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.:1 Learning Area: Personal Development Grade Level: Grade Quarter:1 Duration:4hrs
11
Learning a. explain that knowing oneself can make a person accept his/her Code:
Competency/ies: strengths and limitations and dealing with others better. a. EsP-PD11/12KO-Ia-1.1
(Taken from the Curriculum Guide) b. share his/her unique characteristics, habits, and experiences b. EsP-PD11/12KO-Ia-1.2
c. maintain a journal c. EsP-PD11/12KO-Ia-1.3

Key Concepts / Knowing oneself can make a person accept the strengths and limitations, characteristics, habits, and
Understandings to be experiences.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing 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, Explain the importance of knowing
The learner can construct meaning from oral, written and summarize, infer, compare,
or association oneself .
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, Use a journal.

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,
sustained effort to determine how they relate to one another, and to the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of formulate, assemble, devise
something
view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
feelings name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
emotiona reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
l areas. responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude, Resiliency,
way of perform, practice, present, read, recite, report, select, tell, write Positive vision, Acceptance,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Determined, Independent ,
Gratitude, Tolerant, Cautious,
Share the
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the
about Decisive, Self-Control, Calmness, characteristics,
internalization of a set of specified values, while clues to these values are expressed in the
someone learner's overt behavior and are often identifiable. Responsibility, Accountability, habits, and
or Industriousness, Industry, experiences .
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
somethin initiate, invite, join, justify, propose, read, report, select, share, study
g, Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
typically conflicts between them, and creating a unique value system. The emphasis is on
one that one’s culture, Globalism,
comparing, relating, and synthesizing values. Compassion, Work Ethics,
is
reflected Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
in a explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Financial Literacy, Global,
person’s synthesize Solidarity, Making a stand for the
behavior 5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human act,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of Appreciation of one’s rights,
the learner. Instructional objectives are concerned with the student's general patterns of Inclusiveness, Thoughtful,
adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking,
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
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, Love of God, Faith, Trusting,
principles locate, name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
importan Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is based
t in life. Helping, Oneness
on the internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Care of the environment, Disaster
life on
resolving conflicts between them, and creating a unique value system. The Risk Management, Protection of the
earth,
emphasis is on comparing, relating, and synthesizing values. Environment, Responsible
include
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
than explain, formulate, generalize, identify, integrate, modify, order, organize, Orderliness, Saving the ecosystem,
wealth prepare, relate, synthesize Environmental sustainability
and 5. Internalizing values - (Characterization): Has a value system that controls their
fame, behavior. The behavior is pervasive, consistent, predictable, and most importantly, 4. Makabansa
and characteristic of the learner. Instructional objectives are concerned with the Peace and order, Heroism and
would student's general patterns of adjustment (personal, social, emotional). Appreciation of Heroes, National
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
eternal practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism,
destiny of Productivity
millions
2. Content The learners demonstrate an understanding of himself/ herself during middle and
late adolescence.
3. Learning Resources *Personal Development Module *mirror
*CG
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although
at times optional, it is usually included to serve as a warm-up activity to give the learners zest for The teacher shows the mirror and ask the students
the incoming lesson and an idea about what it to follow. One principle in learning is that learning
what they could see in the mirror.
occurs when it is conducted in a pleasurable and comfortable atmosphere.

What did you see in the mirror?

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning ARTWORK
experience. It serves as a springboard for new learning. It illustrates the principle that learning The teacher instruct the students to draw something
starts where the learners are. Carefully structured activities such as individual or group reflective
that could represent themselves.
exercises, group 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 And explain it to the class, the reason why they
instructions should be considered in this part of the lesson. choose it as a symbol of themselves.
4.3 Analysis (____ 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 interactions and sharing of ideas and Do you know who you really are?
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 skills that are to be presented in the next part of the lesson. Do you believe that our personality is composed of
four windows, according to Joharri’s window?

What are your strengths and limitations in dealing

with

others better?

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should Discussion:
be enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette The teacher gives the information to the students
that summarizes the learning emphasized from the activity, analysis and new inputs in this part of
about the importance of knowing oneself, the
the lesson.
characteristics, habits, and experiences.
a. why is it important to know yourself?
b. what are the characteristics, habits, and
experiences that you have?
c. do you believe that writing a journal will help you
to express your feelings, and thoughts which you
cannot express it in person?

4.5 Application (____ minutes). This part is structured to ensure the commitment of the Observation:
learners to do something to apply their new learning in their own environment. The students will be grouped into four, and each
 group will do sharing about their characteristics,
habits, and experiences.
And will be encouraged to write a journal for them to
know more about themselves

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been Teacher assess the students by giving them a
met for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) suitable activities
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 Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment

b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, Direction: Write an essay entitled, “The
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Importance of knowing oneself”.
Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about a. how important to know oneself?
their learning to gain insights on their
b. what are the strengths and limitations?
understanding and to progress and clarify their
thinking) c. how effective are you in dealing withs
others?
d. can you share it to others, what is the best
way to express your thoughts, feelings and
behaviors?

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

Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)

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 Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

Write a short paragraph about valuing oneself.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

What are the various aspects of holistic
development of a person?

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, “It is important to love, discover and accept
parable or a letter that inspires the learners to do something to practice their new learning.
yourself of what you are, and what you have,
as a sign of being a unique individual.”
No one ,the same as you in this world because
every person is created in a unique way by the
CREATOR.
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. Reflection 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
s 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: MARY SOCCOUR T. POLINAR School: LIBERTAD NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 1 Division: BOGO CITY
Contact Number: Email address:

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key … It depends on the ideas of the students. The teacher provides the rubrics for scoring so that the students
will be aware and guided how far they know themselves.
4. Handouts …
5. PowerPoint Presentation …
6. Others