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.: 05 Learning Area: Understanding Culture , Grade Level: 11/12 Quarter: 2nd Duration: 60 mins
Society and Politics
Learning Competency/ies: Code:
(Taken from the Curriculum 30. Examine stratification from nationalist and conflict UCPS 11/12 HSO1-IIc-30
Guide) perspectives.
Key Concepts / Social and political inequalities
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, -
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Explain stratification from
through The learner can construct meaning from oral, classify, summarize, functionalist and conflict
experience or written and graphic messages infer, compare, perspectives
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson - Setting the mode of the students
content. Although at times optional, it is usually included to serve as a warm-up - Multi-media presentation on related topic (social
activity to give the learners zest for the incoming lesson and an idea about what it and political stratification at U-tube)
to follow. One principle in learning is that learning occurs when it is conducted in
a pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s (Divide the class to 4)
prior learning experience. It serves as a springboard for new learning. It The learners will perform a role playing from the
illustrates the principle that learning starts where the learners are. Carefully insights of the video presentation.
structured activities such as individual or group reflective exercises, group Rubric: -clarity
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, - significance
simulations or role-play, cybernetics exercise, gallery walk and the like may be
created. Clear instructions should be considered in this part of the lesson.
4.3 Analysis (___15_ minutes). Essential questions are included to serve as a Group presentation on Role Play Drawing insights
guide for the teacher in clarifying key understandings about the topic at hand. from the video presentation.
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Providing appreciation and processing of the role
Affective questions are included to elicit the feelings of the learners about the playing on its relevance…..
activity or the topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the next part of
the lesson.
4.4 Abstraction (__10__ minutes). This outlines the key concepts, important
skills that should be enhanced, and the proper attitude that should be Lecture on the realities of stratification from
emphasized. This is organized as a lecturette that summarizes the learning functionalist and conflict perspective.
emphasized from the activity, analysis and new inputs in this part of the lesson.
4.5 Application (___3_ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in their How man greatly influence from the realities of
own environment. stratification to social and political stratification ?

4.6 Assessment (_5__ 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 Reflection Note / Reaction Journal
success criteria have been met. (Reminder: Formative Assessment may be given On Social and Political stratification.
before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
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 Maps/Graphic Organizer, Project, Model, -Concept maps/ Graphic Organizer/
produced by learners according to Artwork, Multi-media Presentation, Product Reflective Journal
agreed criteria) made in technical-vocational subjects Criteria:
a. Relevance
b. Clarity
c. neatness

d) Tests Skill Performance Test, Open-Ended

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

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

What are the forms of Social and political

stratification ?
  Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___1_ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short Reinforcing through …inquiry on the
song, an anecdote, parable or a letter that inspires the learners to do something to understanding of the days lesson.
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.

Content need to continue and to be develop. And for assessment for learning…it will be given after its
delivery.
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: ARLIE N. FERNANDEZ School: SAMBOAN NATIONAL (SENIOR) HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09176017595 Email address: arliefernandez2015@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Video Clips source U-tube..the Difference bet. Mahayana from Theravada Buddhism