Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
DATE: February 11, 2020
Name of teacher:
CONTENT STANDARDS:
(Taken from the Curriculum Guide)
PERFORMANCE STANDARDS:
COMPETENCY:
Key concept/s to be developed:
TEACHING SCHEDULE:
7:30- 8:30 GR.8 MANGOSTEEN (M-TH)
8:30 – 9:30 GR. 8. ORANGE (M,T,W,F)
9:45 –10:45 GR.8 GRAPES (MT,
12:45-1:45 GR. 8 – GRAPES (F)
process by using principles of teaching and learning- D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
Learning Area:HEALTH Grade Level: 8 Quarter: 4TH Duration: 1 HOUR
MRS. CATHERINE A. AMONTOS PRINCIPAL: OBSERVED BY:
MR.ODILON C. MAMBAJE MR. RECOLITO M. MANEGRO JR.
The learner Code:
demonstrates understanding of factors that influence cigarette and alcohol use and strategies H8S-IVb-c-29
for prevention and control
The learner
demonstrates personal responsibility in the prevention of cigarette and alcohol use through the promotion of a healthy lifestyle
analyzes the negative health impact of alcohol
Alcohol is a depressant. It means that when taken, it slows down the processes of a person’s central nervous system. It is not true that alcohol gives
extra strength and energy. In addition, alcohol has very little nutritional value. They only provide empty calories.
10:45-11:45 GR. 8. STRAWBERRY (M,T,W,F)
1:45-2:45 GR. 8.-AVOCADO (M-TH)

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

Knowledge
The fact or condition of
knowing something with
familiarity gained through
experience or association
Categories: Behavioral Verbs:
Remembering identify, retrieve, recognize, duplicate, identifies reasons for drinking alcohol
The learner can recall information and retrieve relevant knowledge from long- list, memorize, repeat, describe,
reproduce
term memory
Understanding interpret, exemplify, classify, explains the impact of drinking alcohol on the family, and
The learner can construct meaning from oral, written and graphic messages summarize, infer, compare, explain, community
paraphrase, discuss
discusses strategies in the prevention and control of cigarette
smoking and drinking alcoholic beverages

Skills Applying execute, implement, demonstrate, dramatize,

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

Attitude Categories: List of Attitudes:

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

2. Content A. Gateway Drugs

1. Cigarettes
2. Alcohol
 B. Protective and Risk Factors in the Use of Alcohol
3.LearningResources LEARNING MATERIALS AND TEACHING GUIDE IN HEALTH 8
Projector , laptop, pictures
4. Procedures
4.1 Introductory Activity(3 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 incoming lesson and an idea about what it to follow. One principle in
learning is that learning occurs when it is conducted in a pleasurable and comfortable atmosphere.
4.2 Activity(10 minutes). This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard for Group activity
new learning. It illustrates the principle that learning starts where the learners are. Carefully structured activities such as individual or List the reasons why people drink alcohol?
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.
Discuss the answers

4.3 Analysis( 3 minutes). Essential questions are included to serve as a guide for the teacher in clarifying key understandings Unlocking of difficult terms
about the topic at hand. Critical points are organized to structure the discussions allowing the learners to maximize interactions and
sharing of ideas and opinions about expected issues. Affective questions are included to elicit the feelings of the learners about the
activity or the topic. The last questions or points taken should lead the learners to understand the new concepts or skills that are to be Reporting by selected group leaders about alcohol.
presented in the next part of the lesson.

What are the the 3 kinds of acohol and its uses?

What are the negative impact of alcohol?

4.4 Abstraction( 3 minutes).This outlines the key concepts, important skills that should be enhanced, and the proper attitude that What is alcohol?
should be emphasized. This is organized as a lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.
Alcohol is a depressant. It means that when taken, it slows
down the processes of a person’s central nervous system. It
is not true that alcohol gives extra strength and energy. In
addition, alcohol has very little nutritional value. They only
provide empty calories.
4.5 Application(25 minutes).This part is structured to ensure the commitment of the learners to do something to apply their new What can you do to protect yourself from the dangers of
learning in their own environment. alcoholism?
How can you help others in avoiding these vice?
Discuss ways on how to avoid alcohol drinking ?
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, Dance, Musical Performance, Skill Demonstration, Group Activity
(Formal and informal observations of learners’ performance or behaviors are recorded, based on (e.g. Choral Reading), Debate, Motor & Psychomotor Games, Simulation Activities, Science Experiment
assessment criteria)

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay, Picture Analysis, Comic Strip, Panel Discussion, Interview,
(Teachers talk to and question learners about their learning to gain insights on their Think-Pair-Share, Reading
understanding and to progress and clarify their thinking

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic Organizer, Project, Model, Artwork, Multi-media
(Teachers judge the quality of products produced by learners according to agreed criteria) Presentation, Product made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen

(Teachers set tests or quizzes to determine learners’ and Paper Test, Pre and Post Test, Diagnostic Test, Oral Test,
ability to demonstrate mastery of a skill or knowledge Quiz
of content)
4.7 Assignment (1minute). 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 Study the effects of cigarette smoking.

4.8 Concluding Activity ( 1 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.