Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: 21st Century Grade Level: 11 Quarter: 2 Duration:
Literature from the Philippines and the 60 minutes
World
Learning Explain the biographical, linguistic and sociocultural context Code:
Competency/ies: and discuss how they enhance the text meaning and the EN12Lit-IIf-28
(Taken from the Curriculum Guide) reader’s understanding.
Key Concepts / Biographical, linguistic and sociocultural context.
Understandings to be
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 The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding Explain the biographical context and
The learner can construct meaning from oral, written and summarize, infer, compare,
or association discuss how it enhances the text
graphic messages explain, paraphrase, discuss
meaning and the reader’s
understanding

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources Book, copies of the text “On His Blindness”, projector, manila paper, and pen markers

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Picture Analysis:
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.
 What does the picture convey?
(Elicit answers until you come up with the correct one)
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s  Reading of the Author’s Background:
prior learning experience. It serves as a springboard for new learning. It Group the class into four and give each group a copy of the
illustrates the principle that learning starts where the learners are. Carefully
structured activities such as individual or group reflective exercises, group author’s background. Let them read silently.
discussion, self-or group assessment, dyadic or triadic interactions, puzzles,  Unlocking of Difficulties
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.
 Reading of the Poem (this could be done through silent
reading)
On His Blindness

WHEN I consider how my light is spent

E're half my days, in this dark world and wide,
And that one Talent which is death to hide,
Lodg'd with me useless, though my Soul more bent
To serve therewith my Maker, and present
My true account, least he returning chide,
Doth God exact day-labour, light deny'd,
I fondly ask; But patience to prevent
That murmur, soon replies, God doth not need
Either man's work or his own gifts, who best
Bear his milde yoak, they serve him best, his State
Is Kingly. Thousands at his bidding speed
And post o're Land and Ocean without rest:
They also serve who only stand and waits.

4.3 Analysis (____ minutes). Essential questions are included to serve as a Guide Questions:
guide for the teacher in clarifying key understandings about the topic at hand. 1. What is the sonnet about?
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. 2. What does Milton mean by “era half of my days”?
Affective questions are included to elicit the feelings of the learners about the 3.Do you think the author’s background influence his writing?
activity or the topic. The last questions or points taken should lead the learners Why or why not? Explain.
to understand the new concepts or skills that are to be presented in the next
part of the lesson.
4. Why do you think John Milton write this poem?

4.4 Abstraction (____ minutes). This outlines the key concepts, important The teacher will ask:
skills that should be enhanced, and the proper attitude that should be 1. How does the author’s background deepen your
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. understanding on his literary work?

4.5 Application (____ minutes). This part is structured to ensure the Let the students share instances where they have experienced blindness
commitment of the learners to do something to apply their new learning in their in their lives figuratively.
own environment.

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, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing 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’ Worksheets for all subjects, Essay, Concept
Maps/Graphic Organizer, Project, Model, Artwork,
Products
(Teachers judge the quality of products Multi-media Presentation, Product made in technical-
produced by learners according to agreed vocational subjects
criteria)
d) Tests Skill Performance Test, Open-Ended Question, Pen and Paper Test
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Multiple Choice
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz Direction: Choose the appropriate response to each query.
skill or knowledge of content)
4.7 Assignment (____ minutes). 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

4.8 Concluding Activity (____ minutes). The students are going to share their insights of
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, today’s lesson, using a hashtag.
parable or a letter that inspires the learners to do something to practice their new learning.

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.

5. 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: Ronald O.Dalaguit School: San Jose National High School
Position/Designation: SHST-2 Division: Cebu Province
Contact Number: Email address: