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 Religion Grade Level: 11 Quarter: 2nd Duration: 60 mins
Learning Competency/ies: Code: HUMSS_WRB-3.1
(Taken from the Curriculum Identify the positive and negagtive effects of religion
Guide)
Key Concepts / Understandings Identifying the positive and negative effects of religions
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, Identify the positve and negative
knowing relevant knowledge from long-term memory list, memorize, repeat, effects of religion
something with describe, reproduce
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize,
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, Contrast the positive and negative
systematic, and The learner can distinguish between parts compare, contrast, organize, effects of religions
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,
practice, The learner can put elements together to design, develop, produce,
aptitude, etc., to form a functional whole, create a new product construct, formulate,
do something or point of view assemble, devise

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, confidence, Wellness,
feelings locate, name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or discipline, Perseverance,
emotion 2. Responding to Phenomena - Active participation on the part of the Sincerity, Patience, Critical
Discuss with at
learners. Attends and reacts to a particular phenomenon. Learning most sencirity
al thinking, Open-mindedness, about the
areas. outcomes may emphasize compliance in responding, willingness to Interest, Courteous,
respond, or satisfaction in responding (motivation). positive and
A Obedience, Hope, Charity, negative effects
settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Fortitude, Resiliency,
help, label, perform, practice, present, read, recite, report, select, tell, of religions
way of Positive vision, Acceptance,
thinking write Determined, Independent ,
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Gratitude, Tolerant,
feeling ranges from simple acceptance to the more complex state of commitment. Cautious, Decisive, Self-
about Valuing is based on the internalization of a set of specified values, while Control, Calmness,
someon clues to these values are expressed in the learner's overt behavior and are Responsibility,
e or often identifiable. Accountability,
somethi Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Industriousness, Industry,
ng, follow, form, initiate, invite, join, justify, propose, read, report, select, Cooperation, Optimism,
share, study
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 Respect for the
learner's attention Love of God, Faith, Trusting, opinion of others
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 2. Maka-tao
behavio outcomes may emphasize compliance in responding, willingness to Concern for Others, Respect
r; one's respond, or satisfaction in responding (motivation). for human rights, Gender
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, equality, Family Solidarity,
nt of greet, help, label, perform, practice, present, read, recite, report, Generosity, Helping, Oneness
what is select, tell, write
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. 3. Makakalikasan
nt in life. This ranges from simple acceptance to the more complex state of Care of the environment,
commitment. Valuing is based on the internalization of a set of specified Disaster Risk Management,
Go values, while clues to these values are expressed in the learner's overt Protection of the
beyond behavior and are often identifiable. Environment, Responsible
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Consumerism, Cleanliness,
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Orderliness, Saving the
earth, report, select, share, study ecosystem, Environmental
include 4. Organization - Organizes values into priorities by contrasting sustainability
more different values, resolving conflicts between them, and creating a 4. Makabansa
than unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism
wealth synthesizing values. and Appreciation of Heroes,
and Behavioral Verbs: adhere, alter, arrange, combine, compare, National Unity, Civic
fame, complete, defend, explain, formulate, generalize, identify, Consciousness, Social
and integrate, modify, order, organize, prepare, relate, synthesize responsibility, Harmony,
would 5. Internalizing values - (Characterization): Has a value system that Patriotism,
affect controls their behavior. The behavior is pervasive, consistent, Productivity
the predictable, and most importantly, characteristic of the learner.
eternal Instructional objectives are concerned with the student's general
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 POSITIVE AND NEGATIVE EFFECTS OF RELIGION

3. Learning Resources INTERNET, GOOGLE PICRTURES, CG, Cartolina/Manila Paper, pentel pen / Multi-
media
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. Picture Analysis
Although at times optional, it is usually included to serve as a warm-up activity to  What do you see on the picture?
give the learners zest for the incoming lesson and an idea about what it to follow.  Describe what is in the feature?
One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s prior (Grouping the class to )
learning experience. It serves as a springboard for new learning. It illustrates the A short debate will be initiated between the two groups.
principle that learning starts where the learners are. Carefully structured activities A rubrics for the debate activity will be given as a sort of
such as individual or group reflective exercises, group discussion, self-or group the grading system.
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 (___15_ minutes). Essential questions are included to serve as a The teacher asks
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  What are the positive effects of religions?
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the  What are the negative effects of religions?
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.
4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills The teacher asks:
that should be enhanced, and the proper attitude that should be emphasized. This  In real life situation, do religions really have a
is organized as a lecturette that summarizes the learning emphasized from the positive and negative effects?
activity, analysis and new inputs in this part of the lesson.

4.5 Application (___3_ minutes). This part is structured to ensure the commitment  Create a Venn Diagram showing the positive
of the learners to do something to apply their new learning in their own and negative effects of religions?
environment.

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 The debate acitivity will serve as the assessment
appropriate strategies as needed, and c) Evaluate whether learning intentions and of the day provided with the rubrics as the means
success criteria have been met. (Reminder: Formative Assessment may be given before, of grading or scoring
during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading Lecture or Discussion
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 (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

Make a poster that shows the impact of religion
in your life in the positive and negative aspects.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

  Preparing for the new lesson

4.8 Concluding Activity (___1_ 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.

Content of the iPlan need to continue and develop.

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: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.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