Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Physical Education and Grade Level: 12 Quarter: 1 Duration: 1 hour
Health
Learning Discusses the nature of the different dances Code: PEH12fh-a-19
Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts / Dance as a way optimizing one’s health, as a requisite for physical activity assessment and as a
Understandings to be career opportunity.
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, Identify the different dances in the locality
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
through experience Understanding interpret, exemplify, Discuss the history and background of the
The learner can construct meaning from oral, written and classify, summarize, infer, dance.
or association
graphic messages compare, 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, compare, Distinguish the salient feature of the dance
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
complex activities or Evaluating coordinate, measure, detect, defend,
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,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

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,
feelings or name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
areas. and reacts to a particular phenomenon. Learning outcomes may emphasize compliance thinking, Open-mindedness,
A settled in responding, willingness to respond, or satisfaction in responding (motivation). Interest, Courteous, Obedience,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Hope, Charity, Fortitude,
thinking perform, practice, present, read, recite, report, select, tell, write Resiliency, Positive vision,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Acceptance, Determined,
about simple acceptance to the more complex state of commitment. Valuing is based on the Independent , Gratitude, Tolerant,
someone internalization of a set of specified values, while clues to these values are expressed in Cautious, Decisive, Self-Control,
or the learner's overt behavior and are often identifiable. Calmness, Responsibility,
something Accountability, Industriousness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Industry, Cooperation, Optimism,
, typically initiate, invite, join, justify, propose, read, report, select, share, study
one that is Satisfaction, Persistent, Cheerful,
4. Organization - Organizes values into priorities by contrasting different values, Reliable, Gentle, Appreciation of
reflected resolving conflicts between them, and creating a unique value system. The emphasis is
in a one’s culture, Globalism,
on comparing, relating, and synthesizing values. Compassion, Work Ethics,
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Creativity, Entrepreneurial Spirit,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Financial Literacy, Global,
relate, synthesize Solidarity, Making a stand for the
5. Internalizing values - (Characterization): Has a value system that controls their good, Voluntariness of human act, Display a feeling of
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of one’s rights,
love and
characteristic of the learner. Instructional objectives are concerned with the student's Inclusiveness, Thoughtful,
general patterns of adjustment (personal, social, emotional). Seriousness, Generous, Happiness, appreciation
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Modest, Authority, Hardworking, towards local
practice, propose, qualify, question, revise, serve, solve, verify Realistic, Flexible, Considerate, dances
Sympathetic, Frankness

Values Categories: List of Values:

A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos Present correct
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting, information about the
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of dance
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends truth, Kindness, Humble
standards and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation). 2. Maka-tao Show respect to the
behavior; Concern for Others, Respect for diversity of the culture
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's human rights, Gender equality,
perform, practice, present, read, recite, report, select, tell, write
judgment Family Solidarity, Generosity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is Helping, Oneness
simple acceptance to the more complex state of commitment. Valuing is based on the
important
internalization of a set of specified values, while clues to these values are expressed in the
in life. 3. Makakalikasan Identify appropriate
learner's overt behavior and are often identifiable.
Go Care of the environment, Disaster materials to be used
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Risk Management, Protection of
learner’s initiate, invite, join, justify, propose, read, report, select, share, study the Environment, Responsible
life on 4. Organization - Organizes values into priorities by contrasting different values, resolving Consumerism, Cleanliness,
earth, conflicts between them, and creating a unique value system. The emphasis is on Orderliness, Saving the
include comparing, relating, and synthesizing values. ecosystem, Environmental
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, sustainability
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
and fame, relate, synthesize 4. Makabansa Display love towards
and would 5. Internalizing values - (Characterization): Has a value system that controls their Peace and order, Heroism and local dances.
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, Appreciation of Heroes, National
eternal characteristic of the learner. Instructional objectives are concerned with the student's Unity, Civic Consciousness,
destiny of general patterns of adjustment (personal, social, emotional). Social responsibility, Harmony,
millions. Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Patriotism,
Intention practice, propose, qualify, question, revise, serve, solve, verify Productivity
ally
adding
value to
people
everyday.
2. Content Nature of Dances

3. Learning Resources Text Book, Internet

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the Curriculum
lesson content. Although at times optional, it is usually included to serve as a Contextualization  Opening Prayers
warm-up activity to give the learners zest for the incoming lesson and an idea
Localization:  Checking of attendance
about what it to follow. One principle in learning is that learning occurs when
Consider/include here  Motivate (Dance Video)
it is conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
A. Annual Rites,
Festivals, and
Rituals
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to
(Historical/Religiou
Guess that Dance!
elicit learner’s prior learning experience. It serves as a springboard for new Teacher shows different dances video clips in w/c
s Festivals, Local
learning. It illustrates the principle that learning starts where the learners are.
Cultural Festivals, students will try to guess the type/name of the
Carefully structured activities such as individual or group reflective exercises,
Local dance.
group discussion, self-or group assessment, dyadic or triadic interactions,
Delicacies/Product
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the
s Festivals, Rituals,
Teacher introduces the topic “Dance” and discusses
like may be created. Clear instructions should be considered in this part of the what is dance & type of dance.
lesson. Wedding Ritual,
Palihi Ritual,
4.3 Analysis (____ minutes). Essential questions are included to serve as a Burial Ritual, Group activity: students well be grouped into 4,
guide for the teacher in clarifying key understandings about the topic at hand. B Literary Each group will be given different topics about the
Critical points are organized to structure the discussions allowing the learners Anthologies Written In
to maximize interactions and sharing of ideas and opinions about expected Local Language nature of the dance, after which they will present in
issues. Affective questions are included to elicit the feelings of the learners (BALITAW, BALAK, the class.
about the activity or the topic. The last questions or points taken should lead Folktales/ Short
the learners to understand the new concepts or skills that are to be presented Stories, Local Heroes
in the next part of the lesson. C. Historical Events,
4.4 Abstraction (____ minutes). This outlines the key concepts, important Enduring Values,
skills that should be enhanced, and the proper attitude that should be Indigenous Materials,
Indigenous Cultural
Teacher asks the ff. questions:
emphasized. This is organized as a lecturette that summarizes the learning
Communities/Indigeno 1. Why People Dance?
emphasized from the activity, analysis and new inputs in this part of the lesson.
us People, Indigenous 2. What do we get in Dancing?
Games 3. Why do we need to know the background
D. Topography, of the dance.
Flora/ Fauna (Falls,
Mountains, River,
Cave, Trees, Flower,
Fauna
4.5 Application (____ minutes). This part is structured to ensure the Essay Writing: expressing their appreciation of the
commitment of the learners to do something to apply their new learning in E. Food & Local culture and the benefit of engaging in dance.
their own environment. products
G. Role Model Family

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
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written Essay Writing
their understanding and to progress and clarify their thinking) Work and Essay, Rubrics will be used
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Students are task to practice the fundamental
position of the arms and feet.

 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.
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. Reflection 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
s 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: JOEY JABONITE School: LOURDES NATIONAL HIGH SCHOOL
Position/Designation: TEACHER 3 Division: BOHOL
Contact Number: Email address:

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