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.: Learning Area:Computer System Servicing Grade Level: 12 Quarter: 1 Duration:
2hrs
Learning LESSON 10: LO_3.2 Undertake operation and security check Code:
Competency/ies: based on end-user requirement.
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Concept and principles in setting up computer servers
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral
The fact or condition Verbs:
of knowing identify, retrieve,
something with
Remembering Repeat the operation and
The learner can recall information and retrieve relevant knowledge recognize,
familiarity gained
from long-term memory duplicate, list, security check based on end-
through experience memorize, repeat,
or association describe,
user requirements.
reproduce
Understanding interpret,
The learner can construct meaning from oral, written and graphic exemplify, classify,
messages summarize, infer,
compare, explain,
paraphrase,
discuss

Skills Applying execute, implement, demonstrate, Demonstrate the operation

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 and security check based on
through deliberate, end user requirement
systematic, and differentiate, distinguish, compare,
sustained effort to
Analyzing
The learner can distinguish between parts and contrast, organize, outline, attribute,
smoothly and deconstruct
determine how they relate to one another, and to the
adaptively carryout
overall structure and purpose
complex activities or
the ability, coming Evaluating coordinate, measure, detect, defend,
from one's The learner can make judgments and justify decisions judge, argue, debate, describe,
knowledge, practice, critique, appraise, evaluate
aptitude, etc., to do Creating generate, hypothesize, plan, design,
something The learner can put elements together to form a develop, produce, construct,
functional whole, create a new product or point of formulate, assemble, devise
view

Attitud Categories: List of Attitudes:

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

4. Procedures
4.1 Introductory Activity (_10_ minutes). This part introduces the lesson Curriculum Asking students their prior knowledge about
content. Although at times optional, it is usually included to serve as a warm- Contextualization operation and security check based on
up activity to give the learners zest for the incoming lesson and an idea about
Localization: requirement.
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
Heritage Themes:
A. Annual Rites,
Festivals, and
4.2 Activity/Strategy (_20_ minutes). This is an interactive strategy to Rituals Refer to IM task/Activity Sheets 10 3.2
elicit learner’s prior learning experience. It serves as a springboard for new (Historical/Religiou
learning. It illustrates the principle that learning starts where the learners are. s Festivals, Local
Carefully structured activities such as individual or group reflective exercises, Cultural Festivals,
group discussion, self-or group assessment, dyadic or triadic interactions, Local
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Delicacies/Products
may be created. Clear instructions should be considered in this part of the Festivals, Rituals,
lesson. Wedding Ritual,
4.3 Analysis (_20_ minutes). Essential questions are included to serve as a Palihi Ritual, Burial 1. What part of the activity you like most?
guide for the teacher in clarifying key understandings about the topic at hand. Ritual,
Critical points are organized to structure the discussions allowing the learners B Literary Anthologies 2. What have you learned from this activity?
to maximize interactions and sharing of ideas and opinions about expected Written In Local
issues. Affective questions are included to elicit the feelings of the learners Language (BALITAW,
about the activity or the topic. The last questions or points taken should lead BALAK, Folktales/
the learners to understand the new concepts or skills that are to be presented Short Stories, Local
in the next part of the lesson. Heroes
4.4 Abstraction (_20_ minutes). This outlines the key concepts, important C. Historical Events,
skills that should be enhanced, and the proper attitude that should be Enduring Values,
emphasized. This is organized as a lecturette that summarizes the learning Indigenous Materials,
Indigenous Cultural Refer to Information Sheet 10 3.2
emphasized from the activity, analysis and new inputs in this part of the
lesson. Communities/Indigen
ous People,
4.5 Application (_30_ minutes). This part is structured to ensure the Indigenous Games
commitment of the learners to do something to apply their new learning in D. Topography, Flora/
their own environment. Fauna (Falls, Performance Task 10 3.2
Mountains, River,
Cave, Trees, Flower,
Fauna
E. Food & Local
4.6 Assessment (_10_ minutes). For the Teacher to: a) Assess whether products Observation
learning objectives have been met for a specified duration, b) Remediate G. Role Model Family

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, Skill Demonstration
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
their understanding and to progress and clarify their thinking) Work and Essay,
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 (__5_ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson Refer to URL (video link to a certain
website)

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (_5_ minutes). “At the end of the day, the goals are
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. simple: safety and ssecurity” Jodi Rell

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: School:
Position/Designation: Division:
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