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

August 22-25, 2017

DLP Learning Area: SHS Grade Level: 11/12 Quarter: Duration:

No.: Empowerment Technologies 2 1 week

Learning Competency/ies: Explore the principles of interactivity and rich content in Codes:
(Taken from the Curriculum Guide) the context of Web 2.0 and the participation of the user CS_ICT11/12-ICTPT-
IIk-14
in the online experience

Key Concepts / Multimedia and ICTs covering the topics of: 1. Rich content in the online
Understandings to be environment and the user experience 2. multimedia and interactivity 3. Web 2.0,
Web 3.0, and user participation in the web. Types of rich and multimedia content
Developed currently include but are not limited to: 1. Video and audio, embedded and on-
demand 2. Online games, tests,and courseware 3. Web-, game-, pod-, and
vod-casting

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives

s. 2015)
Knowledge Categories:ICT, Online systems Behavioral Verbs:
The fact or
condition of
knowing Remembering identify, retrieve, Recognize one’s
something with The learner can recall information and retrieve recognize, duplicate, list,
familiarity relevant knowledge from long-term memory memorize, repeat, experience along a range of
gained through describe, reproduce online rich content on the basis
experience or
association of the usability of the interface

Understanding interpret, exemplify,

The learner can construct meaning from oral, classify, summarize, infer,
written and graphic messages compare, explain,
paraphrase, discuss

Skills Applying execute, implement, Use online slides using Google Slides
The ability and The learner can use information to demonstrate, dramatize,
capacity undertake a procedure in familiar interpret, solve, use, to create multimedia and interactivity 3.
acquired situations or in a new way illustrate, convert, Web 2.0, Web 3.0 presentations
through discover
deliberate,
systematic, Analyzing differentiate, distinguish, Outline rich media content and
and sustained The learner can distinguish between compare, contrast,
effort to parts and determine how they relate to organize, outline, interactivity affects and changes
smoothly and one another, and to the overall attribute, deconstruct the user experience in the delivery
adaptively structure and purpose
carryout and consumption of ICT content
complex
activities or Evaluating coordinate, measure, Evaluate embedded videos and vod-
the ability, The learner can make judgments and detect, defend, judge,
coming from argue, debate, describe, casting
justify decisions
one's critique, appraise,
knowledge, evaluate
practice,
aptitude, etc., Creating generate, hypothesize, Create a webpage to link embedded
to do The learner can put elements together plan, design, develop,
something to form a functional whole, create a produce, construct, videos from Youtube
new product or point of view formulate, assemble,
devise
Attitude Categories: List of Attitudes: Choose online
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence,
platforms, sites
feelings or selected attention Wellness, Respect, Honesty, Personal
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, discipline, Perseverance, Sincerity, and its contents
A settled way of give, hold, identify, locate, name, point to, reply, select, sit, Patience, Critical thinking, Open-
thinking or Study, use mindedness, Interest, Courteous,
feeling about Obedience, Hope, Charity, Fortitude,
someone or Resiliency, Positive vision,
something, 2. Responding to Phenomena - Active participation on the Acceptance, Determined, Comply
typically one that part of the learners. Attends and reacts to a particular Independent , Gratitude, Tolerant,
is reflected in a phenomenon. Learning outcomes may emphasize Cautious, Decisive, Self-Control, assigned tasks
person’s compliance in responding, willingness to respond, or Calmness, Responsibility,
behavior satisfaction in responding (motivation). Accountability, Industriousness,
Behavioral Verbs: aid, answer, assist, comply, conform, Industry, Cooperation, Optimism,
discuss, greet, help, label, perform, practice, present, read, Satisfaction, Persistent, Cheerful,
recite, report, select, tell, write Reliable, Gentle, Appreciation of
one’s culture, Globalism,
Compassion, Work Ethics, Creativity,
3. Valuing - Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
Share the
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the stand for the good, Voluntariness of essence of
internalization of a set of specified values, while clues to human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
valuing online
these values are expressed in the learner's overt behavior
and are often identifiable. Seriousness, Generous, Happiness, platforms,
Modest, Authority, Hardworking,
Behavioral Verbs: work, complete, demonstrate, online safety
Realistic, Flexible, Considerate,
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
Sympathetic, Frankness including
security,
ethics and
etiquette
4. Organization - Organizes values into priorities by Organize
contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is created forms
on comparing, relating, and synthesizing values. and
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, generalize, documents
identify, integrate, modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has a value system Perform

that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. consistently
Instructional objectives are concerned with the student's general and
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, pervasively
listen, modify, perform, practice, propose, qualify, question, according to
revise, serve, solve, verify
the norms

Values Categories: List of Values: Internalize the

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting,
stated list of
standards of Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love of values for being
behavior; one's give, hold, identify, locate, name, point to, reply, select, truth, Kindness, Humble
judgment of what sit, Study, use God-centered
is important in 2. Responding to Phenomena - Active participation on the
life. part of the learners. Attends and reacts to a particular
Go beyond phenomenon. Learning outcomes may emphasize compliance
learner’s life on in responding, willingness to respond, or satisfaction in
earth, include responding (motivation).
more than wealth Behavioral Verbs: aid, answer, assist, comply,
and fame, and conform, discuss, greet, help, label, perform, practice,
would affect the present, read, recite, report, select, tell, write
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or
millions. behavior. This ranges from simple acceptance to the more
Intentionally complex state of commitment. Valuing is based on the
adding value to internalization of a set of specified values, while clues to these
people values are expressed in the learner's overt behavior and are
everyday. 2. Maka-tao
often identifiable.
Concern for Others, Respect for
Behavioral Verbs: work, complete, demonstrate, human rights, Gender equality, Family Perform
differentiate, explain, follow, form, initiate, invite, join, Solidarity, Generosity, Helping, assigned tasks
justify, propose, read, report, select, share, study Oneness
4. Organization - Organizes values into priorities by with the
contrasting different values, resolving conflicts between them, concern for
and creating a unique value system. The emphasis is on
others but not
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine, limited to
compare, complete, defend, explain, formulate, human rights,
generalize, identify, integrate, modify, order, organize, gender
 prepare, relate, synthesize equality, family
5. Internalizing values - (Characterization): Has a value
system that controls their behavior. The behavior is pervasive, solidarity,
consistent, predictable, and most importantly, characteristic of generosity, and
the learner. Instructional objectives are concerned with the
helping
student's general patterns of adjustment (personal, social,
emotional). oneness
Behavioral Verbs: act, discriminate, display, influence,
3. Makakalikasan
listen, modify, perform, practice, propose, qualify,
Care of the environment, Disaster
question, revise, serve, solve, verify
Risk Management, Protection of the Defend and
Environment, Responsible care for the
Consumerism, Cleanliness,
environment
Orderliness, Saving the ecosystem,
Environmental sustainability from man-made
and natural
disasters
4. Makabansa Publish a good
Peace and order, Heroism and
Appreciation of Heroes, National website to
Unity, Civic Consciousness, Social advocate
responsibility, Harmony, Patriotism,
peace and
Productivity
order, heroism
and
appreciation of
heroes,
national unity
etc...

2. Content

3. Learning Resources Curriculum Guide (CG) Google Books, Google Site, Wix.com, Weebly.com,
Wordpress.com, wysiwygwebbuilder.com, Facebook.com,
sohowebmaker.com, mindmeister.com,smore.com/, simplesite.com/
youtube.com

4. Procedures
4.1 Introductory Activity (____ minutes). This Curriculum Present this URL:
part introduces the lesson content. Although at times Contextualization https://sites.google.com/deped.gov.ph/empowerm
optional, it is usually included to serve as a warm-up
Localization: enttechnologies/performance-tasks to the class
activity to give the learners zest for the incoming
Consider/include here
lesson and an idea about what it to follow. One
the appropriate Local
and let the students recognize one’s
principle in learning is that learning occurs when it is
Heritage Themes: experience along a range of
conducted in a pleasurable and comfortable
A. Annual Rites, online rich content on the basis
atmosphere.
Festivals, and
Rituals of the usability of the interface
(Historical/Religious
Festivals, Local
Cultural Festivals,
Local
4.2 Activity/Strategy (____ minutes). This is an
Delicacies/Products
Present online slides or links in multimedia and
interactive strategy to elicit learner’s prior learning
Festivals, Rituals, interactivity 3. Web 2.0, Web 3.0 presentations
experience. It serves as a springboard for new
Wedding Ritual,
learning. It illustrates the principle that learning starts
Palihi Ritual, Burial
where the learners are. Carefully structured activities
Ritual,
such as individual or group reflective exercises, group
B Literary Anthologies
discussion, self-or group assessment, dyadic or triadic
Written In Local
interactions, puzzles, simulations or role-play,
Language (BALITAW,
cybernetics exercise, gallery walk and the like may be
BALAK, Folktales/ Short
created. Clear instructions should be considered in this
Stories, Local Heroes
part of the lesson.
C. Historical Events,
Enduring Values,
4.3 Analysis (____ minutes). Essential questions Indigenous Materials,
are included to serve as a guide for the teacher in Indigenous Cultural Analyze and outline rich media content and
clarifying key understandings about the topic at hand. Communities/Indigenous
Critical points are organized to structure the People, Indigenous
interactivity affects and changes the user
discussions allowing the learners to maximize Games experience in the delivery
interactions and sharing of ideas and opinions about D. Topography, Flora/
expected issues. Affective questions are included to
and consumption of ICT content
Fauna (Falls, Mountains,
elicit the feelings of the learners about the activity or River, Cave, Trees,
the topic. The last questions or points taken should Flower, Fauna
lead the learners to understand the new concepts or E. Food & Local
skills that are to be presented in the next part of the products
lesson.
4.4 Abstraction (____ minutes). This outlines the G. Role Model Family Group discussions shall be made and summarize
key concepts, important skills that should be applied knowledge with proper attitudes to consider
enhanced, and the proper attitude that should be
and enhance the skills of students to achieve and
emphasized. This is organized as a lecturette that
summarizes the learning emphasized from the activity, produce good outputs (e.g. students’ outputs)
analysis and new inputs in this part of the lesson.

4.5 Application (____ minutes). This part is Develop web pages to showcase their applied
structured to ensure the commitment of the learners to knowledge to link and embed videos with commitment
do something to apply their new learning in their own
and apply their new learning by using online platforms
environment.
to tell the world of their works and contexts in relation to
their environment.

4.6 Assessment (___ 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:
Online quizzes using Google Form shall be presented
to students. Valid Gmail account is needed for them
submit their responses. And their scores can be viewed
by them right away. If students got below 7 over 10.
Those students can browse again the online slides and
retake the online quiz. Online Quiz 01, Online Quiz 02,
Online Quiz 03, Online Quiz 04

Assessment Method Possible Activities Online assessment method shall be used

a) Observation Investigation, Role Play, Demonstration, Group Activity (e.g. Slides

(Formal and informal observations of learners’ Oral Presentation, Dance,
Musical Performance, Skill Presentations ) shall be done by students.
performance or behaviors are recorded, based on
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment

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

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

c) Analysis of Learners’ Products Worksheets for all subjects,

(Teachers judge the quality of products produced by Essay, Concept
Maps/Graphic Organizer, Web pages Organizer, Multi-media Presentation,
learners according to agreed criteria)
Project, Model, Artwork, Product made in technical-vocational subjects are
Multi-media Presentation, also the possible assessment.
Product made in technical-
vocational subjects

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability Open-Ended Question,
to demonstrate mastery of a skill or knowledge of content) Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Online Quiz
4.7 Assignment (____ 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 Online Slides and Power-Point Presentations with
animations shall be prepared by students for their
assignment.

4.8 Concluding Activity (____ minutes). There is something in the web that can change some
This is usually a brief but affective closing activity such as a strong quotation, a people or remind them to save their environments… by
short song, an anecdote, parable or a letter that inspires the learners to do George P. Lumayag @
something to practice their new learning. http://www.georgelumayag.com/

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
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 Website for EmpTech:

localized materials did
I use/discover which I https://sites.google.com/deped.gov.ph/empowermenttechnol
wish to share with ogies/home
other teachers?

Prepared by:
Name: GEORGE P. LUMAYAG School: DALAGUETE NHS

Position/Designation: SST3 Division: CEBU

Contact Number: 09213964825 Email address: george.lumayag@deped.gov.ph

Bibliography

Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour. Retrieved from
www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,
+sites+and+content&hl=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and
%20content&f=false
Tad Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107. Retrieved from

H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved
from www.books.google.com on May 31, 2017 @ https://books.google.com.ph/books?
id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa=X&ved=0ahUKEwjv0YmY55nUAhWBNpQKH
TpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20contents&f=false
http://www.thefreedictionary.com/nuances
https://www.wix.com/
https://www.weebly.com/
https://sites.google.com/
https://books.google.com/
https://www.wysiwygwebbuilder.com/forum/ucp.php?mode=register
https://www.facebook.com/
http://www.sohowebmaker.com/cgi-bin/sohowebmaker.com/join/join.pl
https://www.mindmeister.com/
https://www.mindmeister.com/56752601/high-school-athletes
https://prezi.com/hup4ph5fis8z/catalogues-of-the-19th-century/
http://picasageeks.com/tag/make-a-photo-look-like-a-painting/
https://online.berklee.edu/courses/music-notation-using-sibelius

Appendices: (attach all materials that will be used)

1. Activity Sheet … https://sites.google.com/deped.gov.ph/empowermenttechnologies/performance-tasks
2. Formative Assessment …
3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes
4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit
5. PowerPoint Presentation … ICT Tech, Current State of ICT Technologies, Online Contexts, Productivity Tools, Create Gmail,
Create Website, Create Webpage,
6. Others