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.: 13 Learning Area: Earth and Life Science Grade Level: 11 Quarter:1 Date:
Duration: 1 day
Learning Make a report on how rocks and soil move down Code:
Competency/ies: slope due to the direct action of gravity. S11/12ES- Ib-13
(Taken from the Curriculum Guide)

Key Concepts / Present any create representation on how rocks and soil move downslope due to the direct
action of gravity.
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 Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify, Explain on how rocks and soil move down slope
through experience
Understanding
Sdfips7r4w21The learner can construct meaning from summarize, infer, compare, due to the direct action of gravity
or association explain, paraphrase, discuss
oral, written and graphic messages

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
knowledge, practice, Creating generate, hypothesize, plan, design,
The learner can put elements together to form a develop, produce, construct, Devise any creative representation
aptitude, etc., to do
functional whole, create a new product or point of formulate, assemble, devise
something on how rocks and soil moves
view
downslope due to the direct action
of gravity.

Attitud Categories: List of Attitudes:

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

3. Learning Resources Laptop, video, pictures.

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content. Although at  Present a video clip that show physical and
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the chemical weathering
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 (5 minutes). This is an interactive strategy to elicit learner’s prior learning Show a picture of a place that shows:
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or group reflective exercises,  Before the erosion
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
 During erosion
considered in this part of the lesson

 After erosion

4.3 Analysis (minutes). Essential questions are included to serve as a guide for the teacher in Let the students answer the following
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
questions:
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  What do you think is the cause of
new concepts or skills that are to be presented in the next part of the lesson.
 such erosion?

 Which do you think is more appealing

before the erosion or after the
erosion?
Present a video presentation on how rocks and soil
4.4 Abstraction (30 minutes). This outlines the key concepts, important skills that should be move down slope due to the direct action of gravity. Yet
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that have resulted into beautiful scenery.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
4.5 Application (5 minutes). This part is structured to ensure the commitment of the learners to  Using any available material let the
do something to apply their new learning in their own environment. students present any creative
representation on how rocks and soil
move down slope due to the direct action
of gravity.

4.6 Assessment (15 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, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Make a report on how rocks and soil move down slope due
Interview, Think-Pair-Share, Reading to the direct action of gravity through comic strip.
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)

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

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

d) Tests Skill Performance Test, Open-Ended Question,

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

 Enhancing / improving the day’s lesson

What would you recommend as a solution to
prevent the loss of valuable historical
monuments to weathering process?
  Preparing for the new lesson

4.8 Concluding Activity (____ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, Present the weathering songs.
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 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 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: T-3 Division: Cebu Province