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

June 19-23, 26-30, 2017

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

No.: Empowerment Technologies I 2 weeks

Learning Competency/ies: Independently apply advanced productivity tools to Codes:

(Taken from the ​Curriculum Guide​)
create or develop ICT content for use in specific CS_ICT11/12-ICTPT-
Ic-d-4; and
professional tracks; CS_ICT11/12-ICTPT-
Calculate spread sheet of athletic statistics (Sports); Ic-d-5;
Layout of catalogue of creative works (Arts);
Create a of materials/ ingredients projections for
batches of baked goods (Tech- Voc);
Create a letterhead/ business card design (Business/
Academic)

Key Concepts / 1) Mail merge and label generation; 2) Custom animations and timing; 3)
Hyperlinking in presentations; 4) Integrating images and external material in
Understandings to be
word processors; 5) Embedded files and data; 6) Advanced and complex
Developed formulas and computations

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

​ bjectives

s. 2015)

K​nowledge Categories:ICT, Online systems Behavioral Verbs:

The fact or
condition of
knowing R​emembering identify, retrieve,
something with The learner can recall information and retrieve recognize, duplicate, list,
familiarity relevant knowledge from long-term memory memorize, repeat,
gained through describe, reproduce
experience or
association

U​nderstanding interpret, exemplify,

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

S​kills A​pplying execute, implement,

U
​ se common productivity tools
The ability and The learner can use information to demonstrate, dramatize,
capacity undertake a procedure in familiar interpret, solve, use, effectively by maximizing advanced
acquired situations or in a new way illustrate, convert, application techniques.
through discover
deliberate,
systematic, A​nalyzing differentiate, distinguish,
and sustained The learner can distinguish between compare, contrast,
effort to parts and determine how they relate to organize, outline,
smoothly and one another, and to the overall attribute, deconstruct
adaptively structure and purpose
carryout
complex E​valuating coordinate, measure,
activities or The learner can make judgments and detect, defend, judge,
the ability, justify decisions argue, debate, describe,
coming from critique, appraise,
one's evaluate
knowledge,
practice, C​reating generate, hypothesize,
Create an original or derivative ICT
aptitude, etc., The learner can put elements together plan, design, develop,
to do to form a functional whole, create a produce, construct, content to effectively communicate or
something new product or point of view
 formulate, assemble,
present data or information related to
devise
specific professional tracks.

A​ttitude 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,
thinking or feeling Study, use Open-mindedness, Interest,
about someone Courteous, Obedience, Hope, Charity,
or something, Fortitude, Resiliency, Positive vision,
2.​ R
​ esponding to Phenomena​ - Active participation on the
typically one that Acceptance, Determined, Independent ​Comply
is reflected in a part of the learners. Attends and reacts to a particular , Gratitude, Tolerant, Cautious,
phenomenon. Learning outcomes may emphasize assigned tasks
person’s Decisive, Self-Control, Calmness,
behavior compliance in responding, willingness to respond, or Responsibility, Accountability,
satisfaction in responding (motivation). Industriousness, Industry,
Behavioral Verbs:​ ​ aid, answer, assist, comply, conform, Cooperation, Optimism, Satisfaction,
discuss, greet, help, label, perform, practice, present, read, Persistent, Cheerful, Reliable, Gentle,
recite, report, select, tell, write Appreciation of one’s culture,
Globalism, Compassion, Work Ethics,
3.​ V​ aluing​ - Attaches to a particular object, phenomenon, or Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, Solidarity, Share the
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the Making a stand for the good, essence of
internalization of a set of specified values, while clues to Voluntariness of human act,
Appreciation of one’s rights,
valuing online
these values are expressed in the learner's overt behavior
and are often identifiable. Inclusiveness, Thoughtful, platforms,
Seriousness, Generous, Happiness,
Behavioral Verbs:​ ​ work, complete, demonstrate,
Modest, Authority, Hardworking,
online safety
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
Realistic, Flexible, Considerate, including
Sympathetic, Frankness
security,
ethics and
etiquette
4.​ O​ rganization​ - 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

V​alues 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​. often identifiable.
Behavioral Verbs:​ work, complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study
 4. ​Organization​ - Organizes values into priorities by 2.​ ​Maka-tao
contrasting different values, resolving conflicts between them, Concern for Others, Respect for ​Perform
and creating a unique value system. The emphasis is on human rights, Gender equality, Family
comparing, relating, and synthesizing values. Solidarity, Generosity, Helping,
assigned tasks
Behavioral Verbs:​ adhere, alter, arrange, combine, Oneness with the
compare, complete, defend, explain, formulate, concern for
generalize, identify, integrate, modify, order, organize,
others but not
prepare, relate, synthesize
5. ​Internalizing values​ - (Characterization): Has a value limited to
system that controls their behavior. The behavior is pervasive, human rights,
consistent, predictable, and most importantly, characteristic of
gender
the learner. Instructional objectives are concerned with the
student's general patterns of adjustment (personal, social, equality, family
emotional). solidarity,
Behavioral Verbs:​ act, discriminate, display, influence, generosity, and
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify
helping
oneness

3.​ ​Makakalikasan
Care of the environment, Disaster ​Defend and
Risk Management, Protection of the
Environment, Responsible
care for the
Consumerism, Cleanliness, environment
Orderliness, Saving the ecosystem, from
Environmental sustainability
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​, W
​ ix.com​, ​Weebly.com

4. Procedures

4.1 Introductory Activity​ ​(____ minutes). ​This Curriculum Present this URL:
part introduces the lesson content. Although at times Contextualization http://dalaguete.gov.ph/history/tri-centennial-celebratio
optional, it is usually included to serve as a warm-up
Localization: n​ and this link: ​http://dalaguete.gov.ph/po-products
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
principle in learning is that learning occurs when it is Present the link of the PreTest:
Heritage Themes:
conducted in a pleasurable and comfortable
A.​ A
​ nnual Rites,
atmosphere.
Festivals, and
Rituals
(Historical/Religious
4.2 Activity/Strategy​ ​(____ minutes). ​This is an Festivals,​ ​Local Present online slides or links:
Cultural Festivals, Present online slides on 1) Calculating ​spread sheet of
interactive strategy to elicit learner’s prior learning
Local
experience. It serves as a springboard for new athletic statistics​ (Sports); 2) ​Layout of catalogue​ of
Delicacies/Products
learning. It illustrates the principle that learning starts creative works​ (Arts); 3) ​Materials/ ingredients
Festivals, Rituals,
where the learners are. Carefully structured activities
Wedding Ritual, projections for batches of baked goods​ (Tech- Voc); 4)
such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic Palihi Ritual, Burial Letterhead/ business card design
interactions, puzzles, simulations or role-play, Ritual, (Business/Academic);
cybernetics exercise, gallery walk and the like may be B Literary Anthologies
created. Clear instructions should be considered in this Written In Local
part of the lesson. Language (BALITAW,
BALAK, Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
 Indigenous Materials, How online slides shall be linked to students’
4.3 Analysis​ ​(____ minutes). ​Essential questions
Indigenous Cultural
are included to serve as a guide for the teacher in websites? ​Click here​.
Communities/Indigenous
clarifying key understandings about the topic at hand.
Critical points are organized to structure the People,​ I​ ndigenous
discussions allowing the learners to maximize Games
interactions and sharing of ideas and opinions about D. Topography, Flora/
expected issues. Affective questions are included to 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. G. Role Model Family

4.4 Abstraction​ ​(____ minutes).​ ​This outlines the
key concepts, important skills that should 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.
​Group discussions shall be made​ and summarize
applied knowledge with proper attitudes to consider
and enhance the skills of students to achieve and
produce good outputs (e.g. students’ outputs)

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

4.6 Assessment​ ​(___ minutes).​ ​For the Teacher ​Online quizzes​ using Google Form shall be presented
to students. Valid Gmail account is needed for them
​ ) Assess whether learning objectives have been
to:​ a
submit their responses. And their scores can be viewed
​ )​ R​ emediate and/or
met for a specified duration,​ b
by them right away. If students got below 7 over 10.
enrich with appropriate strategies as needed, and ​ c​ ) Those students can browse again the online slides and
Evaluate whether learning intentions and success retake the online quiz. ​Online Quiz 01​, Online Quiz 02,
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 Online assessment method shall be used

a)​ ​Observation Investigation, Role Play, D

​ emonstration, 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, ​ ritten Work and Essay​ and ​Panel Discussion​ are
W
to gain insights on their understanding and to progress and Picture Analysis, Comic
Strip, Panel Discussion,
desired.
clarify their thinking)
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, M​ ulti-media Presentation,​
learners according to agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Product made in technical-vocational subjects are also
Multi-media Presentation, the possible assessment.
Product made in
technical-vocational
subjects

d) Tests Skill Performance Test,

Open-Ended Question,
(Teachers set tests or quizzes to determine learners’ ability ​Online Quiz 02
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
​ ffective​ closing activity such as a strong quotation, a
This is usually a brief but 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/

Indicate below special cases including but not limited to continuation of lesson plan to the
5.​ R
​ emarks
following day in case of re-teaching or lack of time, transfer of lesson to the following day,
in cases of class suspension, etc.
 Reflect on your teaching and assess yourself as a teacher. Think about your student’s
6.​ R
​ eflections
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.​ N
​ o. of learners who
18 learners
earned 80% in the
evaluation.

B.​ N
​ o. of learners who
require additional
activities for
remediation.

C.​ D
​ id the remedial
lessons work? No. of
learners who have
caught up with the
lesson.

D.​ ​No. of learners who

continue to require
remediation.

E.​ W
​ hich of my learning
strategies worked
well? Why did these
work?

F.​ W
​ hat 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

https://www.behance.net/gallery/8021241/Business-Card-Letterhead-and-Envelope-Design
http://www.futuremarketinsights.com/reports/bakery-lngredients-market
https://view.officeapps.live.com/op/view.aspx?src=http://strategycube.com/StratProd/5s3/8j6v/4uy/Creative_Brief_template.doc
https://docs.google.com/spreadsheets/d/1CPKVfxheKdEp_04emnFTjbzbZNNdLIWVY72-Pa00mXU/edit#gid=0
https://www.iirp.edu/pdf/IIRP-Reflection-Tip_Sheet.pdf
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&h
l=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=0
ahUKEwjv0YmY55nUAhWBNpQKHTpEDysQ6AEIJDAA#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/
http://dalaguete.gov.ph/history/tri-centennial-celebration
http://dalaguete.gov.ph/po-products
http://www.georgelumayag.com/
https://www.youtube.com/watch?v=uA4U1IAZCR0
https://www.youtube.com/watch?v=cnNYJdA40vA
https://www.youtube.com/watch?v=RodUHlwVabA
https://www.youtube.com/watch?v=_Yrm1hKh3eQ

Appendices: (attach all materials that will be used)

1.​ ​Activity Sheet … ​Group Reflection Paper
2.​ ​Formative Assessment …​Online Quiz 02
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​, ​Online Contexts​, ​Productivity Tools​, ​Create Gmail​, ​Create Website​, ​Create Webpage​,
6. Others