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

S.Y. 2019-2020
Learning Area: COMMUNITY Quarter: 3RD
Duration: 1 HOUR
DLP No.: ENGAGEMENT, SOLIDARITY, AND Grade Level: HUMSS 11
& 20 MINS
CITIZENSHIP QUARTER
Learning Competency/ies: The learners recognize the value of
Code: HUMSS_CSC12-III-g-7
(Taken from the Curriculum Guide) undertaking community action modalities
Key Concepts /
Understandings to be Value of undertaking community modalities
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Categories: Behavioral Verbs:
Knowledge
The fact or condition Remembering identify, retrieve, recognize, Give the meaning of the key
of knowing The learner can recall information and retrieve duplicate, list, memorize, repeat, concepts: value, modalities,
something with relevant knowledge from long-term memory describe, reproduce
familiarity gained community action;
through experience Understanding interpret, exemplify, classify, Discuss the value of undertaking
or association The learner can construct meaning from oral, summarize, infer, compare, explain,
written and graphic messages paraphrase, discuss community action modalities;
Come up with an evaluation
report of the group’s
implementation of action plan
for school clean and green
Applying execute, implement, demonstrate, advocacy as the students’
The learner can use information to undertake a dramatize, interpret, solve, use,
procedure in familiar situations or in a new way illustrate, convert, discover community action modality for
the semester;
Skills
The ability and
Develop the value of love and
capacity acquired care for nature;
through deliberate,
systematic, and Review the group’s plan for
sustained effort to community (school) action
smoothly and
adaptively carryout modality - clean and advocacy
Analyzing differentiate, distinguish, compare,
complex activities or The learner can distinguish between parts and contrast, organize, outline,
program;
the ability, coming determine how they relate to one another, and to
from one's attribute, deconstruct
the overall structure and purpose
knowledge, practice, Tell if the plan for community
aptitude, etc., to do
something action modality in school is
functional or not; and
coordinate, measure, detect,
Critique the plan for community
Evaluating defend, judge, argue, debate, action modality in school , its
The learner can make judgments and justify describe, critique, appraise,
decisions evaluate
implementation and monitoring
scheme.
Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct,
functional whole, create a new product or point of formulate, assemble, devise
view
Attitud Categories:
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
List of Attitudes:
e Self-esteem, Self-confidence,
Growth in
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
point to, reply, select, sit, Study, use Personal discipline, Perseverance,
feelings
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Sincerity, Patience, Critical
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in thinking, Open-mindedness,
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,
way of perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude,
Participate in
about internalization of a set of specified values, while clues to these values are expressed in the Tolerant, Cautious, Decisive, Self- cleaning and
someone learner's overt behavior and are often identifiable. Control, Calmness, Responsibility,
Accountability, Industriousness,
greening the
or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
somethin initiate, invite, join, justify, propose, read, report, select, share, study Industry, Cooperation, Optimism, school
g, 4. Organization - Organizes values into priorities by contrasting different values, resolving Satisfaction, Persistent, Cheerful,
typically conflicts between them, and creating a unique value system. The emphasis is on Reliable, Gentle, Appreciation of
one that comparing, relating, and synthesizing values. one’s culture, Globalism,
is Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Creativity, Entrepreneurial Spirit,
reflected
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
in a Financial Literacy, Global,
synthesize
person’s Solidarity, Making a stand for the
behavior 5. Internalizing values - (Characterization): Has a value system that controls their behavior. good, Voluntariness of human
 The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional).
act, Appreciation of one’s rights,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Inclusiveness, Thoughtful,
propose, qualify, question, revise, serve, solve, verify Seriousness, Generous,
Happiness, Modest, Authority,
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Love of God, Faith, Trusting,
or point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
of 2. Maka-tao
reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
behavior;
responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
one's
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality,
judgment
perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
of what is
important 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
in life. simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan
Go beyond internalization of a set of specified values, while clues to these values are expressed in the Care of the environment, Disaster
learner’s learner's overt behavior and are often identifiable. Risk Management, Protection of
life on
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, the Environment, Responsible Care for the
earth, Consumerism, Cleanliness, Environment
initiate, invite, join, justify, propose, read, report, select, share, study
include Orderliness, Saving the
more than 4. Organization - Organizes values into priorities by contrasting different values, resolving
ecosystem, Environmental
wealth conflicts between them, and creating a unique value system. The emphasis is on comparing,
sustainability
and fame, relating, and synthesizing values.
and would Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
affect the formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, 4. Makabansa
eternal synthesize Peace and order, Heroism and
destiny of 5. Internalizing values - (Characterization): Has a value system that controls their behavior. Appreciation of Heroes, National
millions. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Unity, Civic Consciousness, Social
Intentiona learner. Instructional objectives are concerned with the student's general patterns of responsibility, Harmony,
lly adding Patriotism,
adjustment (personal, social, emotional).
value to Productivity
people Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
every day. propose, qualify, question, revise, serve, solve, verify
Community Action
2. Content
Selected Cases of Community Action Initiatives
3. Learning Resources Laptop, Projector
4. Procedures
Curriculum Prayer/Greetings/Energizer/Checking of
Contextualization Attendance
Localization:
Consider/include here
the appropriate Local State the objectives of the lesson
Heritage Themes:
A. Annual Rites,
4.1 Introductory Activity (____ minutes). This part introduces the
lesson content. Although at times optional, it is usually included to serve as a
Festivals, and Rituals Let the whole class go out to their
(Historical/Religious
warm-up activity to give the learners zest for the incoming lesson and an idea Festivals, Local assigned area for clean and green
about what it to follow. One principle in learning is that learning occurs when
it is conducted in a pleasurable and comfortable atmosphere.
Cultural Festivals, advocacy .
Local
Delicacies/Products
Festivals, Rituals, Let them proceed to their group and
Wedding Ritual, Palihi
Ritual, Burial Ritual, share their observation of their area
B Literary Anthologies based on their action plan for clean and
Written In Local
Language (BALITAW, green advocacy.
BALAK, Folktales/ Short The teacher facilitates the sharing of the
Stories, Local Heroes
C. Historical Events, groups’ observation of their assigned
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to
elicit learner’s prior learning experience. It serves as a springboard for new
Enduring Values, area based on their action plan for clean
Indigenous Materials,
learning. It illustrates the principle that learning starts where the learners are. Indigenous Cultural and green advocacy. The sharing should
Carefully structured activities such as individual or group reflective exercises,
group discussion, self-or group assessment, dyadic or triadic interactions,
Communities/Indigenous be done to the whole class by a
People, Indigenous
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Games representative in each group.
may be created. Clear instructions should be considered in this part of the D. Topography, Flora/
lesson. Fauna (Falls, Mountains,
River, Cave, Trees, Discussion on community action
Flower, Fauna modalities
E. Food & Local products
4.3 Analysis (____ minutes). Essential questions are included to serve as a G. Role Model Family The teacher asks the following
guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners questions:
to maximize interactions and sharing of ideas and opinions about expected 1. What community activity/ies
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 have you engaged in your
the learners to understand the new concepts or skills that are to be presented barangay?
in the next part of the lesson.
Why is your purpose of affiliating
such?

2. As a citizen, are you obliged to

be affiliated in any community
action modality/ies? Explain.
 3. What value/s have you
recognized in undertaking the
community action modality/ies ?

4. In the school this semester, in

this subject, what community
action modality are you engaged
in? Discuss about it with the
inclusion of the value you have
recognized in undertaking such.
What can you say with your
action plan?
If I am going to let you evaluate
your plan, its implementation
and monitoring, in a rating of 1-5
and 5 is the highest, what is your
rating? Justify. (Action plan for
community/school modality was
done in the previous session.)

The teacher broadens, deepens,

and integrates in the answers
the value of MAKAKALIKASAN –
love and care for the
environment and nature for
healthy living and natural
disaster free.
4.4 Abstraction (____ minutes). This outlines the key concepts, important
skills that should be enhanced, and the proper attitude that should be Call at least 3 volunteers to summarize
emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the the lesson of the day.
lesson.
Maintaining the cleanliness of the
Senior High School new building
4.5 Application (____ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in Gardening in the sloping area and in the
their own environment.
area in front of the old Senior High
School building and the Security Bank
Junior High School building
A. Oral Quiz. Every item is to be
answered with TRUE or FALSE by
a
representative in each group.
1. Community action is any activity that
increases the understanding,
engagement and empowerment of
communities in the design and delivery
of local services.
4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether
learning objectives have been met for a specified duration, b) Remediate 2. Modality means a particular way of
and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder:
doing or experiencing something
Formative Assessment may be given before, during, or after the lesson).
Choose any from the Assessment Methods below:
3. Community action requires passive
citizenship.

4. Community action modality has

always the members who always
boycott for their ideas and support.

5. Community action is also called as

social action or community
engagement.
Assessment Method Possible Activities
 Investigation, Role Play,
Oral Presentation,
Dance, Musical
Performance, Skill
a) Observation Demonstration, Group
(Formal and informal observations of learners’ performance or behaviors are Activity (e.g. Choral
recorded, based on assessment criteria) Reading), Debate, Motor
& Psychomotor Games,
Simulation Activities,
Science Experiment
Hands-on Math
Activities, Written Work
b) Talking to Learners / Conferencing and Essay, Picture
(Teachers talk to and question learners about their learning to gain insights on Analysis, Comic Strip,
their understanding and to progress and clarify their thinking) Panel Discussion,
Interview, Think-Pair-
Share, Reading
Worksheets for all
subjects, Essay, Concept
Maps/Graphic
c) Analysis of Learners’ Products Organizer, Project, B. Inspecting and marking the assigned
(Teachers judge the quality of products produced by learners according to Model, Artwork, Multi- area in school for the clean and green
agreed criteria) media Presentation,
Product made in advocacy (community action modality)
technical-vocational
subjects
Skill Performance Test,
Open-Ended Question,
d) Tests Practicum, Pen and
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Paper Test, Pre and Post
mastery of a skill or knowledge of content) Test, Diagnostic Test,
Oral Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
Making a slogan or saying about love
and care for the environment for a
 Reinforcing / strengthening the day’s lesson healthy living. It should be written on a
tagboard (1ft length x 6 inches width
tagboard )
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

Sing these lines:
4.8 Concluding Activity (____ minutes). We love the Earth, it is our planet.
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. We love the Earth, it is our home.
We care our school, JNHS.
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
5. Remarks suspension, etc.

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
6. Reflections 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: GRESILDA DEMOL SALA School: JAGOBIAO NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: MANDAUE CITY
Contact Number: 09196336855 Email address: gresilda.sala@deped.gov.ph

Checked by:

ELMER J. MANGUBAT
Master Teacher 2

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