*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: Grade Level: Quarter: Duration:
Learning Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
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 overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

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, Wellness, Respect, Honesty,
emotional name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
A settled and reacts to a particular phenomenon. Learning outcomes may emphasize compliance thinking, Open-mindedness,
way of in responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
thinking Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
or feeling perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
someone simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant,
or internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control,
something the learner's overt behavior and are often identifiable. Calmness, Responsibility,
, typically Accountability, Industriousness,
one that is
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
person’s conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
behavior comparing, relating, and synthesizing values. Compassion, Work Ethics,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Financial Literacy, Global,
relate, synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their good, Voluntariness of human act,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of one’s rights,
characteristic of the learner. Instructional objectives are concerned with the student's Inclusiveness, Thoughtful,
general patterns of adjustment (personal, social, emotional). Seriousness, Generous, Happiness,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking,
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate,
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
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in 2. Maka-tao
of responding, willingness to respond, or satisfaction in responding (motivation). Concern for Others, Respect for
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, human rights, Gender equality,
one's perform, practice, present, read, recite, report, select, tell, write Family Solidarity, Generosity,
judgment 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Helping, Oneness
of what is simple acceptance to the more complex state of commitment. Valuing is based on the 3. Makakalikasan
important internalization of a set of specified values, while clues to these values are expressed in the Care of the environment, Disaster
in life. learner's overt behavior and are often identifiable. Risk Management, Protection of
Go the Environment, Responsible
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Consumerism, Cleanliness,
learner’s initiate, invite, join, justify, propose, read, report, select, share, study Orderliness, Saving the ecosystem,
life on 4. Organization - Organizes values into priorities by contrasting different values, resolving Environmental sustainability
earth, conflicts between them, and creating a unique value system. The emphasis is on 4. Makabansa
include comparing, relating, and synthesizing values. Peace and order, Heroism and
more than Appreciation of Heroes, National
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
wealth Unity, Civic Consciousness, Social
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and fame, responsibility, Harmony,
relate, synthesize
and would Patriotism,
5. Internalizing values - (Characterization): Has a value system that controls their behavior.
affect the Productivity
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of
eternal
the learner. Instructional objectives are concerned with the student's general patterns of
destiny of
adjustment (personal, social, emotional).
millions.
Intention Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
ally practice, propose, qualify, question, revise, serve, solve, verify
adding
value to
people
everyday.
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity ( 5 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a Contextualization
warm-up activity to give the learners zest for the incoming lesson and an
Localization:
idea about what it to follow. One principle in learning is that learning occurs
Consider/include here the
when it is conducted in a pleasurable and comfortable atmosphere.
appropriate Local
4.2 Activity/Strategy ( 15 minutes). This is an interactive strategy to Heritage Themes:
elicit learner’s prior learning experience. It serves as a springboard for new A. Annual Rites, Festivals,
learning. It illustrates the principle that learning starts where the learners and Rituals
are. Carefully structured activities such as individual or group reflective (Historical/Religious
exercises, group discussion, sel f-or group assessment, dyadic or triadic Festivals, Local Cultural
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery Festivals, Local
walk and the like may be created. Clear instructions should be considered in Delicacies/Products
this part of the lesson. Festivals, Rituals,
4.3 Analysis ( 5 minutes). Essential questions are included to serve as a Wedding Ritual, Palihi
guide for the teacher in clarifying key understandings about the topic at Ritual, Burial Ritual,
hand. Critical points are organized to structure the discussions allowing the B Literary Anthologies
learners to maximize interactions and sharing of ideas and opinions about Written In Local
expected issues. Affective questions are included to elicit the feelings of the Language (BALITAW,
learners about the activity or the topic. The last questions or points taken BALAK, Folktales/ Short
should lead the learners to understand the new concepts or skills that are to Stories, Local Heroes
be presented in the next part of the lesson. C. Historical Events,
4.4 Abstraction ( 30 minutes). This outlines the key concepts, important Enduring Values,
Indigenous Materials,
skills that should be enhanced, and the proper attitude that should be
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Cultural
Communities/Indigenous
emphasized from the activity, analysis and new inputs in this part of the
lesson. People, Indigenous
Games
4.5 Application ( 30 minutes). This part is structured to ensure the D. Topography, Flora/
commitment of the learners to do something to apply their new learning in Fauna (Falls, Mountains,
their own environment. River, Cave, Trees,
4.6 Assessment ( 20 minutes). For the Teacher to: a) Assess whether Flower, Fauna
learning objectives have been met for a specified duration, b) Remediate E. Food & Local products
and/or enrich with appropriate strategies as needed, and c) Evaluate G. Role Model Family
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,
(Formal and informal observations of learners’ performance or behaviors Oral Presentation,
are recorded, based on assessment criteria) Dance, Musical
Performance, Skill
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 to gain insights Written Work and Essay,
on their understanding and to progress and clarify their thinking) Picture Analysis, Comic
Strip, Panel Discussion,
Interview, Think-Pair-
Share, Reading
 c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and Post
Test, Diagnostic Test,
Oral Test, Quiz
4.7 Assignment ( 5 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

4.8 Concluding Activity (5 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
6. Reflections
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: School:
Position/Designation: Division:
Contact Number: Email address:

Bibliography:
Appendices: