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.:1 Learning Area: ORGANIZATION & MANAGEMENT Grade Level: Grade 11 Quarter: 1st Duration: 2 Hrs.
Learning Competency/ies: Code: ABM_AOM11-Ia-b-3
(Taken from the Curriculum Guide) Explain the functions, roles, and skills of a manager
Date: 6 /24/2019
Key Concepts /
Understandings to be The learners demonstrate an understanding of the functions, roles, and skills of a manager.
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 duplicate, list, memorize, repeat,
The learner can recall information and retrieve relevant
something with describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written summarize, infer, compare, To explain the nature of management
or association
and 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,
systematic, and The learner can distinguish between parts and compare, contrast, organize,
sustained effort to determine how they relate to one another, and to the outline, attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating
The learner can make judgments and justify decisions defend, judge, argue, debate, To describe each function of management
the ability, coming describe, critique, appraise,
from one's evaluate
knowledge, practice, generate, hypothesize, plan,
aptitude, etc., to do Creating
The learner can put elements together to form a design, develop, produce,
something construct, formulate, assemble,
functional whole, create a new product or point of view
devise
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena - Awareness, willingness to Self-esteem, Self-confidence,
emotional areas. hear, selected attention Wellness, Respect, Honesty,
A settled way of Behavioral Verbs: ask, choose, describe, erect, Personal discipline, Perseverance,
thinking or feeling follow, give, hold, identify, locate, name, point to, Sincerity, Patience, Critical
about someone or reply, select, sit, Study, use thinking, Open-mindedness,
something, typically 2. Responding to Phenomena - Active participation on Interest, Courteous, Obedience,
one that is reflected the part of the learners. Attends and reacts to a Hope, Charity, Fortitude,
in a person’s particular phenomenon. Learning outcomes may Resiliency, Positive vision,
behavior emphasize compliance in responding, willingness to Acceptance, Determined,
respond, or satisfaction in responding (motivation). Independent , Gratitude, Tolerant,
Behavioral Verbs: aid, answer, assist, comply, Cautious, Decisive, Self-Control,
conform, discuss, greet, help, label, perform, practice, Calmness, Responsibility,
present, read, recite, report, select, tell, write Accountability, Industriousness,
3. Valuing - Attaches to a particular object, Industry, Cooperation, Optimism,
phenomenon, or behavior. This ranges from simple Satisfaction, Persistent, Cheerful,
acceptance to the more complex state of Reliable, Gentle, Appreciation of
commitment. Valuing is based on the internalization one’s culture, Globalism,
of a set of specified values, while clues to these Compassion, Work Ethics,
Display satisfaction in describing each function of
values are expressed in the learner's overt behavior Creativity, Entrepreneurial Spirit,
management
and are often identifiable. Financial Literacy, Global,
Solidarity, Making a stand for the
Behavioral Verbs: work, complete, demonstrate, good, Voluntariness of human act,
differentiate, explain, follow, form, initiate, invite, join, Appreciation of one’s rights,
justify, propose, read, report, select, share, study
 4. Organization - Organizes 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.
Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Sympathetic, Frankness

Behavioral Verbs: adhere, alter, arrange, combine,

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:
A learner's principles 1. Receiving Phenomena - Awareness, willingness to 1. Maka-Diyos
or standards of hear, selected attention Love of God, Faith, Trusting,
behavior; one's Behavioral Verbs: ask, choose, describe, erect, Spirituality, Inner Peace, Love of
judgment of what is follow, give, hold, identify, locate, name, point to, truth, Kindness, Humble
important in life. reply, select, sit, Study, use
2. Responding to Phenomena - Active participation on
Go beyond learner’s the part of the learners. Attends and reacts to a 2. Maka-tao
life on earth, include particular phenomenon. Learning outcomes may Concern for Others, Respect for Display concern for others in describing each
more than wealth emphasize compliance in responding, willingness to human rights, Gender equality, function of management
and fame, and would respond, or satisfaction in responding (motivation). Family Solidarity, Generosity,
affect the eternal Behavioral Verbs: aid, answer, assist, comply, Helping, Oneness
destiny of millions conform, discuss, greet, help, label, perform, practice, 3. Makakalikasan
present, read, recite, report, select, tell, write Care of the environment, Disaster
3. Valuing - Attaches to a particular object, Risk Management, Protection of
phenomenon, or behavior. This ranges from simple the Environment, Responsible
acceptance to the more complex state of commitment. Consumerism, Cleanliness,
Valuing is based on the internalization of a set of Orderliness, Saving the
specified values, while clues to these values are ecosystem, Environmental
expressed in the learner's overt behavior and are often sustainability
identifiable. 4. Makabansa
Peace and order, Heroism and
Behavioral Verbs: work, complete, demonstrate, Appreciation of Heroes, National
differentiate, explain, follow, form, initiate, invite, join, Unity, Civic Consciousness, Social
justify, propose, read, report, select, share, study responsibility, Harmony,
4. Organization - Organizes values into priorities by Patriotism,
contrasting different values, resolving conflicts between Productivity
them, and creating a unique value system. The
emphasis is on comparing, relating, and synthesizing
values.
Behavioral Verbs: adhere, alter, arrange, combine,
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
2. Content Functions, roles, and skills of a manager
3. Learning Resources CG, Laptop, internet, PowerPoint, Organization & Management book
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Group activity: PAINT ME A PICTURE:
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs Each group will choose a leader that will act as the group
when it is conducted in a pleasurable and comfortable atmosphere. manager. A situation will be flashed in the screen and the
group shall act it out, with the manager as the director. In a
 30-second timer’s mark, all group shall freeze and the group
who acted out best the given situation will be given a point.
The group with the highest points after ten situations will win.

PAINT ME A PICTURE:
1. You see something that you are afraid of.
2. You broke your mother’s favorite vase.
3. You tasted the sourest candy.
4. A singing contest.
5 A tsunami is going to hit!
6. A church wedding.
7. Playing an Ouija Board.
8. A scene in a hospital during Zika outbreak
9. A break-up scene.
10.A day in the office and the boss is having a bad day.

4.2 Activity/Strategy (____ minutes). This is an interactive strategy to elicit learner’s prior
learning experience. It serves as a springboard for new learning. It illustrates the principle that Each group will be asked the following questions:
learning starts where the learners are. Carefully structured activities such as individual or group 1. What is your group goal for this activity? Were you able to
reflective exercises, group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, achieve such goal?
simulations or role-play, cybernetics exercise, gallery walk and the like may be created. Clear 2. Was your leader effective in directing the group to achieve
instructions should be considered in this part of the lesson. the group goal?

4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher in
clarifying key understandings about the topic at hand. Critical points are organized to structure the 1. Who are managers?
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about 2. What are the functions of a manager?
expected issues. Affective questions are included to elicit the feelings of the learners about the activity 3. What are the different roles of a manager in an
or the topic. The last questions or points taken should lead the learners to understand the new organization?
concepts or skills that are to be presented in the next part of the lesson. 4. What are the various skills required of a manager?

4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that DIRECT INSTRUCTION (PowerPoint presentation):
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the I. Functions of a Manager
lesson. II. Roles of a Manager
III. Skills of a Manager

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners
to do something to apply their new learning in their own environment. GROUPINGS:
1. Explain the nature of management.
2. Describe each function of management.
Give example/scenario for each function.

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, Oral Presentation,
(Formal and informal observations of learners’ Dance, Musical Performance, Skill
performance or behaviors are recorded, based on Demonstration, Group Activity (e.g. Choral
assessment criteria) Reading), Debate, Motor & Psychomotor Games,
Simulation Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Essay, Picture Analysis, Comic Strip, Panel
Conferencing Discussion, Interview, Think-Pair-Share, Reading
(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’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model,
by learners according to agreed criteria) Artwork, Multi-media Presentation, Product
made in technical-vocational subjects
d) Tests Skill Performance Test, Open-Ended Question, PAPER-PEN TEST
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Identification.
learners’ ability to demonstrate mastery of a skill Test, Diagnostic Test, Oral Test, Quiz 1-4 Give the 4 functions of management
or knowledge of content) (answers: PLANNING; ORGANIZING, LEADING,
CONTROLLING)

5-10 Identify the function of management given the

following activities:
5. Gathering the resources required to carry out
the activities/tasks (answer: ORGANIZING)
6. Influencing other people to perform the way
you wish them to (answer: LEADING)
 7. Motivating individuals to perform their best
(answer: LEADING)
8. Identifying the objectives of a task or
assignment (answer: PLANNING)
9. Seeking new ways to improve how things will
be done in the future (answer: CONTROLLING)
10. Determining the main cause of problems
encountered during implementation
(answer: CONTROLLING)
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Essay:

In your own words, define the term management and its
functions.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 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, parable or a letter that inspires the learners to do something to practice their new learning.
” A leader is the one who can outline the broad vision and the
direction, and say here’s where we are going to go, here’s why
we need to go there, and here’s how we are going to get there.
A manager is the one who actually gets up under the hood and
tunes the carburetor.” – Mike Huckabee

5. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

7. 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: AILEEN I. REYES School: DAS NATIONAL HIGH SCHOOL
Position/Designation: TEACHER I - SECONDARY Division: TOLEDO CITY
Contact Number: 0916-667-4844 Email address: aileenisraelreyes@gmail.com
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