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
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)
Key Concepts / Understandings
to be Developed
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding
or association
Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Receiving Phenomena
Values Valuing
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity
10 minutes
4.2 Activity
10 minutes
4.3 Analysis
10 minutes
4.4 Abstraction
10 minutes
4.5 Application
10 minutes
4.6 Assessment
Anlysis of Learners' Products
10 minutes
4.7 Assignment Enhancing / improving the day’s
10 minutes lesson
4.8 Concluding Activity
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.
B. No. of learners who require additional activities
D. No. of learners who continue to require remediation.
for 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/
Designatio Division:
n:
Contact Email address:
Number:
Checklist for Lesson Planning
This checklist should be used to verify that your lesson plan includes all of the required elements for success.
Lesson Plan Information
Identifies:
Subject /Course
Teacher’s Name
Grade / Year Level
Date & Time of Period/Class
Topic / Lesson
Length of Period/Class
Expectation(s)
Selected and listed from K-12 Basic Education Curriculum
Has realistic number of objectives (1-‐4 usually)
Content
Describes the content of the lesson
Includes facts, data, information, formulae, concepts, skills, knowledge, and/or attitudes
Today learners will: Identifies what will be taught in today’s lesson -‐ the refined expectation (has verbs that are m
the assessment and application)
Assessment / Evaluation
Identifies the strategy used to assess learning
Includes a recording device (e.g., anecdotal notes, rubric, rating scale, checklist, success criteria)
Includes self and peer assessment as appropriate
Identifies Achievement Category/ies and/or assessment of Learning Skills
Learning Context
The Learners
Identifies learners’ prior knowledge related to the expectation(s)
Includes differentiated instruction (content, process, and/or product) to ensure inclusion of all learners
accommodations and/or modifications for learners identified as exceptional)
Identifies learners by names
Identifies learners who require additional support, including accommodations and/or modifications; describes strate
Describes changes in content, process, and product to meet needs
Learning Environment
Describes the teaching/learning space
Describes adjustments to the teaching/learning space (if required)
Lists group members (if necessary)
Resources/Materials
Lists the resources to be used, for example: o Text title, author, and page(s)
Films, websites, articles
Exemplars, models, anchor charts
Technology (e.g., data projector, computer, lab equipment)
Handouts (e.g., worksheets, templates, rubrics, checklists)
Supplies (e.g., paper, markers)
Other
Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities,
Time is allocated
Should be connected to the learning
Engages the learners
Is creative, innovative, and motivating
Describes step-‐by-‐step
BODY
Teaching: How does the lesson develop? How we teach new concepts and processes (e.g., gradual release of respon
modeled, shared, and guided instruction; content and strategies).
Time is allocated
Teaching/learning strategies are described step-‐by-‐step, including groupings
Teacher modeling of new learning is explained
How learners explore a problem and document their solution strategies is explained (where applicable)
Key educative questions are listed
Procedures for activity(ies) are described step-‐by-‐step (where applicable)
Includes a description of learner(s) roles and responsibilities (if applicable)
Task card/overview may be posted (if applicable)
Transitions are clearly outlined (e.g., distribution and collection of resources, groupings)
Learning skill(s) are noted, anchored, and demonstrated appropriately
Consolidation and/or Recapitulation Process: How will I check for understanding?
Time is allocated
Learners are asked to summarize/demonstrate facts, data, information, formulae, concepts, skills, knowledge, attitu
Recapitulation questions are listed
Learners are made aware of what they have learned (metacognitive skills)/sharing of new learning
Application: What will learners do to demonstrate their learning?
Time is allocated
Explains how the learners will apply, practice, and demonstrate the new learning alone or in groups
Includes completion and/or generation of similar problems (if applicable)
CONCLUSION: How will I conclude the lesson?
Time is allocated
Learning is brought to a conclusion/tied together appropriately
Includes reminders to learners when appropriate
Identifies assigned homework if meaningful and appropriate
Includes transition to next class/subject/dismissal
My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting learning?
List steps for how I will help ALL learners meet expectation(s) for next class, including those who require continued
Identify topic for next class (if appropriate)
Thinking about the implementation of the lesson, list next steps for professional growth regarding the lesson (com
motivation, teaching/learning strategies, differentiation, questioning, assessment)
Assess my classroom management of the lesson and list proactive classroom management strategies for the next le
Self-‐reflection
Affective: Growth in feelings or emotional areas (Attitiude)
Categories
Responding to
Receiving Phenomena Valuing
Phenomena
ask aid work
choose answer complete
describe assist demonstrate
erect comply differentiate
follow conform explain
give discuss follow
hold greet form
identify help initiate
locate label invite
name perform join
point to practice justify
reply present propose
select read read
sit recite report
study report select
use select share
tell study
write
List of Values
Maka-Diyos Maka-Tao Makakalikasan
Faith Concern for others Care of the environment
Humble Family Solidarity Cleanliness
Inner Peace Gender equality Disaster Risk Management
Kindness Generosity Environmental sustainability
Love of God Helping Orderliness
Love of truth Oneness Protection of the Environment
Spirituality Respect for human rights Responsible Consumerism
Trusting Saving the ecosystem
The following verbs cannot be
Nonfunctional verbs: measured or are redundant. They
should be avoided when writing
objectives:
Able to
Appreciation for
Awareness of
Capable of
know
shows interest in
has knowledge of
understand
will be able to
memorize
Familiar with
Conscious of
Comprehend
learn
Nonfunctional verbs: Behavioral terms that are NOT
measurable and do NOT meet ANCC's
criteria for approval.
Appreciate
Communicate
Increase
Be able to know
Enjoy
Learn how to
Believe
Have an understanding of
Understand
Grasp the significance of
Implement
Be familiar with
ries
Organizing Internalizing Values
adhere act
alter discriminate
arrange display
combine influence
compare listen
complete modiy
defend perform
explain practice
formulate propose
generalize qualify
identify question
integrate revise
modify serve
order solve
organize verify
prepare
relate
synthesize
Makabansa
Civic Consciousness
Harmony
Heroism and Appreciation of Heroes
National Unity
Patriotism
Peace and order
Productivity
Social responsibility
List of Attitudes (from K to 12
CG)
Acceptance Acceptance
Accountability
Appreciate of one's culture
Appreciate of one's rights
Authority
Calmness
Cautious
Charity
Cheerful
Compassion
Considerate
Cooperation
Courteous
Creativity
Critical thinking
Decisive
Determined
Entrepreneurial Spirit
Financial Literacy
Flexible
Fortitude
Frankness
Generous
Gentle
Global Solidarity
Globalism
Gratitude
Happiness
Hardworking
Honesty
Hope
Inclusiveness
Independent
Industriousness
Industry
Interest
Making a stand for the good
Modest
Obedience
Open-mindedness
Optimism
Patience
Perseverance
Persistent
Personal discipline
Positive vision
Realistic
Reliable
Resiliency
Respect
Responsibility
Satisfaction
Self-confidence
Self-Control
Self-esteem
Seriouness
Sincerity
Sympathetic
Thoughtful
Tolerant
Voluntariness of human act
Wellness
Work Ethics
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
Learning Area: Grade
DLP No.: Quarter: Duration:
Level:
28 Science 7 2 60 minutes
Learning Competency/ies: Differentiate asexual from sexual reproduction Code:
(Taken from the Curriculum Guide) in terms of number of individuals involved, and S7LT-IIg-7
similarities of offspring to parents.
Key Concepts / Understandings
to be Developed Differentiating asexual from sexual reproduction
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Cite one type of asexual reproduction.
condition of knowing
something with familiarity
gained through experience Understanding
or association
Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing Explain what vegatative reproduction is and how it occurs.
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Receiving Phenomena Appreciation on the advantages of growing plants using vegetative reproduction.
Values Valuing Express the importance of gaining and using knowledge on vegetative reproduction in growing
2. Content Heredity: Inheritance and Variation (Asexual Reproduction: Vegetative Reproduction)
3. Learning Resources Science 7 Learner's Material pp. 134-137, TG page 140
4. Procedures
A. 4 PICS, 1 WORD:
B. INTRODUCE LESSON
In the previous modules, you began to explore the
4.1 Introductory Activity
10 minutes
organisms. These organisms bring about the continuatio
through reproduction. And although these organisms ha
of reproduction, every method leads to the beginning of
In the next few lessons, we will discuss the differen
reproduction in representative plants, animals and micro
Investigations will be included to help us understand the
organisms reproduce and differentiate the offspring resu
mode of reproduction.
First, let's talk about a mode of reproduction called
REPRODUCTION where a new individual is produced f
Let us examine how potatoes reproduce.
through reproduction. And although these organisms ha
of reproduction, every method leads to the beginning of
In the next few lessons, we will discuss the differen
reproduction in representative plants, animals and micro
Investigations will be included to help us understand the
organisms reproduce and differentiate the offspring resu
mode of reproduction.
First, let's talk about a mode of reproduction called
REPRODUCTION where a new individual is produced f
Let us examine how potatoes reproduce.
4.2 Activity
Refer to Module 4, Activity 1 at page 136-137 of Science 7 Learner's Module.
10 minutes
I. Answer the following questions:
Q1: Why it is better to plant the cut pieces with the "eye" pointing upward?
Q2: How many "eyes" from each potato were you able to get?
4.3 Analysis Q3: How many new shoots grew from each potato "eye" you planted?
10 minutes Q4: What is the advantage of using this type of propagation?
II. Class Discussion:
The activity you performed shows how potatoes are propagated vegetatively. From a single potato, several new potato
be produced. Potato "eyes" are axillary buds where shoots can emerge. VEGETATIVE REPRODUCTION is a kind of ASE
REPRODUCTION where a new individual, known as the offspring, is produced from a single parent.
Aside from potatoes, many economically important plants can be propagated vegetatively. The kalanchoe, a medicina
can reproduce through its leaves. Plantlets can grow around the leaf margin.
In the lower grades, you learned that during reproduction, certain traits are passed on from parent to offspring. These
are in the form of codes contained in genes. Genes are found in chromosomes which are in turn located in the nucleus of c
In asexual reproduction, the parent and the resulting offspring have the same genes and this is why they have the sam
In other words, they are GENETICALLY IDENTICAL.
Why do we use vegetative propagation to grow plants? Vegetative propagation results in plants that mature faster than
grown from seeds. Another good thing aboutvegetative propagation is that the same good agricultural traits such as taste,
resistance to pests will be passed on from generation to generation. One of its disadvantages is that the population might b
out entirely if environmental conditions become unfavorable.
4.4 Abstraction
10 minutes
ASEXUAL REPRODUCTION - a mode of reproduction where a new individual is produced from a SIN
- produces offspring that is GENETICALLY IDENTICAL as the parent.
VEGETATIVE REPRODUCTION - a type of asexual reproduction in plants where vegetative parts of a pa
and develop into new individuals.
4.5 Application Do you know other examples of plants that can be propagated through vegetative reproduction?
Name some and describe how they are propagated.
I. MULTIPLE CHOICE: Read each item carefully. Choose the letter of your answer and write them in
your answer sheets.
1. Which of the following statements DOES NOT correclty describe asexual reproduction?
a. It is a mode of reproduction where a new individual is produced from a single parent organism.
b. It produces offspring that is genetically identical as the parent.
c. It requires at least two parent individuals in order to produce an offspring.
d. Its resulting offspring has the same genes and traits as the parent.
2. How many parents are required for asexual reproduction?
a. one b. two c. six d. four
3. The production of a new plant from a portion of another plant is called _____.
a. plant reproduction c. vegetative state
b. active propagation d. vegetative reproduction
4.6 Assessment 4. What is one advantage of taking cuttings from plants?
10 minutes a. New, genetically identical plants can be grown quickly and cheaply.
b. All the offspring produced will be susceptible to the same diseases.
c. New varieties are produced with each cutting, depending on which plant hormone is used.
Tests d. The whole population may be wiped out if environmental conditions become infavorable.
5. The offspring from asexually reproduced organisms are ___.
a. different than their parents
b. identical to their parents
c. a combination from both parents
d. an entirely different species
II. TRUE or FALSE: Write True if the statement is true. Otherwise, write false.
1. Asexual reproduction involves two organisms exchanging genetic information.
2. Vegetative reproduction is a type of asexual reproduction.
3. If an offspring of an organism has the same genetic material as the parent organism, we can
therefore conclude that this organism reproduces asexually.
4. Reproduction is important to prevent the population of a species from extinction.
5. Asexual reproduction produces offspring that is genetically identical as the parent.
4.7 Assignment Preparing for the new
lesson
What are the different types of asexual reproduction?
10 minutes
4.8 Concluding Activity
The flower is the poetry of reproduction, it is an example of the eternal seductiveness of life- Jean Giraud
10 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
B. No. of learners who require additional activities
D. No. of learners who continue to require remediation.
for 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:
JANINE HYACINTH M. DEJOS BANTAYAN NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: TEACHER I CEBU PROVINCE
Contact Email
Number: 9325764836 address: JanineHyacinth@gmail.com
Edited by:
Name: FLORA MAE R. CERNAL School: SULANGAN INTEGRATED SCHOOL
Position/
Designati Division:
SST-1 Cebu Province
on:
Contact Email
Number: 9770659077 address: floramae.cernal@deped.gov.ph
Edited by:
Name: ANSELMA D. UNDALOK School: SIBONGA NATIONAL HIGH SCHOOL
Position/
Designati MT-II-SCIENCE Division: Cebu Province
on:
Contact Email
Number: 9994025881 address: elmaundalok@gmail.com
Planning
an (DLP) Format
Date:
September 24, 2018
Code:
S7LT-IIg-7
OBJECTIVES:
d how it occurs.
plants using vegetative reproduction.
ng knowledge on vegetative reproduction in growing plants.
al Reproduction: Vegetative Reproduction)
TG page 140
UCE LESSON
previous modules, you began to explore the diversity of
These organisms bring about the continuation of their own kind
roduction. And although these organisms have different methods
tion, every method leads to the beginning of new life.
next few lessons, we will discuss the different modes of
n in representative plants, animals and microorganisms.
ns will be included to help us understand the different ways that
eproduce and differentiate the offspring resulting from each
production.
t's talk about a mode of reproduction called ASEXUAL
CTION where a new individual is produced from a single parent.
examine how potatoes reproduce.
roduction. And although these organisms have different methods
tion, every method leads to the beginning of new life.
next few lessons, we will discuss the different modes of
n in representative plants, animals and microorganisms.
ns will be included to help us understand the different ways that
eproduce and differentiate the offspring resulting from each
production.
t's talk about a mode of reproduction called ASEXUAL
CTION where a new individual is produced from a single parent.
examine how potatoes reproduce.
nce 7 Learner's Module.
inting upward?
et?
u planted?
?
agated vegetatively. From a single potato, several new potato plants can
n emerge. VEGETATIVE REPRODUCTION is a kind of ASEXUAL
pring, is produced from a single parent.
s can be propagated vegetatively. The kalanchoe, a medicinal plant
he leaf margin.
, certain traits are passed on from parent to offspring. These traits
in chromosomes which are in turn located in the nucleus of cells.
pring have the same genes and this is why they have the same traits.
egetative propagation results in plants that mature faster than plants
gation is that the same good agricultural traits such as taste, yield and
ration. One of its disadvantages is that the population might be wiped
uction where a new individual is produced from a SINGLE parent.
that is GENETICALLY IDENTICAL as the parent.
eproduction in plants where vegetative parts of a parent plant becomes detached
ew individuals.
pagated through vegetative reproduction?
carefully. Choose the letter of your answer and write them in
eets.
OES NOT correclty describe asexual reproduction?
a new individual is produced from a single parent organism.
cally identical as the parent.
iduals in order to produce an offspring.
e genes and traits as the parent.
sexual reproduction?
six d. four
portion of another plant is called _____.
vegetative state
vegetative reproduction
ings from plants?
an be grown quickly and cheaply.
usceptible to the same diseases.
ach cutting, depending on which plant hormone is used.
ed out if environmental conditions become infavorable.
ced organisms are ___.
atement is true. Otherwise, write false.
ganisms exchanging genetic information.
asexual reproduction.
e same genetic material as the parent organism, we can
m reproduces asexually.
the population of a species from extinction.
ring that is genetically identical as the parent.
sexual reproduction?
ple of the eternal seductiveness of life- Jean Giraudoux
ONAL HIGH SCHOOL
mail.com
TEGRATED SCHOOL
eped.gov.ph
ONAL HIGH SCHOOL
il.com
