Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.:1 Learning Area: ORAL COMMUNICATION Grade Level: 11 Quarter: I Duration: 1hr.
Learning Competency/ies: Identifies strategies used by each speaker to convey his/her Code:
(Taken from the Curriculum Guide) ideas effectively. EN11/12OC-Ibe-13
Key Concepts / Values the Functions /Purposes of oral communication
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, Interpret the strategies used by the speaker to
The learner can construct meaning from oral, written and summarize, infer, compare, convey his/her ideas effectively.
or association explain, paraphrase, discuss
graphic messages

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
Evaluating coordinate, measure, detect, defend,
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design, Write an essay of his/her objective
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct, observation and evaluation of the video
aptitude, etc., to do formulate, assemble, devise watched
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 Display
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, open-
(personal, social, emotional). Modest, Authority, Hardworking, mindedness
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 truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for
one's human rights, Gender equality, Family
perform, practice, present, read, recite, report, select, tell, write
judgment Solidarity, Generosity, Helping, Shows concern for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is Oneness others
simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in
in life. the learner's overt behavior and are often identifiable.
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, 3. Makakalikasan
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment, Disaster Risk
learner’s 4. Organization - Organizes values into priorities by contrasting different values, Management, Protection of the
life on resolving conflicts between them, and creating a unique value system. The emphasis is Environment, Responsible
earth, on comparing, relating, and synthesizing values. Consumerism, Cleanliness,
include Orderliness, Saving the ecosystem,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more than Environmental sustainability
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
wealth
relate, synthesize
and fame, 4. Makabansa
5. Internalizing values - (Characterization): Has a value system that controls their
and would Peace and order, Heroism and
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
affect the Appreciation of Heroes, National
characteristic of the learner. Instructional objectives are concerned with the student's
eternal Unity, Civic Consciousness, Social
general patterns of adjustment (personal, social, emotional).
destiny of responsibility, Harmony, Patriotism,
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Productivity
practice, propose, qualify, question, revise, serve, solve, verify
2. Content FUNCTIONS OF COMMUNICATION

3. Learning Resources ORAL COMMUNICATION IN CONTEXT

http://www.cbsencertanswers.com/2014/02/sample-questions-for-writing-article.html

https://www.youtube.com/watch?v=fohCkaIhnBc

4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. Although at
4.6 Assessment ( 20 minutes). For the Teacher to: a) Assess whether learning objectives have been met Present a video clip of the speech of Oprah Winfrey.
https://www.youtube.com/watch?v=fohCkaIhnBc
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, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

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

Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on 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 produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical- Write an essay about your observation of the
vocational subjects strategies used by the speaker in her speech
to convey her ideas effectively.

d) Tests Skill Performance Test, Open-Ended Question,

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

4.7 Assignment ( 3 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 ( 2 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.

times optional, it is usually included to serve as a warm-up activity to give the learners zest for the
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity ( 10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. After watching the video, group the class into five
It serves as a springboard for new learning. It illustrates the principle that learning starts where the members each. Have them figure out the strategies
learners are. Carefully structured activities such as individual or group reflective exercises, group
used by the speaker.
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be considered .
in this part of the lesson.
4.3 Analysis ( 10 minutes). Essential questions are included to serve as a guide for the teacher in 1. What is the video all about?
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about 2. What is the purpose of the speaker?
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new
concepts or skills that are to be presented in the next part of the lesson. 3. How does the speaker convey his message?

4. Do you think that his/her strategies are effective?

Why?

4.4 Abstraction ( 5 minutes). This outlines the key concepts, important skills that should be As a speaker, how do you effectively convey your ideas?
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application ( 5 minutes). This part is structured to ensure the commitment of the learners to What are your thoughts while watching the video? Why
do something to apply their new learning in their own environment. is it important that you will consider the effectiveness if
you are going to make a speech?
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: Frankie E. Delos Santos School: Guindaruhan National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09206230287 Email address: frankiedelossantos855@gmail.com