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

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 PHYSICAL SCIENCE 11 4TH 60
Learning Competency/ies: Code:
The learner explain how the position vs. time, and velocity vs. time
(Taken from the Curriculum Guide) graphs of constant velocity motion are different from those of S11/12PS-IVC-48
constant acceleration motion

Key Concepts / Understandings

to be Developed Graphical analysis of motion for position-time graph and velocity-time graph
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Interpret the given types of graph in terms of position, time, and speed or velocity
or association

Applying Solve problems related to position, time, and speed of moving object.
Skills
The ability
and capacity acquired through Analyzing Differentiate the distance covered by the moving object at constant motion and at constant
deliberate, systematic, and
sustained effort to smoothly
acceleration
and adaptively carryout
complex activities or the Evaluating
ability, coming from one's
knowledge, practice, aptitude,
etc., to do something
Creating
Generate a graph based on the data collected / given using excel
Responding to
Attitude
Phenomena Observe traffic rules particularly speed limit

Values Valuing Cite common practices in preserving life in relation to traffic rules

2. Content Why we believe that the Law of Physics are universal?

3. Learning Resources CG, Physics by Giancoli pages 25 - 35, Cart-Rail System (NSTIC), EXCEL

4. Procedures
4.1 Introductory Activity Picture Analysis ( Different types of graph is shown. ) Identify the different types of graph and determine their
5 minutes usefulness.
4.2 Activity Group Activity. The students will create graph based on the given data with the aid of EXCEL. Each group will be
10 minutes provided with different data. Presentation of the graph will follow.
4.3 Analysis Questions related to the graph. 1. What is the instantaneous speed at 6.5 s? 2.At What time interval/s where velocity is
10 minutes constant?
4.4 Abstraction
Differentiate the distance traveled by a moving object at constant speed from constant acceleration.
10 minutes
4.5 Application
Create a graph based on the situation given. (See the attached file)
5 minutes
4.6 Assessment
Tests Quiz / Paper and pen activity
12 minutes
4.7 Assignment
Preparing for the new lesson Differentiate acceleration from deceleration.
3 minutes
4.8 Concluding Activity
Discussing the importance of safety driving and crossing the proper place.
5 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

for remediation. 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: JULIUS C. PARADERO School: PITALO NATIONAL HIGH SCHOOL
Position/
Designation: SST-1 Division: CEBU PROVINCE
Contact
Number: Email address:
 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)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
TLE- IA (Carpentry) 8 3RD 48 minutes 03/01/2017

Learning Competency/ies: Code:

Maintain occupational health and safety awareness

(Taken from the Curriculum Guide)

Key Concepts / Understandings The learner demonstrates understanding of concepts and underlying principles in maintaining occupational
to be Developed health and safety awareness.

Adapted Cognitive Process OBJECTIVES: Through a demonstration and collaborative activities, 85 % of

Domain Dimensions (D.O. No. 8, s. 2015) the learners are expected to:
Knowledge
The fact or Remembering A. I dentify the different 5s in maintaining occupational health and safety awareness.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying B. List down all possible shop norms that you can think of based on the 5Ss which will comprise
Skills your Personal Checklist of Shop Norms.
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly
and adaptively carryout
complex activities or the
ability, coming from one's Evaluating
knowledge, practice, aptitude,
etc., to do something
Creating

Responding to
Attitude Phenomena C. Actively participate in classroom activities and discussion.

Values Valuing D. Cooperate in accomplishing the group project.

2. Content

3. Learning Resources Laptop, chalk, learning module, Teacher's Guide, Curriculum Guide

4. Procedures
4.1 Introductory Activity Preparatory Activity
1)Routine Activity
a)Prayer
b)Greetings
c)Classroom management
d)Checking of attendance
4.2 Activity Group yourselves into five (5) members. Each group shall role play for 10 to 15 minutes for a certain activity that is
observed in the road. Be sure to use safety signs and symbols as the group props. Presentation shall be assessed
according to the given rubrics.

4.3 Analysis 1. What are the different 5s? 2. Explain briefly

the following 5Ss:

1. SEIRI 2. SEITON 3. SEISO 4. SEIKETSU 5. SHITSU

4.4 Abstraction
 List down all possible shop norms that you can think of based on the 5Ss which will comprise your Personal Checklist
of Shop Norms. Finalize your Personal Checklist of Shop Norms on a ¼ size illustration board which you will
accomplish weekly by simply putting check marks (/) on shop norms that you perform consistently the whole week.
Remember, the check marks are representative of your practices for the week. This checklist shall be used for the
4.5 Application whole year. So, put your extra effort to keep it clean and in perfect condition.

4.6 Assessment

4.7 Assignment 1. List down the different tools and equipment in bread and pastry.

4.8 Concluding Activity

In dealing with accidents, the first thing to do is to stay calm and study the situation.

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
for 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: Esmaelita J. Dicdiquin School: San Fernando National High School
Position/
Designation: SST-1 Division: CEBU PROVINCE
Contact
Number: Email address:
09436838693 esmaelitadicdiquin@gmail.com

References:
Bibliography
Appendices: (attach all materials that will be used)

1. Test Questionnaires…..
2. Laptop
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests