Department of Education

Region X – Northern Mindanao

Division of Tangub City
SIMASAY NATIONAL HIGH SCHOOL
Simasay, Tangub City

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

School Grade Level

Simasay National High School 12
Teacher MICHAEL ANGELO G. MAYORDO Learning Area Physical Science
Time & Dates Quarter 1

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
V. PROCEDURES
Introductory Activity
Activity
The learners demonstrate an understanding of:
1. how the uses of different materials are related to their properties and
structures
2. the relationship between the function and structure of biological
macromolecules
The learners make a creative representation of the historical
development of the atom or the chemical element in a timeline
The learners explain how the structures of biological macromolecules
such as carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
S11/12PS-IIIe-22
How the properties of matter relate to their chemical structure
An Introduction to Physical Science 14th Edition by
James T. Shipman
Chemistry for the New Millenium
Internet:
https://prezi.com>functions
http://quizlet.com
www.dummies.com>science>biology
PowerPoint Presentation/Cartolina, Manila Paper/ Marker
/ Prayer
/ Checking of Attendance
/ Giving some reminders
After the customary classroom management technique is done, the
teacher will introduce the topic through the use of FLASHCARDS that
shows some examples of food rich in carbohydrates, lipids, proteins and
amino acids. These four macromolecules should also be posted on the
board. The students would then guess as to what category these foods
belong. After these activities, the objectives of the lesson would be
presented.
“How Do I Look?” ( A Power point Presentation of the Structures of
Macromolecules)
A Power point interactive will be shown on the structures of
carbohydrates, lipids, proteins, and nucleic acids. After the presentation,
1

Analysis
Abstraction
Application
J. Additional activities for
application or remediation
 Assignment/Agreement
(____ 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
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment.
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
guide questions will be answered by the learners.
Guide questions:
1. What is the presentation all about?
2. Which of the four macromolecules has the most complex structure?
Why?
3. What examples can you give that has these four macromolecules?
“Concept Mapping”
Group the learners into four groups. Group 1 would be named
Carbohydrate, Group 2 Lipids, Group 3 Proteins and Group 4 Nucleic
Acids. Each of the group would be given an envelope containing strips of
paper to form a simple concept map that shows the structure,
properties, functions and some examples of the macromolecules
assigned to them. After 15 minutes, each group would report their
output. They would be graded through rubrics.
“Reflection Writing”
To summarize the key concepts in the lesson, the learners are
tasked to
write a short journal about the structure, function and properties
of the four macromolecules following the CERA format.
Content:
Experience:
Reaction:
Application:
“Role Play”
Using the same groupings, each of the group would act out in a role play
the functions of the macromolecule assigned to them. They would be
given 20 minutes to conceptualize their role play and use materials
found inside the classroom.
Assessment: Reflection:
The learners will write on their
RUBRICS in the student’s role play reflection notebook about:
and concept mapping. 1. The part(s) of the lesson they
find easiest and most difficult
Group Criteria
2. The process on how they
Creativity Content Concept
(6pts) (6pts) (8pts) deal/solve the most difficult
1 part(s)
2 3. Significant insights gained
3 related to the day’s topic
4 4. Things to be clarified
5
TOTAL
2
require remediation
E. Which of my teaching 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?

Remarks:

Prepared by: Checked by:

MICHAEL ANGELO G. MAYORDO WARREN J. CANOLO, Ed.D.

Teacher I OIC-School Head