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.: 1 Learning Area: Creative Writing Grade Level: 11/12 Quarter: II Duration:

Learning Code:
Competency/ies: write at least one scene for one-act play applying the various elements, HUMSS_CW/MPIj-IIc-20
(Taken from the Curriculum Guide) techniques, and literary devices
Key Concepts /
Understandings to be Scriptwriting for one-act play applying various elements, techniques, and literary devices
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering
of knowing The learner can recall information and retrieve Identify the various elements, techniques, and literary devices
something with relevant knowledge from long-term memory
familiarity gained
through experience
Understanding
or association The learner can construct meaning from oral, written
and graphic messages

Skills Applying
The ability and The learner can use information to undertake a
capacity acquired procedure in familiar situations or in a new way
through deliberate, Analyzing
systematic, and The learner can distinguish between parts and
sustained effort to determine how they relate to one another, and to the
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating
the ability, coming The learner can make judgments and justify decisions
from one's Creating
knowledge, practice, The learner can put elements together to form a Construct a short scene applying the various elements, techniques,
aptitude, etc., to do functional whole, create a new product or point of and literary devices
something view

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Wellness, Respect, Honesty,
feelings locate, name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking,
emotiona Attends and reacts to a particular phenomenon. Learning outcomes may Open-mindedness, Interest,
l areas. emphasize compliance in responding, willingness to respond, or satisfaction in Courteous, Obedience, Hope,
A settled responding (motivation). Charity, Fortitude, Resiliency,
way of Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Determined, Independent ,
thinking label, perform, practice, present, read, recite, report, select, tell, write
or feeling Gratitude, Tolerant, Cautious,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Decisive, Self-Control, Calmness, Share the
about from simple acceptance to the more complex state of commitment. Valuing is
someone Responsibility, Accountability, importance of
based on the internalization of a set of specified values, while clues to these Industriousness, Industry,
or values are expressed in the learner's overt behavior and are often identifiable. writing a one-act
somethin Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Satisfaction, Persistent, Cheerful,
play in the life of a
g,
typically form, initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of student
one that 4. Organization - Organizes values into priorities by contrasting different values, one’s culture, Globalism,
is resolving conflicts between them, and creating a unique value system. The Compassion, Work Ethics, Creativity,
reflected emphasis is on comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Literacy, Global, Solidarity, Making
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, a stand for the good, Voluntariness
behavior prepare, relate, synthesize of human act, Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that controls their rights, Inclusiveness, Thoughtful,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Seriousness, Generous, Happiness,
characteristic of the learner. Instructional objectives are concerned with the Modest, Authority, Hardworking,
student's general patterns of adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
Sympathetic, Frankness
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
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, Love of God, Faith, Trusting,
principles locate, 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. truth, Kindness, Humble
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao Demonstrate
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write gender equality in
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges relation to the
importan Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is based
Helping, Oneness subject matter
t in life. on the internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable. 3. Makakalikasan
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Care of the environment, Disaster
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study Risk Management, Protection of the
learner’s 4. Organization - Organizes values into priorities by contrasting different values, Environment, Responsible
life on resolving conflicts between them, and creating a unique value system. The Consumerism, Cleanliness,
earth, emphasis is on comparing, relating, and synthesizing values. Orderliness, Saving the ecosystem,
include Environmental sustainability
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more 4. Makabansa
explain, formulate, generalize, identify, integrate, modify, order, organize,
than Peace and order, Heroism and
prepare, relate, synthesize
wealth Appreciation of Heroes, National
5. Internalizing values - (Characterization): Has a value system that controls their
and Unity, Civic Consciousness, Social
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
fame, responsibility, Harmony, Patriotism,
characteristic of the learner. Instructional objectives are concerned with the
and Productivity
student's general patterns of adjustment (personal, social, emotional).
would
affect the Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
eternal practice, propose, qualify, question, revise, serve, solve, verify
destiny of
millions
2. Content drama as a genre and its elements and techniques
3. Learning Resources Reference book, online sources,

4. Procedures
4.1 Introductory Activity (3 minutes). This part introduces the lesson content. Although at ACTIVITY 1:
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the  Setting up the classroom
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.
 Checking of attendance
 Recall the past lesson
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior learning ACTIVITY PROPER: VIDEO CLIP WATCHING
experience. It serves as a springboard for new learning. It illustrates the principle that learning The teacher divides the class into groups of five (5)
starts where the learners are. Carefully structured activities such as individual or group reflective
and asks them to watch the video keenly.
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.
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher PROCESSING QUESTIONS:
in clarifying key understandings about the topic at hand. Critical points are organized to structure After watching the video clip, the teacher instructs
the discussions allowing the learners to maximize interactions and sharing of ideas and opinions
the students to explain the following processing
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 questions;
the new concepts or skills that are to be presented in the next part of the lesson.  How did you find the activity?
 Were there any difficulties while doing the
activity?
 What are the various elements of fiction shown in
the video clip?
 What techniques of writing fiction employed in the
given examples?
 What are the literary devices which be used in
writing a scrip?
 What do you think are the importance and
function of those various elements, techniques,
and literary devices in writing fiction?

4.4 Abstraction (5 minutes). This outlines the key concepts, important skills that should be The teacher deepen the understanding of the topic
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette through interactive discussion. Along the way on this
that summarizes the learning emphasized from the activity, analysis and new inputs in this part of
discussion the teacher ask the students a question
the lesson.
which will lead them to express the appreciation of
the subject matter.
The teacher presents a slide show presentation
about the topic.
4.5 Application (10 minutes). This part is structured to ensure the commitment of the  The teacher provides a copies different scene of
learners to do something to apply their new learning in their own environment. fiction to the students.
 The teacher asks to read, understand, and analyze
the given copies. Then, he instructs the students
to identify the various elements, techniques, and
literary devices shown in the given sample of
fiction.
 Finally the students are instructed to write a
scene for a one-act play applying the various
elements, techniques, and literary devices as a
culmination activity and present their output in a
creative way
4.6 Assessment (15 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’
Products
(Teachers judge the quality of products
produced by learners according to agreed
criteria)
d) Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a
skill or knowledge of content)
4.7 Assignment (5 minutes). Fill-in below any of the four purposes:
Worksheets for all subjects, Essay, Concept The learners write a scene for one-act play
Maps/Graphic Organizer, Project, Model, Artwork,
applying the various elements, techniques,
Multi-media Presentation, Product made in technical-
and literary devices
vocational subjects
(rubric for writing scene for a one-act play is
provided to rate the students output)
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz

 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 (2 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.
Ask the students to read, understand,
and explain this line:

“one act play explains the

whole story”

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.

The students are given ample time to prepare for their gallery walk

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
s 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: Jake C. Malon School: Badiang National High School

Position/Designation: T-1 SHS Division: Bohol

Contact Number:09306799053 Email address: jake.bahista@yahoo.com

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