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.: 04 Learning Area: How world religions Grade Level: 12 Quarter: Duration: 60 mins
began. 1st / 3rd
Learning Competency/ies: 2.4 Conduct a group activity that demonstrates the influence of a Code:
(Taken from the Curriculum religion in a certain culture HUMSS_WRB12-1/IIIb-
Guide) 2.4
Key Concepts / Understandings The learners will understand the following:
to be Developed a. historical and geographical contexts
b. religion
c. culture

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives

Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate, The learners will be able to identify,
knowing relevant knowledge from long-term memory list, memorize, repeat, duplicate and describe the influence
something with describe, reproduce of a religion in a certain culture.
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, classify, summarize,
experience or written and graphic messages infer, compare,
association explain, paraphrase,
discuss

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

4. Procedures
4.1 Introductory Activity (5 minutes). This part introduces the lesson content.
Although at times optional, it is usually included to serve as a warm-up activity to - start with a prayer
give the learners zest for the incoming lesson and an idea about what it to follow. - class roll call
One principle in learning is that learning occurs when it is conducted in a - recapitulation from yesterday’s lesson
pleasurable and comfortable atmosphere. - divide the class into 5 groups and let them
assign a leader to each group

4.2 Activity (5 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 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 interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
- from the reference book, explain how to
demonstrate the influence of a religion in a certain
culture
- from the groupings, each group must choose one
religion and make a role play showing how religion
influences a certain culture
- show an introductory film clip

4.3 Analysis (20 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 discussions allowing the learners to - film showing/video clip
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the - let the students choose which religion they
activity or the topic. The last questions or points taken should lead the learners to should study and come up with a
understand the new concepts or skills that are to be presented in the next part of
performance
the lesson.
- identify how religion affects the culture of that
certain location

4.4 Abstraction (10 minutes). This outlines the key concepts, important skills that
should be enhanced, and the proper attitude that should be emphasized. This is - the students will know the factors that may
organized as a lecturette that summarizes the learning emphasized from the help in shaping a culture within a certain
activity, analysis and new inputs in this part of the lesson. religion or the other way around

4.5 Application (5 minutes). This part is structured to ensure the commitment of

the learners to do something to apply their new learning in their own environment. - the students will now know how to perform
and come up with a concept in presenting a
role play

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, 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 Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral - role play
recorded, based on assessment Reading), Debate, Motor & Psychomotor - simulation activity
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
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 Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended

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

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

- clarify on the assigned group activity
- explain the necessary thought(s) that
must be emphasized on the said
activity

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (2 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.
“In finding answers for our curiosities, we must
first learn how to understand the roots and come
up with an analysis so that we may able to arrive
at a certain truth”.

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: Neil Athony R. Olivar School: Mahanlud NHS
Position/Designation: T1 / AP Teacher Division: Cebu province
Contact Number: 09279437997 Email address: neil_olivar@yahoo.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

Attachments:
1. clip from youtube
2. reference book
3. parent’s consent
4. cg
5. permission letter for the head of a religious group (formality)