Intructional Plan (iPlan) Template

(With inclusion of the provisions of DepEd Order No. 8, s. 2015)

DETAILED LESSON PLAN (DLP)
Learning Area: Disciplines and Ideas in Social Sciences Grade Level: XI
DLP No.: 1 Quarter: 2 Date: 8/11/2016 Duration: 60 minutes
Code:
Learning
Competency/ies: (Taken Determine how Social Science can be used to address social concerns
from the Curriculum Guide) HUMSS_DISII-IVH6

Key Concepts /
Understandings to be Role of Social Science in the world
Developed
Adaptive Cognitive Process Dimensions
Learning Objectives Knowledge

The learner can recall

g
r in
information and retrieve
relevant knowledge from long- Explain Social Science to address social
beterm memory; Identify, retrieve,
em
recognize, duplicate, list, concerns.
The factor memorize, repeat, describe,
m

condition of reproduce
Re

knowing
something
with
familiarity
gained
through
g

The learner can construct

in

experience meaning from oral, written and

nd

graphic messages: interpret,

ta

or exemplify, classify, summarize,

rs

infer, compare, explain,

association
de

paraphrase, discuss
Un

Skills

The learner can use information

to undertake a procedure in
g

familiar situations or in a new

yin

way: execute, implement,

pl

demonstrate, dramatize,
Ap

interpret, solve, use, illustrate,

convert, discover
The ability and
capacity
acquired
through
deliberate,
systematic, and
sustained
effort to
The learner can distiguish
smoothly and between parts and determine
adaptively
g

how they relate to one another,

in

and to the overall structure and

carryout
yz

purpose: differentiate,
al

complex distignuish, compare, contrast,

An

organize, outline, attribute,

activities or … deconstruct
the ability,
coming from
one's
knowledge,
 the ability,
coming from
one's
knowledge,
practice,
aptitude, etc.,
to do
something The learner can make judgments

ng
and justify decisions: coordinate, Describe Social Science to address social

ati
measure, detect, defend, judge,
concerns

alu
argue, debate, describe, critique,
appraise, evaluate

Ev
The learner can put elements
together to form a functional

g
whole, create a new produt or

tin
point of view: generate,

ea
hypothesize, plan, design,

Cr
develop, produce, construct,
formulate, assemble, device

A settled way of thinking or feeling about someone or Initiate sincerely how Social Science can be
Attitude something, typically one that is reflected in a person's
behavior: used to address social concerns.

Values (RA 8491)

*
Maka-Diyos
A learner's principles or standards of
behavior; one's judgment of what is
important in life. Display respect for human rights on how Social Science can be
Maka-Tao used to address social concerns.

*
Go beyond learner's life on earth, Maka-kalikasan
include more than wealth and fame,
and would affect the eternal destiney
of millions. Maka-bansa

Content SOCIAL SCIENCES IN THE REAL WORLD

Resources Needed Listing of all resources needed CG, INTERNET RESOURCES, REFERENCE BOOK, MULTI-MEDIA

Methodology
Introductory Activity A. Prayer
(____ minutes B. Review: "A students will be tasked to do the recaptulation about
the Pantayong pananaw."
This part introduces the lesson content. Although at times optional, it is usually
included to serve as a warm-up activity to give the learners zest for the C. Awareness: "How many friends do you have in your community?"
incoming lesson and an idea about what it to follow. One principle in learning is
that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.

Activity Cooperative Learning:

(____ minutes 1.The learners will be divided into 4-5 groups.
2.The group will do the round table activity by writing the social
problems encountered in their community.
This is an interactive strategy to elicit learner's prior learning experience. It
serves as springboard for new learning. It illustrates the principle that learning 3. Reporting of collaborative product ideas in each group.
starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self or group assessment, dyadic
or triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice,
gallery walk and the like may be created. Clear instructions shoudl be
considered in this part of the lesson.
starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self or group assessment, dyadic
or triadic interactions, puzzles, simulations or role-plauy, cybernetics exersice,
gallery walk and the like may be created. Clear instructions shoudl be
considered in this part of the lesson.

Analysis Guide Questions:

(____ minutes 1.What do you feel about the group sharing?
2. What are the common problems in our community?
Essential questions are included to serve as a guide for the teacher in clarifying
key understandings about the topic at hand. Critical points are organized to
structure the discussins allowing the learners to maximize interactions &
sharing of ideas and opinions abut 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
concepts or skills that are to be presented in the next part of the lesson

Abstraction
(____ minutes

This outlines the key concepts, important skills that should be enhanced, and How Social Science can be used to address in socia concerns?
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.

Application
(____ minutes

This part is structured to ensure the commitment of the learners to do

somethiong to apply their new learning in their own environment.

Assessment Talking to learners/Conferencing

(____ minutes. For the teachers to:
Panel Discussion
1.) Assess whether learning objectives have been met for a specified duration.
1. Relevance
2. Accuracy
2.) Remediate and / or enrich with appropriate strategies as needed
3. Contextualization

3.) Evaluate whether learning intentions and succes criteria have been met.

(Reminder: Formative Assessment maybe given before, during, or after the

lesson.)

Assignment Reinforcing / strengthening

(____ minutes the day's lesson

Note: Fill-in any of the four purposes

Enriching / inspiring the day's
lesson
Enhancing / improving the
day's lesson

Preparing for the new lesson

Concluding Activity
(____ minutes
"Do what is right and fear no one"
This is usually a brief but affective closing activity such as a strong quatation, a
short song, an anecdote, parable or a letter that inspires the learners to do
something to practice their new learning.

Remarks

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 to
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 :

Concluding Activity

Appendices: (attach all materials that will be used)

1.) Activity Sheet :

2.) Formative Assessment :
3.) Answer Key :
4.) Handouts :
5.) Power Point Presentation :
6.) Others :
6.) Others :
Prepared by:
Name: ROLLY C. FERNAN School LIBERTAD NHS
Position/Designation Division
Contact Number Email Address
Affective: Growth in feelings or emotional areas (Attitiude)
Receiving Responding to
Valuing Organizing Internalizing Values
Phenomena Phenomena
ask comply demonstrate arrange display

List of Values
Maka-Diyos Maka-Tao Makakalikasan Makabansa
Kindness Helping Cleanliness Peace and order

Nonfunctional verbs: Nonfunctional verbs: List of Attitudes (from K to 12 CG)

The following verbs cannot be
measured or are redundant. They Behavioral terms that are NOT
should be avoided when writing measurable and do NOT meet ANCC's
objectives: criteria for approval. Acceptance

Awareness of Communicate