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

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
e
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings point to, reply, select, sit, Study, use Personal discipline,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Perseverance, Sincerity,
emotional reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Patience, Critical thinking,
areas. responding, willingness to respond, or satisfaction in responding (motivation). Open-mindedness, Interest,
A settled Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Courteous, Obedience, Hope,
way of perform, practice, present, read, recite, report, select, tell, write Charity, Fortitude,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Resiliency, Positive vision,
or feeling acceptance to the more complex state of commitment. Valuing is based on the internalization Acceptance, Determined,
about of a set of specified values, while clues to these values are expressed in the learner's overt Independent , Gratitude,
someone behavior and are often identifiable. Tolerant, Cautious, Decisive,
or Self-Control, Calmness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Responsibility,
something initiate, invite, join, justify, propose, read, report, select, share, study
, typically Accountability,
4. Organization - Organizes values into priorities by contrasting different values, resolving Industriousness, Industry,
one that is conflicts between them, and creating a unique value system. The emphasis is on comparing,
reflected Cooperation, Optimism,
relating, and synthesizing values. Satisfaction, Persistent,
in a
person’s Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Cheerful, Reliable, Gentle,
behavior formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Appreciation of one’s culture,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. Globalism, Compassion,
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the Work Ethics, Creativity,
learner. Instructional objectives are concerned with the student's general patterns of adjustment Entrepreneurial Spirit,
(personal, social, emotional). Financial Literacy, Global,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Solidarity, Making a stand
propose, qualify, question, revise, serve, solve, verify 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 Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Love of God, Faith, Trusting,
principles point to, reply, select, sit, Study, use Spirituality, Inner Peace,
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Love of truth, Kindness,
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Humble
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple
of what is for human rights, Gender
acceptance to the more complex state of commitment. Valuing is based on the internalization of
important equality, Family Solidarity,
a set of specified values, while clues to these values are expressed in the learner's overt
in life. Generosity, Helping,
behavior and are often identifiable.
Go Oneness
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, 3. Makakalikasan
beyond
initiate, invite, join, justify, propose, read, report, select, share, study Care of the environment,
learner’s
4. Organization - Organizes values into priorities by contrasting different values, resolving Disaster Risk Management,
life on
conflicts between them, and creating a unique value system. The emphasis is on comparing, Protection of the
earth,
relating, and synthesizing values. Environment, Responsible
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Consumerism, Cleanliness,
wealth formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize Orderliness, Saving the
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. ecosystem, Environmental
and The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the sustainability
would learner. Instructional objectives are concerned with the student's general patterns of adjustment 4. Makabansa
affect the (personal, social, emotional). Peace and order, Heroism
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, and Appreciation of Heroes,
destiny of propose, qualify, question, revise, serve, solve, verify National Unity, Civic
millions. Consciousness, Social
Intention responsibility, Harmony,
ally Patriotism,
adding Productivity
value to
people
everyday.
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (__ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm- Contextualization
up activity to give the learners zest for the incoming lesson and an idea about
Localization:
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here the
conducted in a pleasurable and comfortable atmosphere.
appropriate Local
4.2 Activity/Strategy (___ minutes). This is an interactive strategy to Heritage Themes:
elicit learner’s prior learning experience. It serves as a springboard for new A. Annual Rites, Festivals,
learning. It illustrates the principle that learning starts where the learners are. and Rituals
Carefully structured activities such as individual or group reflective exercises, (Historical/Religious
group discussion, self-or group assessment, dyadic or triadic interactions, Festivals, Local
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the Cultural Festivals,
like may be created. Clear instructions should be considered in this part of the Local
lesson. Delicacies/Products
4.3 Analysis (___ minutes). Essential questions are included to serve as a Festivals, Rituals,
guide for the teacher in clarifying key understandings about the topic at hand. Wedding Ritual, Palihi
Critical points are organized to structure the discussions allowing the learners Ritual, Burial Ritual,
to maximize interactions and sharing of ideas and opinions about expected B Literary Anthologies
issues. Affective questions are included to elicit the feelings of the learners Written In Local
about the activity or the topic. The last questions or points taken should lead Language (BALITAW,
the learners to understand the new concepts or skills that are to be presented BALAK, Folktales/ Short
in the next part of the lesson. Stories, Local Heroes
4.4 Abstraction (___ minutes). This outlines the key concepts, important C. Historical Events,
skills that should be enhanced, and the proper attitude that should be Enduring Values,
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Materials,
emphasized from the activity, analysis and new inputs in this part of the lesson. Indigenous Cultural
Communities/Indigenous
4.5 Application (__ minutes). This part is structured to ensure the People, Indigenous
commitment of the learners to do something to apply their new learning in Games
their own environment. D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees,
 Flower, Fauna
E. Food & Local products
G. Role Model Family

4.6 Assessment (___ 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 Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation, Dance,
recorded, based on assessment criteria) Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading), Debate,
Motor & Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Learners / Conferencing Hands-on Math Activities,
(Teachers talk to and question learners about their learning to gain insights on Written Work and Essay,
their understanding and to progress and clarify their thinking) 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 subjects, Essay, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
mastery of a skill or knowledge of content) Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
4.7 Assignment (3 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

4.8 Concluding Activity (3 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.

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. 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 ask them
s 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:

References:

Appendices: (attach all materials that will be used)

1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others