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.: Learning Area: Intro to Philosophy Grade Level: 12 Quarter: 1 Duration: 60 mins.
Learning Competency/ies: Realize the value of doing philosophy in obtaining a broad perspective on Code:
(Taken from the Curriculum Guide) life. PPT11/12-Ib 1.3
Key Concepts /
Understandings to be  Value of doing Philosophy
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, Recognize the value of doing Philosophy
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with
in obtaining a broad perspective on life.
knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
graphic messages

Skills Applying execute, implement, demonstrate, Demonstrate the value of doing

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
Philosophy in obtaining a broad
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
perspective on life thru ACROSTICS.
through deliberate,
Analyzing differentiate, distinguish, compare,
systematic, and
The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to
determine how they relate to one another, and to the deconstruct
smoothly and
adaptively carryout overall structure and purpose
complex activities or Evaluating coordinate, measure, detect, defend,
the ability, coming The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice, Creating generate, hypothesize, plan, design,
aptitude, etc., to do The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of view formulate, assemble, devise

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
or feeling perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone
Share the
acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or Calmness, Responsibility, concept of
of a set of specified values, while clues to these values are expressed in the learner's overt
something behavior and are often identifiable. Accountability, Industriousness, honesty in
, typically Industry, Cooperation, Optimism, doing
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
philosophy.
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate,
propose, qualify, question, revise, serve, solve, verify 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, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
of in responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Concern for Others, Respect for Follow the principle
one's human rights, Gender equality, Family
perform, practice, present, read, recite, report, select, tell, write of respect in doing
judgment Solidarity, Generosity, Helping,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from philosophy to obtain
of what is Oneness
simple acceptance to the more complex state of commitment. Valuing is based on the
important internalization of a set of specified values, while clues to these values are expressed in
a broad perspective
in life. the learner's overt behavior and are often identifiable. in life.
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
Go 3. Makakalikasan
form, initiate, invite, join, justify, propose, read, report, select, share, study
beyond Care of the environment, Disaster Risk
4. Organization - Organizes values into priorities by contrasting different values,
learner’s Management, Protection of the
resolving conflicts between them, and creating a unique value system. The emphasis is
life on Environment, Responsible
on comparing, relating, and synthesizing values.
earth, Consumerism, Cleanliness,
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Orderliness, Saving the ecosystem,
more than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Environmental sustainability
wealth relate, synthesize
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their 4. Makabansa
and would behavior. The behavior is pervasive, consistent, predictable, and most importantly, Peace and order, Heroism and
affect the characteristic of the learner. Instructional objectives are concerned with the student's Appreciation of Heroes, National
eternal general patterns of adjustment (personal, social, emotional). Unity, Civic Consciousness, Social
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, responsibility, Harmony, Patriotism,
millions practice, propose, qualify, question, revise, serve, solve, verify Productivity

2. Content Doing Philosophy (Day 1)

3. Learning Resources Learners Manual, Teachers Guide, PowerPoint Presentation, Mobile Phone, Tectbook –
Introduction to the Philosophy of the Human Person by: Roberto D. Abella,
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson content. Although at “Charades”
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the The following words will be used for the activity:
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
1.Philosophy
when it is conducted in a pleasurable and comfortable atmosphere.
2. Value
3. Life
4. Broad
5. Doing
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior learning Think Pair – Share
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts  Students are instructed to share personal
where the learners are. Carefully structured activities such as individual or group reflective exercises,
views on how philosophy can help them
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 instructions should be obtain a broad perspective on life in pair.
considered in this part of the lesson.
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in Socratic Method
clarifying key understandings about the topic at hand. Critical points are organized to structure the Guide Questions:
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
1.Based on your sharing, how do you value
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 philosophy?
concepts or skills that are to be presented in the next part of the lesson. 2. How did you apply philosophy in your life?
3. What are the aspects of life you that you apply
philosophy?

4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that should be Discussion
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that  Use a powerpoint presentation in deepening
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
the subject matter.
lesson.

 Practical Uses of Philosophy in our lives:

4.5 Application (15 minutes).
do something to apply their new learning in their own environment.
- Philosophy requires a person to engage
in analysis and interpretation of
concepts, definitions, arguments and
problem.
- Problem solving and decision are
important aspects in life which can
benefit from a knowledge of philosophy.
-
This part is structured to ensure the commitment of the learners to Individual Work
 Students are instructed to make an ACROSTIC
using the word PHILOSOPHY.
 The ACROSTIC should demonstrate the value
of Philosophy in obtaining a broad
perspective on life using the practical uses of
Philosophy.

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:
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 on Activity (e.g. Choral Reading), Debate, Motor &
assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on 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 produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Product made in technical- ACROSTICS
vocational subjects
(PLEASE SEE ATTACHMENT for
RUBRICS)

d) Tests Skill Performance Test, Open-Ended Question,

(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
learners’ ability to 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 Choose one challenge that you experience, that
you use the knowledge of philosophy to resolve
it.
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (3 minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Sing the song : “I BELIEVE I CAN FLY” by R. Kelly
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.

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
localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:
Name: NOEL M. MONTEMAYOR School: ANGILAN NATIONAL HIGH SCHOOL
Position/Designation: Teacher II Division: CEBU PROVINCE
Contact Number: Email address:

Appendices: (attach all materials that will be used)

1.Power Point Presentation (not available, no reference yet.)

2.Rubrics for ACROSTICS

20-EXCELLENT, 15-GOOD, 10 – FAIR

Content
20- all needed concepts are present 15 – not all concepts are present 10 –none of the concepts required are not present
Organization of Thought
20 - ideas are develop in a logical manner 15- ideas are not develop in a logical manner 10 – ideas are not within the concepts
required
Neatness
20 - no erasures 15 – erasures are minimal 10 – many erasures

3.Lyrics of the Song – I Believe I can Fly

I used to think that I could not go on
And life was nothing but an awful song
But now I know the meaning of true love
I'm leaning on the everlasting arms

If I can see it, then I can do it

If I just believe it, there's nothing to it

I believe I can fly

I believe I can touch the sky
I think about it every night and day (Night and day)
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly
I believe I can fly
I believe I can fly hoo

See I was on the verge of breaking down

Sometimes silence can seem so loud
There are miracles in life I must achieve
But first I know it starts inside of me, ho oh

If I can see it hoo, then I can be it

If I just believe it, there's nothing to it

I believe I can fly

I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly
I believe I can fly
Oh, I believe I can fly h

Hey, 'cause I believe in me, oh

If I can see it hoo, then I can do it

If I just believe it, there's nothing to it hey

I believe I can fly hoo

I believe I can touch the sky
I think about it every night and day
Spread my wings and fly away
I believe I can soar
I see me running through that open door
I believe I can fly (I can fly)
I believe I can fly (I can fly)
I believe I can fly (I can fly) hey

If I just spread my wings (I can fly)

I can fly (I can fly)
I can fly (I can fly)
I can fly,(I can fly) hey
If I just spread my wings (I can fly)
I can fly (I can fly)
(I can fly)
(I can fly)