most importantly, characteristic of the learner. National Unity, Civic
eternal Instructional objectives are concerned with the student's general Consciousness, Social
destiny patterns of adjustment (personal, social, emotional). responsibility, Harmony,
of Behavioral Verbs: act, discriminate, display, influence, listen, Patriotism,
millions modify, perform, practice, propose, qualify, question, revise, Productivity
3. Learning Resources CG, MULTI- MEDIA, ACTIVITY SHEETS
4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.  Create an atmosphere conducive for
Although at times optional, it is usually included to serve as a warm-up activity to learning by:
give the learners zest for the incoming lesson and an idea about what it to follow. picking up pieces of papers
One principle in learning is that learning occurs when it is conducted in a arrange the chairs carefully
pleasurable and comfortable atmosphere. “How are you today?”
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior Picture Analysis/Question and answer
learning experience. It serves as a springboard for new learning. It illustrates the portion.
principle that learning starts where the learners are. Carefully structured activities
such as individual or group reflective exercises, group discussion, self-or group  Shows the pictures that depicts how the
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, Japanese worship gods.
cybernetics exercise, gallery walk and the like may be created. Clear instructions  “How would you describe the pictures on
should be considered in this part of the lesson. the slides?”
 Elicit student’s answer.
 Make follow up questions.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for .
are organized to structure the discussions allowing the learners to maximize  Learners read and discuss the given topic.
questions are included to elicit the feelings of the learners about the activity or the  Let students arrange the puzzle words to
arrive a good generalization about the
picture. [teacher will guide students to
arrive the exact conclusion]
Shintoism worship the ancestors

in all dimensions
and forces of nature
Religion to achieve harmony
should be enhanced, and the proper attitude that should be emphasized. This is  Group students for a given activity to
organized as a lecturette that summarizes the learning emphasized from the perform.
activity, analysis and new inputs in this part of the lesson.
 In your own way of thinking, evaluate the
way how Japanese worship their gods.
Use the table below.
Japanese Positive Negative justification
ways of
worship
answer answer answer
4.5 Application (5 minutes). This part is structured to ensure the commitment of  Sharing of group outputs.
the learners to do something to apply their new learning in their own environment.  How did you worked for your group?
 Reinforce student’s answer if needed and
give feedbacks.

g) Observation Investigation, Role Play, Oral Presentation, .
Experiment
h) Talking to Learners / Hands-on Math Activities, Written Work and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
i) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept


(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre If you were the Japanese how would you See
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz yourself worshipping ancestors and forces of
demonstrate mastery of a skill or nature?
knowledge of content) By completing the statement :
“I see myself worshipping Gods and forces of

Nature as ________________ because
_____________...

 “How would you compare the
Japanese and Cristians in terms of
worship?
 Write your answer in a paper strip,
use ½ crosswise.

O. No. of
learners who
earned 80% in
the evaluation.
P. No. of learners
who require
additional
activities for
remediation.
Q. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
R. No. of
learners who
continue to
require
remediation.
S.Which of my
learning
strategies
worked well?
Why did these
work?
T. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
U. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography
https://www.google.com.ph/
https://www.google.com.ph/search?q=shintoism+in+japan&biw=987&bih=411&tbm=isch&source=lnms&sa=X
https://www.japan-experience.com/to-know/understanding-japan/shinto
Shinto
A myriad of beliefs, countless deities

The original religion of Japan is Shinto, worshiping the forces of nature. Meaning the way of God,
Shinto has animistic and shamanistic beliefs that are based on respect for kami.
Literally, kami means "that which is above men" or "superior to the human condition," and this term is often
translated as "god" or "spirit." Its origins are lost in the mists of time. According to myths, the goddess Izanami and
Izanagi are the heavenly god couple who gave birth to the archipelago. Amaterasu, the sun goddess, is the direct
ancestor of the emperor himself. Beyond the myths, Shintotends to make harmonious relations between human
beings, nature, and kami.
The tradition identifies "eight hundred myriads', i.e. an infinite number. Although ancestors or brave heroes of the past
can be considered kami after their death, this archaic cult deifies first theelements of nature. These deities,
celestial and terrestrial, are ubiquitous. They are guardians of a place, staying on a mountain, protecting a forest,
under a waterfall, nestled under a rock ...
Parenthesis
From 1868 to 1945, to stimulate nationalist and militarist pride, the imperial authorities consideredShinto as
the state religion. This approach differs from the ancient worship of the kami and has little in common with the
popular beliefs. In an ideological sense, the dream of purity in Shinto exalts a sombre return to the origins of the race.
The political realm took this, and rejected Buddhism, a religion that came from abroad.
Rites and practices
Shinto priests, recognizable by their black caps and long white dresses, are to be a person who "knows the rituals that
give rise to supernatural forces." Shinto has no founder. There is no dogmaor moral code. This belief does not
draw a clear distinction between the sacred and the profane. Codified and theorized a little bit, but it does not explain
the world. The Kojiki ("Notes on old facts"), chronicles the mythological origins of Japan, and is one of the
cornerstones of Shinto.This ancient text, written in 712, tells of the divine ancestry of the emperor, religion and
history.
A set of practices and rituals, Shinto permeates many aspects of daily life. In cities and the countryside, to reconcile
with kami, the "possessor of land," and ensure his favor, their is an altar dedicated to it. It is not uncommon to see a
large Japanese company in a small building dedicated to a kami. On the front of a building, a sacred
rope (the shimenawa) which embodies the purity of the place according to the Shinto religion, protects the interior.
At a Shinto wedding ceremony, the couple solemnly drink sake, a heavenly drink in three cups of red lacquer
exchanged three times. This act seals their union. Rice wine is also deposited at the Shinto shrines, characterized by
their sacred portal (torii) to be offered to kami. Japanese honor them more than they love them. In a Shinto shrine, the
faithful wash their hands and rinse their mouth with water from a long wooden ladle before praying, putting their
hands close to their face, bowing and meditating. Flowing water also remains a key element. Essential before diving
in the bath or in hot springs,purifying oneself by washing is an expression of ancestral body purification rites that
stress the importance of never being soiled.C.W.
DLP No.: Learning Area Grade Level: Quarter: Duration:

04 Disciplines and Ideas in the Applied Social 12 1st 60mins.
Sciences
Learning Competency/ies: Code:
(Taken from the Curriculum The learners clarify the
Guide) relationships between social HUMSS_DIA
sciences and applied social SS
sciences. 12-Ia-1

to be Developed Understanding on the relationships between social sciences and applied social
sciences.
familiarity gained Understanding interpret, exemplify, The learners compare the
experience or
relationships between social
written and graphic messages infer, compare, explain,
association sciences and applied social
paraphrase, discuss
sciences.

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, The learners design a concept map
practice, The learner can put elements together to design, develop, produce, showing the relationships
aptitude, etc., to form a functional whole, create a new product construct, formulate, between social sciences and
do something or point of view assemble, devise
applied social sciences.

Growth 13. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Respect, Honesty, Personal
or locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 14. 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,
thinking write Determined, Independent ,
or 15. Valuing - Attaches to a particular object, phenomenon, or behavior. Gratitude, Tolerant,
feeling This ranges from simple acceptance to the more complex state of Cautious, Decisive, Self- The learners
about commitment. Valuing is based on the internalization of a set of specified Control, Calmness, answer the
someon values, while clues to these values are expressed in the learner's overt Responsibility, given
e or behavior and are often identifiable. Accountability, questions
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry, sincerely
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 16. Organization - Organizes values into priorities by contrasting Cheerful, Reliable, Gentle, -
is different values, resolving conflicts between them, and creating a unique Appreciation of one’s .
reflecte value system. The emphasis is on comparing, relating, and synthesizing culture, Globalism,
d in a values. Compassion, Work Ethics,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Creativity, Entrepreneurial
behavio defend, explain, formulate, generalize, identify, integrate, modify, order, Spirit, Financial Literacy,
r organize, prepare, relate, synthesize Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that controls stand for the good,
their behavior. The behavior is pervasive, consistent, predictable, and most Voluntariness of human act,
importantly, characteristic of the learner. Instructional objectives are concerned Appreciation of one’s rights,
with the student's general patterns of adjustment (personal, social, emotional). Inclusiveness, Thoughtful,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous,
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest,
Considerate,
ds of learners. Attends and reacts to a particular phenomenon. Learning 23.Maka-tao
behavio outcomes may emphasize compliance in responding, willingness to Concern for Others, Respect Cooperate oneself
r; one's respond, or satisfaction in responding (motivation). for human rights, Gender to show good
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, equality, Family Solidarity, relationship to each
nt of greet, help, label, perform, practice, present, read, recite, report, Generosity, Helping, Oneness other like that of the
what is select, tell, write relationships
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. between social
nt in life. This ranges from simple acceptance to the more complex state of sciences and
commitment. Valuing is based on the internalization of a set of specified
Go values, while clues to these values are expressed in the learner's overt
applied social
beyond behavior and are often identifiable. sciences.
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, 24.Makakalikasan
earth, report, select, share, study Care of the environment,
include 4. Organization - Organizes values into priorities by contrasting Disaster Risk Management,
more different values, resolving conflicts between them, and creating a Protection of the
than unique value system. The emphasis is on comparing, relating, and Environment, Responsible
wealth synthesizing values. Consumerism, Cleanliness,
and Orderliness, Saving the
fame, ecosystem, Environmental
sustainability
and Behavioral Verbs: adhere, alter, arrange, combine, compare, 25.Makabansa
would complete, defend, explain, formulate, generalize, identify, Peace and order, Heroism
affect integrate, modify, order, organize, prepare, relate, synthesize and Appreciation of Heroes,
the 5. Internalizing values - (Characterization): Has a value system that National Unity, Civic
eternal controls their behavior. The behavior is pervasive, consistent, Consciousness, Social
destiny predictable, and most importantly, characteristic of the learner. responsibility, Harmony,
of Instructional objectives are concerned with the student's general Patriotism,
millions patterns of adjustment (personal, social, emotional). Productivity
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
2. Content
1. Course Introduction (Applied Social

Sciences)
1.1 Definition of social sciences
1.2 Definition of applied social sciences
4. Procedures
 “ How are you related with the one seated”
besides you?. To your right? To
your left?
 Relate the question with the topic to be
presented.
 Present the topic.
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior  Let them read the topic for 5 minutes.
learning experience. It serves as a springboard for new learning. It illustrates the  Group students according to their multi-
principle that learning starts where the learners are. Carefully structured activities intelligence.
such as individual or group reflective exercises, group discussion, self-or group  Give simple instruction to follow.
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,  After reading, let them write their concepts
cybernetics exercise, gallery walk and the like may be created. Clear instructions about social sciences and applied sciences.
should be considered in this part of the lesson.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for  “Put on the concept map or schema the
the teacher in clarifying key understandings about the topic at hand. Critical points paper strips you made all about social and
are organized to structure the discussions allowing the learners to maximize applied sciences.
questions are included to elicit the feelings of the learners about the activity or the SIMILARITIES ON SOCIAL SCIENCES AND APPLIED
topic. The last questions or points taken should lead the learners to understand the SCENCES
should be enhanced, and the proper attitude that should be emphasized. This is  Look at your work on the board.
organized as a lecturette that summarizes the learning emphasized from the  How would you clarify the relationship
activity, analysis and new inputs in this part of the lesson. between social and applied sciences?
4.5 Application (5 minutes). This part is structured to ensure the commitment of
the learners to do something to apply their new learning in their own environment.  “Is there any realization on the relationship
between Social and Applied Sciences.
j) Observation Investigation, Role Play, Oral Presentation,
Experiment
k) Talking to Learners / Hands-on Math Activities, Written Work and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
their understanding and to progress and  Can you cite any experiences that
clarify their thinking) would relate to our topic today?
l) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept


 Cite the differences between
social and applied sciences.
V. No. of learners
who earned
80% in the
evaluation.
W. No. of
learners who
require
additional
activities for
remediation.
X.Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
Y. No. of learners
who continue to
require
remediation.
Z. Which of my
learning
strategies
worked well?
Why did these
work?
AA. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
BB. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography
https://en.wikipedia.org/wiki/Social_science
https://en.wikipedia.org/wiki/Applied_science
Social science is a major category of academic disciplines, concerned with society and the relationships among individuals within a society. It
in turn has many branches, each of which is considered a "social science". The main social sciences include economics, political
science, human geography,demography and sociology. In a wider sense, social science also includes some fields in the humanities[1] such
as anthropology, archaeology,jurisprudence, psychology, history, and linguistics. The term is also sometimes used to refer specifically to the
field of sociology, the original 'science of society', established in the 19th century.
Positivist social scientists use methods resembling those of the natural sciences as tools for understanding society, and so define science in its
strictermodern sense. Interpretivist social scientists, by contrast, may use social critique or symbolic interpretation rather than constructing
empiricallyfalsifiable theories, and thus treat science in its broader sense. In modern academic practice, researchers are often eclectic, using
multiplemethodologies (for instance, by combining the quantitative and qualitativetechniques). The term social research has also acquired a
degree of autonomy as practitioners from various disciplines share in its aims and methods.
Applied science is a discipline of science that applies existing scientific knowledge to develop more practical applications, like technology or
inventions.
Within natural science, disciplines that are basic science, also called pure science, develop information to predict and perhaps explain—thus
somehow understand—phenomena in the natural world. Applied science applies science to real world practice. This includes a broad range of
science fields fromEngineering to Child Care.
Applied science can also apply formal science, such as statistics andprobability theory, as in epidemiology. Genetic epidemiology is an applied
science applying both biological and statistical methods.
Branches of applied science[edit]

For a topical guide to this subject, see Outline of applied science#Branches of applied science.
Engineering sciences include thermodynamics, heat transfer, fluid mechanics,statics, dynamics, mechanics of
materials, kinematics, electromagnetism,materials science, earth sciences, engineering physics.
Medical sciences, for instance medical microbiology and its clinical virology, are applied sciences that apply biology toward medical knowledge
and inventions, but not necessarily medical technology, whose development is more specifically biomedicine or biomedical engineering.
In education[edit]
In the United Kingdom's educational system, Applied Science refers to a suite of "vocational" science qualifications that run alongside
"traditional" General Certificate of Secondary Education or A-Level Sciences.[1] Applied Science courses generally contain more coursework
(also known as portfolio or internally assessed work) compared to their traditional counterparts. These are an evolution of the GNVQ
qualifications that were offered up to 2005 These courses regularly come under scrutiny and are due for review following the Wolf Report 2011;
[2]
however, their merits are argued elsewhere.[3]
In the United States, The College of William & Mary offers an undergraduate minor as well as Master of Science and Doctor of
Philosophy degrees in "applied science." Courses and research cover varied fields includingneuroscience, optics, materials science and
engineering, nondestructive testing, and nuclear magnetic resonance.[4] In New York City, the Bloomberg administration awarded the
consortium of Cornell-Technion $100 million in City capital to construct the universities' proposed Applied Sciences campus on Roosevelt
Island.[5]
DLP No.: 05 Learning Area Grade Level: 12 Quarter: Duration: 60mins.

Disciplines and Ideas in the Applied Social 1st
Sciences
Learning Competency/ies: Code:
(Taken from the Curriculum
Guide)
Cite differences among the
applied social sciences. HUMSS_DIA
SS 12-Ia-2
Understanding on the differences among the applied social sciences.

HUMSS_DIA
SS
12-Ia-2
to be Developed
familiarity gained Understanding interpret, exemplify, The learners cite differences
experience or
among the applied social
written and graphic messages infer, compare, explain,
association sciences
paraphrase, discuss

adaptively purpose
from one's evaluate
knowledge, Creating generate, hypothesize, plan, The learners design a graphic
practice, The learner can put elements together to design, develop, produce, organizer showing the
aptitude, etc., to form a functional whole, create a new product construct, formulate, differences among the applied
do something or point of view assemble, devise social sciences.

Growth 17. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
in attention confidence, Wellness,
feelings Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Respect, Honesty, Personal
or locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
emotion 18. 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,
thinking write Determined, Independent ,
or 19. Valuing - Attaches to a particular object, phenomenon, or behavior. Gratitude, Tolerant,
feeling This ranges from simple acceptance to the more complex state of Cautious, Decisive, Self- The learners
about commitment. Valuing is based on the internalization of a set of specified Control, Calmness, answer the
someon values, while clues to these values are expressed in the learner's overt Responsibility, given
e or behavior and are often identifiable. Accountability, questions
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry, sincerely
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
typically share, study Satisfaction, Persistent,
one that 20. Organization - Organizes values into priorities by contrasting Cheerful, Reliable, Gentle, -
is different values, resolving conflicts between them, and creating a unique Appreciation of one’s .
reflecte value system. The emphasis is on comparing, relating, and synthesizing culture, Globalism,
d in a values. Compassion, Work Ethics,
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Creativity, Entrepreneurial
behavio defend, explain, formulate, generalize, identify, integrate, modify, order, Spirit, Financial Literacy,
r organize, prepare, relate, synthesize Global, Solidarity, Making a
5. Internalizing values - (Characterization): Has a value system that controls stand for the good,
their behavior. The behavior is pervasive, consistent, predictable, and most Voluntariness of human act,
importantly, characteristic of the learner. Instructional objectives are concerned Appreciation of one’s rights,
with the student's general patterns of adjustment (personal, social, emotional). Inclusiveness, Thoughtful,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, Seriousness, Generous,
perform, practice, propose, qualify, question, revise, serve, solve, verify Happiness, Modest,
Considerate,
ds of learners. Attends and reacts to a particular phenomenon. Learning 30.Maka-tao
behavio outcomes may emphasize compliance in responding, willingness to Concern for Others, Respect Cooperate oneself
r; one's respond, or satisfaction in responding (motivation). for human rights, Gender for the success of
judgme equality, Family Solidarity, the group work.
nt of Generosity, Helping, Oneness
what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, 31.Makakalikasan
importa greet, help, label, perform, practice, present, read, recite, report, Care of the environment,
nt in life. select, tell, write Disaster Risk Management,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. Protection of the
Go This ranges from simple acceptance to the more complex state of Environment, Responsible
beyond commitment. Valuing is based on the internalization of a set of specified Consumerism, Cleanliness,
learner’ values, while clues to these values are expressed in the learner's overt Orderliness, Saving the
s life on behavior and are often identifiable. ecosystem, Environmental
earth, Behavioral Verbs: work, complete, demonstrate, differentiate, sustainability
include explain, follow, form, initiate, invite, join, justify, propose, read, 32.Makabansa
more report, select, share, study Peace and order, Heroism
than 4. Organization - Organizes values into priorities by contrasting and Appreciation of Heroes,
wealth different values, resolving conflicts between them, and creating a National Unity, Civic
and unique value system. The emphasis is on comparing, relating, and Consciousness, Social
fame, synthesizing values. responsibility, Harmony,
and Behavioral Verbs: adhere, alter, arrange, combine, compare, Patriotism,
would complete, defend, explain, formulate, generalize, identify, Productivity
affect integrate, modify, order, organize, prepare, relate, synthesize
the 5. Internalizing values - (Characterization): Has a value system that
eternal controls their behavior. The behavior is pervasive, consistent,
destiny predictable, and most importantly, characteristic of the learner.
of Instructional objectives are concerned with the student's general
millions patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
2. Content 1. Course Introduction (Applied Social Sciences)
1.1 Definition of social sciences
1.2 Definition of applied social sciences
4. Procedures
 Have you seen any differences on each and
everyone on us?
 Relate the student’s answers with the topic
to be presented.
 Present the topic “The Differences Among
the Applied Social Sciences.”
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior  Let them read the topic for 5 minutes.
learning experience. It serves as a springboard for new learning. It illustrates the  Group students according to their multi-
principle that learning starts where the learners are. Carefully structured activities intelligence.
such as individual or group reflective exercises, group discussion, self-or group  Give simple instruction to follow.
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,  After reading, let them write their concepts
cybernetics exercise, gallery walk and the like may be created. Clear instructions about the differences among the applied
should be considered in this part of the lesson. social sciences.
4.3 Analysis (15 minutes). Essential questions are included to serve as a guide for Make your own concept map or graphic organizer
the teacher in clarifying key understandings about the topic at hand. Critical points that depicts the differences among the applied
are organized to structure the discussions allowing the learners to maximize social sciences.
interactions and sharing of ideas and opinions about expected issues. Affective DIFFERENCES AMONG THE APPLIED SOCIAL
questions are included to elicit the feelings of the learners about the activity or the SCIENCES
should be enhanced, and the proper attitude that should be emphasized. This is  Look at your work on the board.
organized as a lecturette that summarizes the learning emphasized from the  How would you cite the differences among
activity, analysis and new inputs in this part of the lesson. the applied social sciences?
4.5 Application (5 minutes). This part is structured to ensure the commitment of
the learners to do something to apply their new learning in their own environment.  “Is there any realization on the differences
among the applied social sciences?
 How would you relate it to your daily life?
m) Observation Investigation, Role Play, Oral Presentation,
Experiment
n) Talking to Learners / Hands-on Math Activities, Written Work and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, Make a comic strip about the given topic.
o) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept

 Define counseling.
CC. No. of
learners who
earned 80% in
the evaluation.
DD. No. of
learners who
require
additional
activities for
remediation.
EE. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
FF. No. of
learners who
continue to
require
remediation.
GG. Which of
my learning
strategies
worked well?
Why did these
work?
HH. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
II. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Bibliography
https://en.wikipedia.org/wiki/Social_science
https://en.wikipedia.org/wiki/Applied_science

Instructional Planning Detailed Lesson Plan (DLP) Format

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Instructional Planning Detailed Lesson Plan (DLP) Format

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Key Concepts / Understandings

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources CG, SCORE SHEETS, MULTI- MEDIA

 Teacher will reinforce to student’s answer.

b) Talking to Learners / Hands-on Math Activities, Written Work and

d) Tests Skill Performance Test, Open-Ended

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

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes).

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

3. Learning Resources CG, SCORE SHEETS, MULTI- MEDIA

What I Saw What I Felt What I’m going

 If you were the Japanese, how will

d) Tests Skill Performance Test, Open-Ended

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

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes).

Key Concepts / Understandings

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 3. Objectives

Skills Applying execute, implement,

Creating generate, hypothesize, plan,

Attitude Categories: List of Attitudes:

3. Learning Resources CG, MULTI- MEDIA, ACTIVITY SHEETS

 Make follow up questions.

Shintoism worship the ancestors

answer answer answer

Assessment Method Possible Activities

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

d) Tests Skill Performance Test, Open-Ended

“I see myself worshipping Gods and forces of

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

 Preparing for the new lesson

4.8 Concluding Activity (5 minutes).

A myriad of beliefs, countless deities

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area Grade Level: Quarter: Duration:

Key Concepts / Understandings

Skills Applying execute, implement,

Attitude Categories: List of Attitudes:

1. Course Introduction (Applied Social

3. Learning Resources CG, MULTI- MEDIA, ACTIVITY SHEETS

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

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Branches of applied science[edit]

Detailed Lesson Plan (DLP) Format

DLP No.: 05 Learning Area Grade Level: 12 Quarter: Duration: 60mins.