Instructional Planning

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
Detailed Lesson Plan (DLP)
DLP No.: 4 Name of Teacher: Feo B. Francisco Grade Level: 12 Quarter: 3 Duration: 120
Learning Area: Empowerment Technologies minutes
Learning Competency/ies: develop a working prototype of an ICT Project for Social Code:
(Taken from the Curriculum Guide) Change CS_ICT11/12-ICTPT-IIm-p19

Key Concepts/ working with peers and external public partners the development ICT Projects for social
Understanding to be developed change or cause
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of knowing The learner can recall information duplicate, list, memorize, repeat,
something with and retrieve relevant knowledge describe, reproduce
familiarity gained from long-term memory
through experience Understanding Interpret, exemplify, classify, Discuss the steps on how to develop a working
or association summarize, infer, compare,
The learner can construct meaning prototype of an ICT Project for Social Change
from oral, written and graphic explain, paraphrase, discuss
messages

Skills Applying Execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use,
capacity acquired undertake a procedure in familiar illustrate, convert, discover
through deliberate, situations or in a new way
systematic, and Analyzing Differentiate, distinguish,
sustained effort to The learner can distinguish compare, contrast, organize,
smoothly and between parts and determine outline, attribute, deconstruct
adaptively carryout how they relate to one another,
complex activities or and to
the ability, coming the overall structure and purpose
from one’s knowledge, Coordinate, measure, detect,
Evaluating
practice, aptitude, etc. defend, judge, argue,
The learner can make judgments
to do something debate, describe, critique,
and justify decisions
appraise,
evaluate
Creating Generate, hypothesize, plan, Produce own ICT Project for Social Change following
The learner can put elements design, develop, produce,
the steps on how to develop a working prototype of
together to form a functional construct, formulate, assemble,
devise an ICT Project for Social Change
whole, create a new product or
point of view
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena – Awareness, willingness to hear, Self-esteem, Self-confidence,
emotional areas. A Wellness, Respect, Honesty, Personal
selected attention Discipline, Perseverance, Sincerity,
settled way of thinking
Behavioral Verbs: ask, choose, describe, erect, follow, give, Patience, Critical Thinking, Open-
or feeling about
hold, identify, locate, name, point to, reply, select, sit, mindedness, Interest, Courteous,
someone or Obedience, Hope, Charity, Fortitude,
something, typically study, use Resiliency, Positive vision,
one that is reflected in 2. Responding to Phenomena – Activate participation on the Acceptance, Determined,
a person’s behavior. part of the learners. Attends and reacts to a particular Independent, Gratitude, Tolerant,
Cautious, Decisive, Self-control,
phenomenon. Learning outcomes may emphasize Calmness, Responsibility,
compliance in responding, willingness to respond, or Accountability, Industriousness,
satisfaction in responding (motivation). Industry, Cooperation, Optimism,
Satisfaction, Persistent, Cheerful,
Behavioral Verbs: aid, answer, assist, comply, conform, Reliable, Gentle, Appreciation of
discuss, greet, help, label, perform, practice, present, read, one’s culture, Globalism, Compassion,
Work ethics, Creativity,
recite, report, select, tell, write Entrepreneurial Spirit, Financial
3. Valuing – Attaches to a particular object, phenomenon, or Demonstrate
behavior. This ranges from simple acceptance to the more Literacy, Global Solidarity, Making a
stand for the good, Voluntariness of
appreciation towards
complex state of commitment. Valuing is based on the human act, Appreciation of one’s personal discipline
internalization of a set of specified values, while clues to rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
these values are expressed in the learner’s overt behavior Modest, Authority, Hardworking,
and are often identifiable. Realistic, Flexible, Considerate,
Behavioral Verbs: work, complete, demonstrate, Sympathetic, Frankness
differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study
4. Organization – Organize values into priorities by contrasting
different values, resolving conflicts between them, and
creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined,
compare, complete, defend, explain, formulate, generalize,
identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing Values (Characterization) – Has a value system
that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic
of the learner. Instructional objectives are concerned with
the student’s general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify
Values Categories: List of Values:
1. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s principles 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify,
or standards of Love of God, Faith, Trusting,
locate, name, point to, reply, select, sit, study, use
behavior; one’s Spirituality, Inner Peace, Love of
Truth, Kindness, Humble
judgment of what is 2. Maka-tao
important in life. Concern for others, Respect for
2. Responding to Phenomena – Activate participation on the part of the
human rights, Gender equality,
Go beyond learner’s learners. Attends and reacts to a particular phenomenon. Learning outcomes
Family solidarity, Generosity,
life on earth, include may emphasize compliance in responding, willingness to respond, or
Helping, Oneness
satisfaction in responding (motivation).
more than wealth and 3. Makakalikasan
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help,
fame, and would Care of the environment, Disaster
label, perform, practice, present, read, recite, report, select, tell, write
affect the eternal risk-management, Protection of
the environment, Responsible
destiny of millions 3. Valuing – Attaches to a particular object, phenomenon, or behavior. This organize groups that will
consumerism, Cleanliness,
ranges from simple acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified values, while clues
Orderliness, Saving the ecosystem, help in campaigning
Environmental sustainability
to these values are expressed in the learner’s overt behavior and are often
4. Makabansa against climate change
identifiable.
Peace and order, Heroism and
Behavioral Verbs: work, complete, demonstrate, differentiate,
appreciation of Heroes, National
explain, follow, form, initiate, invite, join, justify, propose, read,
Unity, Civic Consciousness, Social
report, select, share, study
Responsibility, Harmony,
Patriotism, Productivity
4. Organization – Organize values into priorities by contrasting different values,
resolving conflicts between them, and creating a unique value system. The
emphasis is on comparing, relating, and synthesizing values.

5. Internalizing Values (Characterization) – Has a value system that controls

their behavior. The behavior is pervasive, consistent, predictable, and most
importantly, characteristic of the learner. Instructional objectives are
concerned with the student’s general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify,
perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content how to work with peers and external publics/ partners for the development of an ICT project that
advocates or mobilizes for a specific Social Change or cause
3. Learning Resources CG, textbooks
4. Procedures
4.1 Introductory Activity ( 10 ) minutes. This part introduces the lesson content. It serves as
a warm-up activity to give the learners zest for the incoming lesson and an idea about
 Present the Simplified ICT Project
what it to follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. Process Overview
 Present a video about the different activities
done by the people showing cause and
effect of climate change.

4.2 Activity ( 20 ) minutes. This is an interactive strategy to elicit learner’s prior learning  Group the students into five, let them create
experience. It serves as a springboard for new learning. It illustrates the principle that
a legitimate change.org campaign and
learning starts where the learners are. Carefully structured activities such as individual or
group reflective exercises, group discussion, self-or group assessment, dyadic or triadic accompany it with a website that will
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like promote the campaign and supply more
may be created. Clear instructions should be considered in this part of the lesson. information about the campaign.
 Once approved by the teacher, the
following will be required for this project:
1. A website or blog that will promote
and explain what the campaign is
all about.
2. Pictures that will accompany
the website or blog.
3. At least one infographic posted on
the website (requires research either
through simple surveys or through
the use of secondary data)
4. A Facebook fan page about the event
that will help your audience meet
and
collaborate.
4.3 Analysis ( 5_) minutes. Essential questions are included to serve as a guide for the teacher Analyze the activity using the following questions:
in clarifying key understandings about the topic at hand. Critical points are organized to
 What can you say after watching the video?
structure the discussions allowing the learners to maximize interactions and sharing of
ideas and opinions about expected issues. Affective questions are included to elicit the  Why is it important to follow the
feelings of the learners about the activity or the topic. The last questions or points taken steps/working prototype in the ICT
should lead the learners to understand the new concepts or skills that are to be presented project process?
in the next
part of the lesson.
4.4 Abstraction ( 25 ) minutes. This outlines the key concepts, important skills that should be Let the students produce own ICT Project for Social
enhanced, and the proper attitude that should be emphasized. This is organized as a Change based on the video following the steps on how
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. to develop a working prototype of an ICT Project for
Social Change
4.5 Application ( 40 ) minutes. This part is structured to ensure the commitment of the Let the students write a reaction paper on their
learners to do something to apply their new learning in their own environment.
legitimate change.org campaign based on the video
following the steps on how to develop a working
prototype of an ICT Project for Social Change
4.6 Assessment ( 10 ) 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, 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 Assessments Method below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of Presentation, Dance, Musical
learners’ performance or behaviors are Performance, Skill Demonstration,
recorded, based on assessment criteria) Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

b) Talking to Learners/
Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
Hands-on Math Activities, Written I. Enumerate five things that should be
Work and Essay, Picture Analysis, accomplished or considered during
Comic Strip, Panel Discussion, the planning stage of an ICT Project.
Interview, Think-Pair-Share, Reading
II. Arrange the following steps in order using
nos. 1-4. Write X if the step is not part of the
process.
release and promotion
development
maintenance
coding
planning

c) Analysis of Learners’ Worksheets for all subjects, Essay,

Products Concept Maps/ Graphic Organizer,
(Teachers judge the quality of products Project, Model, Artwork, Multi-media
produced by learners according to agreed Presentation, Product made in
criteria) technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended

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

4.7 Assignment ( 5 ) minutes. Fill-in below any of the four purposes:

 Reinforcing/ Strengthening the day’s lesson Answer this:

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson Research on how online ICT Projects for Social Change
are uploaded, managed, and promoted for maximum
audience impact
4.8 Concluding Activity ( 5 ) minutes “Social Change is not going to come from just knowing
This is usually a brief but affective closing activity such as a strong quotation, a short more information, but from doing something with it”
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.

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 with 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
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?

Prepare by:
Name: FEO B. FRANCISCO School: TANQUE NHS
Position/ Designation: Teacher II Division: MASBATE PROVINCE
Contact Number: 09283415479 Email address: feo.francisco@deped.gov.ph

Bibliography:
Appendices: (attach all materials that will be used)
1. Activity Sheet
2. Formative Assessment
3. Answer Key
4. Handouts
5. PowerPoint Presentation
6. Others
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 2 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: demonstrate how online ICT Projects for Social Change Code:
(Taken from the Curriculum Guide) are uploaded, managed, and promoted for maximum CS_ICT11/12-ICTPT-IIq-r20
audience impact
Key Concepts/ online ICT Project for Social Change
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 5. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Understanding Interpret, exemplify, classify, Discuss how online ICT Projects for Social Change are
through summarize, infer, compare,
The learner can construct meaning uploaded, managed and promoted for maximum
experience or explain, paraphrase, discuss
from oral, written and graphic
association messages
audience impact

Skills Applying Execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate,
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish,
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to outline, attribute, deconstruct
between parts and determine
smoothly and
adaptively how they relate to one another,
carryout complex and to
the overall structure and purpose
activities or the
ability, coming Evaluating Coordinate, measure, detect,
from one’s The learner can make judgments defend, judge, argue,
knowledge, and justify decisions debate, describe, critique,
practice, aptitude, appraise,
evaluate
etc. to do
Creating Generate, hypothesize, plan, Design an online petition of the issue about the
something
The learner can put elements design, develop, produce,
cleanliness and orderliness of the community for
together to form a functional construct, formulate, assemble,
devise maximum audience impact
whole, create a new product or
point of view

Attitude Categories: List of Attitudes:

Growth in 6. Receiving Phenomena – Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or Wellness, Respect, Honesty,
attention Personal Discipline,
emotional
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A
identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 7. Responding to Phenomena – Activate participation on the part of Determined, Independent,
someone Gratitude, Tolerant, Cautious,
the learners. Attends and reacts to a particular phenomenon. Decisive, Self-control,
or Learning outcomes may emphasize compliance in responding, Calmness, Responsibility,
something Accountability,
willingness to respond, or satisfaction in responding (motivation).
, typically Industriousness, Industry,
one that is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Cooperation, Optimism,
reflected greet, help, label, perform, practice, present, read, recite, report, Satisfaction, Persistent,
in a select, tell, write Cheerful, Reliable, Gentle,
person’s Appreciation of one’s culture,
Globalism, Compassion, Work
behavior. 8. Valuing – Attaches to a particular object, phenomenon, or ethics, Creativity, Demonstrate appreciation
behavior. This ranges from simple acceptance to the more complex Entrepreneurial Spirit, towards self-discipline
state of commitment. Valuing is based on the internalization of a Financial Literacy, Global
Solidarity, Making a stand for
set of specified values, while clues to these values are expressed in the good, Voluntariness of
the learner’s overt behavior and are often identifiable. human act, Appreciation of
one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Thoughtful, Seriousness,
explain, follow, form, initiate, invite, join, justify, propose, read, Generous, Happiness, Modest,
report, select, share, study Authority, Hardworking,
Realistic, Flexible, Considerate,
9. Organization – Organize values into priorities by contrasting Sympathetic, Frankness
different values, resolving conflicts between them, and creating a
unique value system. The emphasis is on comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 10. Internalizing Values (Characterization) – Has a value
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student’s
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

Values Categories: List of Values:

6. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 7. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 8. Maka-tao
behavior; 7. Responding to Phenomena – Activate participation on the part of the learners.
Concern for others, Respect
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
one’s for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation).
of what is Generosity, Helping,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write
9. Makakalikasan
in life.
Care of the environment,
8. Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from organize groups that will
Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the
Protection of the promote the cleanliness and
internalization of a set of specified values, while clues to these values are expressed in
learner’s environment, Responsible
life on
the learner’s overt behavior and are often identifiable.
consumerism, Cleanliness, orderliness in the community
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
earth, Orderliness, Saving the
initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 9. Organization – Organize values into priorities by contrasting different values, resolving
10. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on
Peace and order, Heroism
and fame, comparing, relating, and synthesizing values.
and appreciation of
and Heroes, National Unity,
would Civic Consciousness, Social
affect the Responsibility, Harmony,
10.Internalizing Values (Characterization) – Has a value system that controls their
eternal Patriotism, Productivity
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student’s
millions general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
6. Content how to manage an online ICT Project for Social Change
7. Learning Resources CG, textbooks
8. Procedures
8.1 Introductory Activity ( 5 ) minutes. This part introduces the lesson content. It serves Have the class sing the song “ Kapaligiran” by Asin
as a warm-up activity to give the learners zest for the 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.

4.2 Activity ( 10 ) minutes. This is an interactive strategy to elicit learner’s prior learning Group the students to do the Think-Pair-Share. Let
experience. It serves as a springboard for new learning. It illustrates the principle that
them answer: As a student, how will you use the online
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or application in promoting the cleanliness and
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk orderliness of the community with maximum audience
and the like may be created. Clear instructions should be considered in this part of the impact?
lesson.

4.3 Analysis ( 5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are  What are the activities that you think help
included to elicit the feelings of the learners about the activity or the topic. The last in promoting the cleanliness and orderliness
questions or points taken should lead the learners to understand the new concepts or of the community?
skills that are to be presented in the next part of the lesson.

4.4 Abstraction ( 20 ) minutes. This outlines the key concepts, important skills that should Let the students create an online petition
be enhanced, and the proper attitude that should be emphasized. This is organized as a
promoting the importance of cleanliness and
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. orderliness of the community

10.5 Application ( 20 ) minutes. This part is structured to ensure the commitment of the Choose one of the sites in which you can upload,
learners to do something to apply their new learning in their own environment.
managed and promote your ICT Projects for Social
Change for maximum audience impact
10.6 Assessment ( 50 ) 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, 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 Assessments Method below:

Assessment Method Possible Activities

e) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral
Presentation, Dance, Musical
Performance, Skill Demonstration,
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

f) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

g) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

h) Tests Skill Performance Test, Open-Ended

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

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 Make a reflection paper on how to have a clean and an
order community.

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity ( 5 ) minutes “ Let’s nurture our nature for a better future”
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.

11. 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.

12. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue
L. Which of my learning
strategies worked
well? Why did these
work?
M. What
difficulties did I
encounter which
my principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/ discover
which I wish to
share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
7. Activity Sheet
8. Formative Assessment
9. Answer Key
10. Handouts
11. Powerpoint Presentation
12. Others
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 3 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 60
minutes
Learning Competency/ies: Share and showcase existing or previously developed Code:
(Taken from the Curriculum Guide) material in the form of a collaboratively designed CS_ICT11/12-ICTPT-Ii-j-13
newsletter or blogsite intended for a specific audience or
viewer
Key Concepts/ Integration of ICT content through collaboration with classmate and teacher as both peer
Understanding to be developed and partner from previous learnings
Domain Adapted Cognitive Process Dimensions 9. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize, list an online portal or website
duplicate, list, memorize, repeat,
condition of The learner can recall information
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Understanding Interpret, exemplify, classify,
through summarize, infer, compare,
The learner can construct meaning
experience or explain, paraphrase, discuss
from oral, written and graphic
association messages

Skills Applying Execute, implement,

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

Attitude Categories: List of Attitudes:

Growth in 11. Receiving Phenomena – Awareness, willingness to Self-esteem, Self-confidence,
feelings or Wellness, Respect, Honesty,
hear, selected attention Personal Discipline,
emotional
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A
identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 12. Responding to Phenomena – Activate participation on Determined, Independent,
someone Gratitude, Tolerant, Cautious,
the part of the learners. Attends and reacts to a particular Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something Accountability,
responding, willingness to respond, or satisfaction in responding
, typically Industriousness, Industry,
one that is (motivation). Cooperation, Optimism,
reflected Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s Appreciation of one’s culture,
select, tell, write Globalism, Compassion, Work
behavior.
ethics, Creativity,
13. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Differentiate the list of online
behavior. This ranges from simple acceptance to the more Financial Literacy, Global portal or website
Solidarity, Making a stand for
complex state of commitment. Valuing is based on the the good, Voluntariness of
internalization of a set of specified values, while clues to these human act, Appreciation of
values are expressed in the learner’s overt behavior and are often one’s rights, Inclusiveness,
Thoughtful, Seriousness,
identifiable. Generous, Happiness, Modest,
Behavioral Verbs: work, complete, demonstrate, differentiate, Authority, Hardworking,
Realistic, Flexible, Considerate,
explain, follow, form, initiate, invite, join, justify, propose, read, Sympathetic, Frankness
report, select, share, study
14. Organization – Organize values into priorities by
contrasting different values, resolving conflicts between them,
and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 15. Internalizing Values (Characterization) – Has a value
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student’s
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

Values Categories: List of Values:

11.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 13. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 14. Maka-tao
behavior; 12.Responding to Phenomena – Activate participation on the part of the learners.
Concern for others, Respect
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
one’s for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation).
of what is Generosity, Helping,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write
15. Makakalikasan
in life.
Care of the environment,
13.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from
Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the
Protection of the
internalization of a set of specified values, while clues to these values are expressed in
learner’s environment, Responsible
the learner’s overt behavior and are often identifiable.
life on Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
consumerism, Cleanliness,
earth, Orderliness, Saving the
initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 14.Organization – Organize values into priorities by contrasting different values, resolving
16. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on
Peace and order, Heroism
and fame, comparing, relating, and synthesizing values.
and appreciation of
and Heroes, National Unity,
would Civic Consciousness, Social
affect the Responsibility, Harmony,
15.Internalizing Values (Characterization) – Has a value system that controls their Display social responsibility
eternal Patriotism, Productivity
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student’s
millions general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
10. Content The learner should be able to synthesize into an integrated ICT content through collaboration with
classmate and teacher are both peer and partner
11. Learning Resources CG, PPT, internet, computer, projector
12. Procedures
12.1 Introductory Activity ( 5 ) minutes. This part introduces the lesson content. It serves 1. Ask the students if they know of a portal or
as a warm-up activity to give the learners zest for the incoming lesson and an idea
a website.
about what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere. 2. Ask them what site they always view.

4.2 Activity ( 15 ) minutes. This is an interactive strategy to elicit learner’s prior learning 1. Show to the students 5 websites.
experience. It serves as a springboard for new learning. It illustrates the principle that
2. Let the students observe the design and
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or the outline of the 5 sites.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk 3. Let the students find a partner and share
and the like may be created. Clear instructions should be considered in this part of the their observations.
lesson.
4. Reporting

4.3 Analysis ( 10_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
1. What did you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are 2. What are your ideal designs of a website?
included to elicit the feelings of the learners about the activity or the topic. The last 3. What is your favourite design of the given
questions or points taken should lead the learners to understand the new concepts or website?
skills that are to be presented in the next part of the lesson.

4.4 Abstraction ( 5 ) minutes. This outlines the key concepts, important skills that should Discuss the things needed in order to make a website.
be enhanced, and 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.

16.5 Application ( 5 ) minutes. This part is structured to ensure the commitment of the List 5 online portals or websites and let them write their
learners to do something to apply their new learning in their own environment.
observation about the designs.
16.6 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, 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 Assessments Method below:

Assessment Method Possible Activities

i) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral
Presentation, Dance, Musical
Performance, Skill Demonstration,
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

j) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

k) Analysis of Learners’ Worksheets for all subjects, Essay, List 5 websites that conform to the students
Products Concept Maps/ Graphic Organizer, qualifications or ideal websites.
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

l) Tests Skill Performance Test, Open-Ended

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

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 Research work:

List the codes in making a website.

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.

17. 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.

18. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners
who require
additional
activities for
remediation
Q. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
R. No. of learners who
continue
S. Which of my learning
strategies worked
well? Why did these
work?
T. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
U. What innovation or
localized materials
did I use/ discover
which I wish to
share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
13. Activity Sheet
14. Formative Assessment
15. Answer Key
16. Handouts
17. Powerpoint Presentation
18. Others

Instructional Planning
 (With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 4 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 60
minutes
Learning Competency/ies: Share and showcase existing or previously developed Code:
(Taken from the Curriculum Guide) material in the form of a collaboratively designed CS_ICT11/12-ICTPT-Ii-j-13
newsletter or blogsite intended for a specific audience or
viewer
Key Concepts/ Integration of ICT content through collaboration with classmate and teacher as both peer
Understanding to be developed and partner from previous learnings
Domain Adapted Cognitive Process Dimensions 13. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize, memorize the code in developing an online portal or
condition of The learner can recall information duplicate, list, memorize, repeat,
website
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Understanding Interpret, exemplify, classify,
through summarize, infer, compare,
The learner can construct meaning
experience or explain, paraphrase, discuss
from oral, written and graphic
association messages

Skills Applying Execute, implement,

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

Attitude Categories: List of Attitudes:

Growth in 16. Receiving Phenomena – Awareness, willingness to Self-esteem, Self-confidence,
feelings or Wellness, Respect, Honesty,
hear, selected attention Personal Discipline,
emotional
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A
identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 17. Responding to Phenomena – Activate participation on Determined, Independent,
someone Gratitude, Tolerant, Cautious,
the part of the learners. Attends and reacts to a particular Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something Accountability,
responding, willingness to respond, or satisfaction in responding
, typically Industriousness, Industry,
one that is (motivation). Cooperation, Optimism,
reflected Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s Appreciation of one’s culture,
select, tell, write Globalism, Compassion, Work
behavior. ethics, Creativity,
18. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit,
behavior. This ranges from simple acceptance to the more Financial Literacy, Global
Solidarity, Making a stand for
complex state of commitment. Valuing is based on the the good, Voluntariness of
internalization of a set of specified values, while clues to these human act, Appreciation of
one’s rights, Inclusiveness,
values are expressed in the learner’s overt behavior and are often Thoughtful, Seriousness,
identifiable. Generous, Happiness, Modest,
Behavioral Verbs: work, complete, demonstrate, differentiate, Authority, Hardworking,
Realistic, Flexible, Considerate,
explain, follow, form, initiate, invite, join, justify, propose, read, Sympathetic, Frankness
report, select, share, study
19. Organization – Organize values into priorities by
contrasting different values, resolving conflicts between them,
and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 20. Internalizing Values (Characterization) – Has a value Practice self- confidence
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student’s
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

Values Categories: List of Values:

16.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 19. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 20. Maka-tao
behavior; 17.Responding to Phenomena – Activate participation on the part of the learners.
Concern for others, Respect
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
one’s for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation).
of what is Generosity, Helping,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write
21. Makakalikasan
in life.
Care of the environment,
18.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from
Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the
Protection of the
internalization of a set of specified values, while clues to these values are expressed in
learner’s environment, Responsible
the learner’s overt behavior and are often identifiable.
life on Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
consumerism, Cleanliness,
earth, Orderliness, Saving the
initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 19.Organization – Organize values into priorities by contrasting different values, resolving
22. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on
Peace and order, Heroism
and fame, comparing, relating, and synthesizing values.
and appreciation of
and Heroes, National Unity,
would Civic Consciousness, Social
affect the Responsibility, Harmony,
20.Internalizing Values (Characterization) – Has a value system that controls their Practice harmony
eternal Patriotism, Productivity
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student’s
millions general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
14. Content The learner should be able to synthesize into an integrated ICT content through collaboration with
classmate and teacher as both peer and partner
15. Learning Resources CG, computer, projector
16. Procedures
16.1 Introductory Activity ( 2 ) minutes. This part introduces the lesson content. It serves  Check the attendance.
as a warm-up activity to give the learners zest for the incoming lesson and an idea
about what it to follow. One principle in learning is that learning occurs when it is  Collect the assignment.
conducted in a pleasurable and comfortable atmosphere.

4.2 Activity ( 10 ) minutes. This is an interactive strategy to elicit learner’s prior learning  Group the students into 5 groups and
experience. It serves as a springboard for new learning. It illustrates the principle that
share the codes that they have gathered in
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or their assignment.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk  Group reporting.
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 guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about 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.

4.4 Abstraction ( 2 ) minutes. This outlines the key concepts, important skills that should Discuss the use of the codes in developing a portal or
be enhanced, and the proper attitude that should be emphasized. This is organized as a
website.
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.

22.5 Application ( 8 ) minutes. This part is structured to ensure the commitment of the Use the code to be able to display the words “ HELLO
learners to do something to apply their new learning in their own environment.
WORLD” on the screen.
22.6 Assessment (_8 ) 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, 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 Assessments Method below:

Assessment Method Possible Activities

m) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral
Presentation, Dance, Musical
Performance, Skill Demonstration,
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

n) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

o) Analysis of Learners’ Worksheets for all subjects, Essay,

Products Concept Maps/ Graphic Organizer,
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

p) Tests
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)
Skill Performance Test, Open-Ended Oral test. Memorize the code in front of the teacher.
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 Only the students who have not memorize the code in
the assessment are given assignment.

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity ( 2 ) minutes instruct the students to clean the room and arrange the
This is usually a brief but affective closing activity such as a strong quotation, a chairs properly.
short song, an anecdote, parable, or a letter that inspires the learners to do
something to practice their new learning.

23. 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.

24. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
V. No. of learners who
earned 80% in the
evaluation
W. No. of
learners who
require additional
activities
for remediation
X.Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Y. No. of learners who
continue
Z. Which of my learning
strategies worked
well? Why did these
work?
AA. What
difficulties did I
encounter which
my principal or
supervisor can help
me solve?
BB. What
innovation or
localized materials
did I use/ discover
which I wish to
share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
19. Activity Sheet
20. Formative Assessment
21. Answer Key
22. Handouts
23. Powerpoint Presentation
24. Others
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 5 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: Compare and contrast the nuances of varied online Code:
(Taken from the Curriculum Guide) platforms sites and content to best achieve specific class CS_ICT11/12-ICTPT-Ia-b-1
objectives or address situational challenges
Key Concepts/ ICT in the context of global communication for specific professional track
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 17. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Understanding Interpret, exemplify, classify, Explain how ICT affects their everayday lives and the
through summarize, infer, compare,
The learner can construct meaning state of our nation
experience or explain, paraphrase, discuss
from oral, written and graphic
association messages

Skills Applying Execute, implement,

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

Attitude Categories: List of Attitudes: Give the importance of ICT in

Growth in 21. Receiving Phenomena – Awareness, willingness to Self-esteem, Self-confidence, our daily lives.
feelings or hear, selected attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A
identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 22. Responding to Phenomena – Activate participation on Determined, Independent,
someone Gratitude, Tolerant, Cautious,
the part of the learners. Attends and reacts to a particular Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something
responding, willingness to respond, or satisfaction in responding Accountability,
, typically Industriousness, Industry,
one that is (motivation). Cooperation, Optimism,
reflected Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s Appreciation of one’s culture,
select, tell, write Globalism, Compassion, Work
behavior. ethics, Creativity,
23. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit,
behavior. This ranges from simple acceptance to the more Financial Literacy, Global
Solidarity, Making a stand for
complex state of commitment. Valuing is based on the the good, Voluntariness of
internalization of a set of specified values, while clues to these human act, Appreciation of
one’s rights, Inclusiveness,
values are expressed in the learner’s overt behavior and are often Thoughtful, Seriousness,
identifiable. Generous, Happiness, Modest,
Behavioral Verbs: work, complete, demonstrate, differentiate, Authority, Hardworking,
Realistic, Flexible, Considerate,
explain, follow, form, initiate, invite, join, justify, propose, read, Sympathetic, Frankness
report, select, share, study
24. Organization – Organize values into priorities by
contrasting different values, resolving conflicts between them,
and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 25. Internalizing Values (Characterization) – Has a value
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of the
learner. Instructional objectives are concerned with the student’s
general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify

Values Categories: List of Values:

21.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 25. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 26. Maka-tao
behavior; 22.Responding to Phenomena – Activate participation on the part of the learners. Perform the given task with
Concern for others, Respect
Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
one’s for human rights, Gender oneness and solidarity
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation).
of what is Generosity, Helping,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write
27. Makakalikasan
in life.
Care of the environment,
23.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from
Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the
Protection of the
internalization of a set of specified values, while clues to these values are expressed in
learner’s environment, Responsible
the learner’s overt behavior and are often identifiable.
life on Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
consumerism, Cleanliness,
earth, Orderliness, Saving the
initiate, invite, join, justify, propose, read, report, select, share, study
include ecosystem, Environmental
sustainability
more than 24.Organization – Organize values into priorities by contrasting different values, resolving
28. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on
Peace and order, Heroism
and fame, comparing, relating, and synthesizing values.
and appreciation of
and Heroes, National Unity,
would Civic Consciousness, Social
affect the Responsibility, Harmony,
25.Internalizing Values (Characterization) – Has a value system that controls their
eternal Patriotism, Productivity
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student’s
millions general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
18. Content The current state of ICT technologies (i.e., web 2.0, web 3.0, convergent technologies, social, mobile
and social media)
19. Learning Resources CG, textbooks, PPT, internet, strips, pentel pen, cartolina, coloring materials
20. Procedures
20.1 Introductory Activity ( 5 ) minutes. This part introduces the lesson content. It serves Using the concept map, write the words that are
as a warm-up activity to give the learners zest for the incoming lesson and an idea
related to ICT.
about what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.

I
C
T

4.2 Activity ( 30 ) minutes. This is an interactive strategy to elicit learner’s prior learning From the class into group of 8 members. Take turns
experience. It serves as a springboard for new learning. It illustrates the principle that
answering the questions. Share by group.
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or 1. How many times have you checked your
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk phone this morning?
and the like may be created. Clear instructions should be considered in this part of the 2. How many status updates have you posted
lesson.
in FB or Twitter today?
3. Did you use the internet for an hour after
you woke up?
4. Do you follow a celebrity via his/her social
media account?
4.3 Analysis ( 5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel about the activity?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are  Does ICT make the world go round? Why?
included to elicit the feelings of the learners about the activity or the topic. The last  How important is it in our daily lives?
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 Lecturette:
be enhanced, and the proper attitude that should be emphasized. This is organized as a
 ICT- information and communication
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. technology deals with the use of different
communication technologies such as
mobile phones, internet, telephones, etc. to
locate, edit and send information
 Philippines the “ICT hub of Asia”
28.5 Application ( 3 ) minutes. This part is structured to ensure the commitment of the Do exercises on p.6 of E-Tech by ITWI, “ICT, Me and My
learners to do something to apply their new learning in their own environment.
Community”
28.6 Assessment ( 50 ) 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, 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 Assessments Method below:

Assessment Method Possible Activities

q) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral Using the given table on exploration 1.1 (Static and
Presentation, Dance, Musical Dynamic), compare and contrast the differences
Performance, Skill Demonstration, between online platforms, sites and contents.
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

r) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

s) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

t) Tests Skill Performance Test, Open-Ended

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

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 In lecture notebook, do exploration 1.2. identify the
correct web platform for Social Change.
1. Identify a problem in your community (e.g.,
littering, garbage disposal, blocked
drainage, etc.)
2. Imagine that you are going to create a
website to persuades both community
leaders and members to solve this problem.
3. Fill up the given form. (refer to presentation)
 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity ( 3 ) minutes “Keep everything clean and in proper order.
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.

29. 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.
 30. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.

CC. No. of
learners who earned
80% in the evaluation
DD. No. of
learners who
require additional
activities
for remediation
EE. Did the
remedial lessons
work? No. of
learners who have
caught up
with the lesson
FF. No. of
learners who
continue
GG. Which of
my learning
strategies worked
well? Why
did these work?
HH. What
difficulties did I
encounter which
my principal or
supervisor can help
me solve?
II. What innovation or
localized materials
did I use/ discover
which I wish to
share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
25. Activity Sheet
1. Formative Assessment
2. Answer Key
3. Handouts
4. Powerpoint Presentation
5. Others