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: P.E. & Health Grade Level: 11 Quarter: 2 Duration:
Learning Code:
Identifies school and community resources in case of an
Competency/ies: PEH11FH – IIi-j-11
(Taken from the Curriculum Guide) injury or emergency.
Key Concepts /
Understandings to be School and community resources in case of an injury or emergency.
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, recognize, Identify the different resources in
condition of The learner can recall information and retrieve relevant duplicate, list, memorize,
knowing
school and community to be used in
knowledge from long-term memory repeat, describe, reproduce
something with case of injury or emergency;
familiarity gained Understanding interpret, exemplify,
through The learner can construct meaning from oral, written and classify, summarize, infer,
experience or graphic messages compare, explain,
association paraphrase, discuss

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

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Wellness, Respect, Honesty,
in name, point to, reply, select, sit, study, use Personal discipline, Perseverance,
feelings 2. Responding to Phenomena - Active participation on the part of the learners. Attends Sincerity, Patience, Critical
or and reacts to a particular phenomenon. Learning outcomes may emphasize thinking, Open-mindedness,
emotiona compliance in responding, willingness to respond, or satisfaction in responding Interest, Courteous, Obedience,
l areas. (motivation). Hope, Charity, Fortitude,
A settled Resiliency, Positive vision,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Acceptance, Determined,
way of perform, practice, present, read, recite, report, select, tell, write
thinking Independent , Gratitude, Tolerant,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from Cautious, Decisive, Self-Control, Work
or feeling simple acceptance to the more complex state of commitment. Valuing is based on the
about Calmness, Responsibility, cautiously the
internalization of a set of specified values, while clues to these values are expressed in Accountability, Industriousness, resources
someone the learner's overt behavior and are often identifiable.
or Industry, Cooperation, Optimism, found in school
somethin
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful, & community
g, initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of for an injury or
typically one’s culture, Globalism,
emergency
one that Compassion, Work Ethics,
Creativity, Entrepreneurial Spirit, situations.
is
4. Organization - Organizes values into priorities by contrasting different values, resolving Financial Literacy, Global,
reflected
conflicts between them, and creating a unique value system. The emphasis is on Solidarity, Making a stand for the
in a
comparing, relating, and synthesizing values. good, Voluntariness of human act,
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Appreciation of one’s rights,
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Inclusiveness, Thoughtful,
relate, synthesize Seriousness, Generous, Happiness,
5. Internalizing values - (Characterization): Has a value system that controls their Modest, Authority, Hardworking,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Realistic, Flexible, Considerate,
characteristic of the learner. Instructional objectives are concerned with the student's Sympathetic, Frankness
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 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
standard Attends and reacts to a particular phenomenon. Learning outcomes may
s of emphasize compliance in responding, willingness to respond, or satisfaction in 2. Maka-tao Demonstrate
behavior; responding (motivation). Concern for Others, Respect for oneness in using the
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, human rights, Gender equality, resources in school
judgment Family Solidarity, Generosity,
label, perform, practice, present, read, recite, report, select, tell, write and community for
of what is Helping, Oneness
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This an emergency
importan ranges from simple acceptance to the more complex state of commitment.
t in life.
situations.
Valuing is based on the internalization of a set of specified values, while clues to 3. Makakalikasan
these values are expressed in the learner's overt behavior and are often Care of the environment, Disaster
Go identifiable.
beyond Risk Management, Protection of
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, the Environment, Responsible
learner’s
follow, form, initiate, invite, join, justify, propose, read, report, select, share, Consumerism, Cleanliness,
life on
study Orderliness, Saving the ecosystem,
earth,
4. Organization - Organizes values into priorities by contrasting different values, Environmental sustainability
include
resolving conflicts between them, and creating a unique value system. The 4. Makabansa
more
emphasis is on comparing, relating, and synthesizing values. Peace and order, Heroism and
than
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Appreciation of Heroes, National
and defend, explain, formulate, generalize, identify, integrate, modify, order, Unity, Civic Consciousness, Social
fame, organize, prepare, relate, synthesize responsibility, Harmony,
and 5. Internalizing values - (Characterization): Has a value system that controls their Patriotism,
would behavior. The behavior is pervasive, consistent, predictable, and most Productivity
affect the importantly, characteristic of the learner. Instructional objectives are concerned
eternal with the student's general patterns of adjustment (personal, social, emotional).
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify,
millions perform, practice, propose, qualify, question, revise, serve, solve, verify
2. Content Resources in School & Community for Emergency Situations
3. Learning Resources CG; TG; LM; Resources from School & Community
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. - Checking of attendance
Although at times optional, it is usually included to serve as a warm-up activity to give the - Warm-Up Activity
learners zest for the incoming lesson and an idea about what it to follow. One principle in
- Review
learning is that learning occurs when it is conducted in a pleasurable and comfortable
atmosphere.
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning - Group Activity
experience. It serves as a springboard for new learning. It illustrates the principle that learning - Divide the students into 5 groups.
starts where the learners are. Carefully structured activities such as individual or group
- Students will be given 5 mins. to identify
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. the assigned task
Clear instructions should be considered in this part of the lesson. - Discuss the uses of each resources.
- Present it to the class.
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the Asking questions to the class.
teacher in clarifying key understandings about the topic at hand. Critical points are organized - How do you find the activity?
to structure the discussions allowing the learners to maximize interactions and sharing of ideas
- Did you enjoy in collecting/ gathering the
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 resources?
learners to understand the new concepts or skills that are to be presented in the next part of - What do you think the uses of this
the lesson. resources?
- What are the importance of this
resources?
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that 1. Why do you think, the advantages the if
should be enhanced, and the proper attitude that should be emphasized. This is organized as a we have enough resources in our school
lecturette that summarizes the learning emphasized from the activity, analysis and new inputs
in this part of the lesson. and the community?

4.5 Application (____ minutes). This part is structured to ensure the commitment of the Group Activity:
learners to do something to apply their new learning in their own environment. - Students will use the resources they
gather / collect in any injury or emergency
situations. ( Teacher will give different
situations regarding injuries or emergency
cases ).
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 Musical Performance, Skill Demonstration, Group
learners’ performance or behaviors are Activity (e.g. Choral Reading), Debate, Motor &
recorded, based on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
 b) Talking to Learners / Hands-on Math Activities, Written Work and Essay, Pen and Paper Test
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 Multi-media Presentation, Product made in
(Teachers judge the quality of products
technical-vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
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 Do some research about the resources of
other countries regarding injury and
emergency situations.
 Preparing for the new lesson

4.8 Concluding Activity (____ minutes). Be cautious and be ready at all times.
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. 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: Mrs. Lucila B. Flores School: Colawin National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09424328260 Email address: