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: Philippine Politics and Grade Level: 12 Term: 2nd Duration: 120 minutes
Governance Date:
Learning - Explain the contributions of civil society Code:
Competency/ies: organizations and social movements to Philippine HUMSS_PG12-IIe-11
(Taken from the Curriculum Guide) democracy HUMSS_PG12-IIe-12
- Evaluate the role of civil society organizations and
social movements

Key Concepts / Political participation outside formal institutions

Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize,
condition of The learner can recall information and retrieve relevant duplicate, list, memorize,
knowing knowledge from long-term memory repeat, describe, reproduce
something with interpret, exemplify,
familiarity gained
Understanding Explain the contributions of civil
The learner can construct meaning from oral, written classify, summarize, infer,
through experience compare, explain, society and social movement
or association and graphic messages
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,
sustained effort to determine how they relate to one another, and to attribute, deconstruct
smoothly and the overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities
Evaluating Evaluate the role of civil society
The learner can make judgments and justify defend, judge, argue, debate,
or the ability, organizations and social
decisions describe, critique, appraise,
coming from one's evaluate movements
knowledge,
Creating generate, hypothesize, plan,
practice, aptitude, design, develop, produce,
etc., to do The learner can put elements together to form a
functional whole, create a new product or point of construct, formulate, assemble,
something devise
view

Attitude Categories: List of

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

3. Learning Resources Curriculum Guide – Philippine Politics and Governance

Textbook on the Philippine Constitution of Hector S. De
Leon, 2008 Edition, page 605 (Secs. 15-16)

4. Procedures
4.1 Introductory Activity (2 minutes). This part introduces the lesson content. Curriculum Review the previous lesson.
Although at times optional, it is usually included to serve as a warm-up activity to
give the learners zest for the incoming lesson and an idea about what it to follow. Contextualizati
One principle in learning is that learning occurs when it is conducted in a
on
pleasurable and comfortable atmosphere.
Localization:
4.2 Activity/Strategy (8 minutes). This is an interactive strategy to elicit
Consider/include Group Activity
learner’s prior learning experience. It serves as a springboard for new learning. It
illustrates the principle that learning starts where the learners are. Carefully
here the KW Chart:
appropriate Local
structured activities such as individual or group reflective exercises, group
Heritage Themes: 1. Things they know about the
discussion, self-or group assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise, gallery walk and the like may be
A. Annual Rites, civil society and social
Festivals, and
created. Clear instructions should be considered in this part of the lesson.
Rituals movement 2. Things they want
(Historical/Religi to know about civil society and
ous Festivals,
Local Cultural social movement
Festivals, Local Topic K W
Delicacies/Produ
cts Festivals,
Rituals, Wedding
Ritual, Palihi
Ritual, Burial
Ritual,
B Literary
Anthologies
4.3 Analysis (2 minutes). Essential questions are included to serve as a guide for Written In Local Guide Question/s:
the teacher in clarifying key understandings about the topic at hand. Critical points Language
are organized to structure the discussions allowing the learners to maximize (BALITAW, BALAK, 1. What is civil society and social
interactions and sharing of ideas and opinions about expected issues. Affective Folktales/ Short movement is all about?
questions are included to elicit the feelings of the learners about the activity or the Stories, Local
topic. The last questions or points taken should lead the learners to understand the Heroes
new concepts or skills that are to be presented in the next part of the lesson. C. Historical Events,
Enduring Values,
Indigenous
4.4 Abstraction (12 minutes). This outlines the key concepts, important skills Materials, Discuss the concepts of
that should be enhanced, and the proper attitude that should be emphasized. Indigenous Cultural
This is organized as a lecturette that summarizes the learning emphasized Communities/Indig
civil society and social
from the activity, analysis and new inputs in this part of the lesson. enous People, movement
Indigenous Games
4.5 Application (6 minutes). This part is structured to ensure the commitment D. Topography, Group Activity:
of the learners to do something to apply their new learning in their own Flora/ Fauna (Falls,
environment. Mountains, River, In a group of 5, each student will
Cave, Trees, Flower, portray on their understanding
Fauna
E. Food & Local on civil society and social
products movement.
G. Role Model
Family

4.6 Assessment (6 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 Students will be assessed based on
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, their presentation.
Dance, Musical
Performance, Skill Creativity- 30%
Demonstration,
Group Activity (e.g. Originality- 20%
Choral Reading), TOTAL- 50%
Debate, Motor &
Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on their Activities, Written
understanding and to progress and clarify their thinking) Work and Essay,
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 agreed subjects, Essay,
criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate mastery Test, Open-Ended
of a skill or knowledge of content) Question,
Practicum, Pen and
Paper Test, Pre and
Post Test,
Diagnostic Test,
Oral Test, Quiz
4.7 Assignment (2 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 Each group will interview a

person whom they knew
who has an advocacy/ belief
concerning the issues in the
society. What are their
contributions?
4.8 Wrap-up/Concluding Activity (to complete work on something; to bring something
to an end) (2 minutes).
Describe how you will complete the lesson and bring the work to a conclusion/end.
This can be done by:
a) Summarizing; recapitulating.
b) Providing 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 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.

7. Reflection 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
s 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: School:
Position/Designation: Division:
Contact Number: Email address: