Instructional Planning

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

Detailed Lesson Plan (DLP)

DLP No.: 3 Learning Area:EMPOWERMENT Grade Quarter:I Duration:
TECHNOLOGIES Level:11 60MINS

Learning Competency/ies: Share and showcase existing or Code:CS_ICT11/12-

(Taken from the Curriculum Guide) previously developed material in ICTPT-Ii-j-13
the form of a collaboratively
designed newsletter or blog site
intended for a specific audience or
viewer
Key Concepts/ Integration of ICT content through collaboration with
Understanding to be classmate and teacher as both peer and partner from previous
developed learnings
Domain Adapted Cognitive Process 1. Objectives
Dimensions
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve,
condition of The learner can recall recognize, duplicate,
knowing information and list, memorize,
something with retrieve relevant repeat, describe,
familiarity knowledge from long- reproduce
gained through term memory
experience or Interpret, exemplify,
association
Understanding Explain the code in developing
The learner can classify, summarize,
construct meaning infer, compare, an online portal or website
from oral, written explain, paraphrase,
and graphic discuss
messages

Skills Applying Execute, implement, Illustrate the code in developing an online

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate, portal or website
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish,
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to between parts and determine how outline, attribute, deconstruct
smoothly and they relate to one another, and to
adaptively the overall structure and purpose
carryout complex Coordinate, measure, detect,
activities or the
Evaluating
The learner can make judgments defend, judge, argue, debate,
ability, coming describe, critique, appraise,
from one’s and justify decisions
evaluate
knowledge, Generate, hypothesize, plan,
practice, aptitude, Creating
The learner can put elements design, develop, produce,
etc. to do construct, formulate, assemble,
something together to form a functional
whole, create a new product or devise
point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena – Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 2. Responding to Phenomena – Activate participation on the part of Determined, Independent,
Gratitude, Tolerant, Cautious,
someone the learners. Attends and reacts to a particular phenomenon.
Decisive, Self-control,
or Learning outcomes may emphasize compliance in responding, Calmness, Responsibility,
something, willingness to respond, or satisfaction in responding (motivation). Accountability,
typically Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Industriousness, Industry,
one that is Cooperation, Optimism,
greet, help, label, perform, practice, present, read, recite, report, Satisfaction, Persistent,
reflected
in a select, tell, write Cheerful, Reliable, Gentle,
Appreciation of one’s culture,
person’s 3. Valuing – Attaches to a particular object, phenomenon, or Globalism, Compassion, Work
behavior. ethics, Creativity,
behavior. This ranges from simple acceptance to the more Entrepreneurial Spirit,
complex state of commitment. Valuing is based on the Financial Literacy, Global
internalization of a set of specified values, while clues to these Solidarity, Making a stand for
values are expressed in the learner’s overt behavior and are often the good, Voluntariness of
human act, Appreciation of
identifiable. one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Thoughtful, Seriousness,
explain, follow, form, initiate, invite, join, justify, propose, read, Generous, Happiness, Modest,
Authority, Hardworking,
report, select, share, study Realistic, Flexible, Considerate,
Sympathetic, Frankness
4. Organization – Organize values into priorities by contrasting
different values, resolving conflicts between them, and creating a
unique value system. The emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
5. Internalizing Values (Characterization) – Has a value system that Practice
controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. openmindedness
Instructional objectives are concerned with the student’s general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify

Values Categories: List of Values:

1. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 2. Maka-tao
2ehaviour; 2. Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding equality, Family solidarity,
judgment
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 3. Makakalikasan
in life. Care of the environment,
3. Valuing – Attaches to a particular object, phenomenon, or 2ehaviour. This ranges Disaster risk-management,
Go beyond from simple acceptance to the more complex state of commitment. Valuing is based Protection of the
learner’s on the internalization of a set of specified values, while clues to these values are environment, Responsible
expressed in the learner’s overt 2ehaviour and are often identifiable. consumerism, Cleanliness,
life on
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth, initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 4. Organization – Organize values into priorities by contrasting different values, 4. Makabansa
wealth resolving conflicts between them, and creating a unique value system. The emphasis Peace and order, Heroism
and fame, is on comparing, relating, and synthesizing values. and appreciation of Heroes,
and would National Unity, Civic
affect the Consciousness, Social
eternal Responsibility, Harmony,
5. Internalizing Values (Characterization) – Has a value system that controls their
destiny of 2ehaviour. The 2ehaviour is pervasive, consistent, predictable, and most importantly,
Patriotism, Productivity Practice social
millions characteristic of the learner. Instructional objectives are concerned with the student’s responsibility
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
2. Content The learner should be able to synthesize into an integrated ICT content through collaboration with
classmate and teacher as both peer and partner
3. Learning Resources CG, computer, projector
4. Procedures
4.1 Introductory Activity (__2__) minutes. This part introduces the lesson content. It serves 1. Check the attendace
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 2. Call the students who were given
a pleasurable and comfortable atmosphere. assignment and recite orally the code

4.2 Activity (__10__) minutes. This is an interactive strategy to elicit learner’s prior learning 1. Group the students into 5 groups and
experience. It serves as a springboard for new learning. It illustrates the principle that
learning starts where the learners are. Carefully structured activities such as individual share the code
or group reflective exercises, group discussion, self-or group assessment, dyadic or 2. Apply the code to be able to display
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 the words “ HELLO WORD“ on the
lesson.
screen
3. Instruct each group to make some
innovations of the sample website
“HELLO WORD” like the font style and
color, allignment and other icons on
the tool bar menu
4. Group presentation
4.3 Analysis (__10__) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following
teacher in clarifying key understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to maximize interactions questions:
and sharing of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the topic. The last
questions or points taken should lead the learners to understand the new concepts or  What did you feel after the sharing?
skills that are to be presented in the next part of the lesson.
Why?

4.4 Abstraction (__2__) minutes. This outlines the key concepts, important skills that should Is the code important in making a website?
be enhanced, and the proper attitude that should be emphasized. This is organized as a
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.

4.5 Application (__10__) minutes. This part is structured to ensure the commitment of the Enhanced the design
learners to do something to apply their new learning in their own environment.

4.6 Assessment (__10__) 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, 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 Assessments Method below:

Assessment Method Possible Activities

a) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral
Presentation, Dance, Musical
Performance, Skill Demonstration,
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

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

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

c) Analysis of Learners’ Worksheets for all subjects, Essay, Multi- media presentation of the enhanced
Products Concept Maps/ Graphic Organizer, website
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)
 d) Tests
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)
Skill Performance Test, Open-Ended
Question, Practicum, Pen and Paper
Test, Pre and Post Test, Diagnostic
Test, Oral Test, Quiz

4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson Practice making an innovation of the design
created
 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.

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.

6. 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 with 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
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?

Prepare by:
Name: Alma T. Merenillo School: Badian National High School
Position/ Designation: Teacher II Division: Cebu Province
Contact Number: 09194383419 Email address: almamerenillo@yahoo.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. Others