Republic of the Philippines

Department of Education
Region VII, Central Visayas
Schools Division of Cebu Province
CONSOLACION NATIONAL HIGH SCHOOL- DAY CLASS (SHS)

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: English for Academic Grade Level: 12 Quarter: 2 Duration:1
and Professional Purposes HOUR
Learning CODE:
Competency/ies: Determining the objectives and structures of various kinds of reports CS_EN11/12A-EAPP-
(Taken from the Curriculum Guide) Ile-j-6
Key Concepts /
Understandings to be Determine the objectives and structures of various kinds of reports
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 objectives and structures of
The learner can construct meaning from oral, written, summarize, infer, compare,
or association explain, paraphrase, discuss
various kinds of reports
and graphic messages

ling frame Skills Applying execute, implement, demonstrate,

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
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 the attribute, deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect,
complex activities or
Evaluating Evaluate the examples of different
The learner can make judgments and justify decisions defend, judge, argue, debate,
the ability, coming describe, critique, appraise,
report types through group
from one's evaluate presentation
knowledge, practice, generate, hypothesize, plan, design,
aptitude, etc., to do Creating
The learner can put elements together to form a develop, produce, construct,
something formulate, assemble, devise
functional whole, create a new product or point of
view

Attitude Categories: List of Attitudes:

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

03. Learning Resources  MELC

 Powerpoint Presentation
 Laptop and Internet Connectivity
4. Procedures
4.1 Introductory Activity (__5__ minutes). This part introduces the lesson content. Although at Always start with a prayer.
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the Do the ideal classroom management routine.
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.
GUESSING GAME
The teacher will present a definition or
statements and the students will guess the
word. If necessary, the teacher will also
prepare picture/s for easing guessing.

1. What R that is a person who

conducts or carries out academic or
scientific research.
RESEARCHER
2. What E is a branch in social science
 that focuses on the production,
distribution and consumption of
goods and services. It analyzes the
choices of individuals and how
nations allocate resources.
ECONOMICS
3. There are 60 students in Grade 12-
Ithaca, 20 of them are males, what is
the percentage of male students in
the class?
What P that is being asked in the
problem?
In mathematics, what P is the number
or ratio that represents a fraction of
100?
PERCENTAGE
4. A letter O in research that is a
qualitative methodology which the
researcher studies a group by
participating in the activities or
immersing to it to record behavior.
OBSERVATION
5. In business, an R is a piece of paper
one receives that serves as an
acknowledgement after payment or
delivery has been made.
RECEIPT
6. In education, it is a T that is practice
or method used to determine the
learner’s ability to complete certain
tasks or demonstrate mastery of a
skill or knowledge of content. Results
can be numerical data or simply
Pass/Fail.
TEST/TESTING
4.2 Activity (__10__ minutes). This is an interactive strategy to elicit learner’s prior learning
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or 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.

REPORT
Write the words associated with the word
“Report” in the fruit.

Process Questions:
1. What knowledge do you have about
the word “Report”?
2. Why do you come up with those
words about “Report”?

4.3 Analysis (__15__ minutes). Essential questions are included to serve as a guide for the teacher in
clarifying key understandings about the topic at hand. Critical points are organized to structure the In across fields, what is the purpose of
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 reports?
the topic. The last questions or points taken should lead the learners to understand the new concepts or
skills that are to be presented in the next part of the lesson.
4.4 Abstraction (__10__ minutes).
enhanced, and the proper attitude that 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.
This outlines the key concepts, important skills that should be
Do reports vary across fields?
What are these reports?
Interactive Discussion
REPORT
 Many scholars have defined report as
any informational work made with an
intention to relay information or
recounting certain events in a
presentable manner.
 Report as an administrative
necessity, most official form of
information or work are completed via
report.
 Reports are always written in a
sequential manner in order of
occurrence.
 The feature of the report is it is
formally structured in sections.
Sections make it easy for the reader
to jump straight to the information
they need. Each section of a report
has its own purpose and will need to
be written in an appropriate style to
suit.
 Reports communicate information
which has been compiled because of
research and analysis of data and of
issues.
 However, reports can cover a wide
range of topics, but usually focus on
transmitting information with a clear
purpose, to a specific audience.
 Reports are systematic, articulate,
and orderly presentation of research
work in a written form.
 Good reports are documents that are
accurate, objective and complete.
They should also be well-written,
clearly structured and expressed in a
way that holds the reader’s attention
and meets their expectations.
TYPES OF REPORTS
1. Technical and Business
Disciplines with an applied focus such as
Engineering, Information Technology,
Commerce, Accounting and Finance, will
set report writing assignments that
stimulate the process of report writing in
industry.
Technical writing is a form of writing
technical communication or
documentation in science and technology
or applied science that helps people
understand a product or service. The
main purpose of technical writing is to
inform and to trigger the person into
 action such as purchasing a product or
service. Its purpose may also be instruct,
persuade but never to entertain. The
content is factual and straightforward. It is
expressed in formal, standard or
academic language. The write-up uses a
specialized vocabulary. Example of
technical writing are end-user
documentation like user manuals that
accompany cellular phones, personal
computers.
2. Field Reports
It is common in disciplines such as Law,
Industrial Relations, Psychology, Nursing,
History and Education. This report
requires the student to analyze his/her
observation of phenomena or events in
the real world in light of theories studied in
the course.
The purpose of a field report in the social
sciences is to describe the observation of
people, places, and/or events and to
analyze that observation data in order to
identify and categorize common themes in
relation to the research problem
underpinning the study.
3. Scientific Reports
They are common in all the Sciences and
Social Sciences. These reports use a
standard scientific report format
describing methods, results and
conclusion to report upon an empirical
investigation. The purpose of a science
report is to clearly communicate your key
message about why your scientific
findings are meaningful.

One good example of report that you

should know which is commonly used in
the field of hard sciences is Research
Report
The different parts of the research report
include:
1. Introductory Phase
2. Review of Related Literature
3. Research Methodology
4. Body of the Report
5. Conclusion
6. Recommendation
Often reports are structured in a way that
reflects the information finding process and the
writing up of the findings. The
recommendation is one reason why reports
are common form of writing in industry, as the
informed recommendations are useful for
decision making.

Remember that in writing Laboratory Reports,

no students should copy data from anyone
who is not his or her lab partner.
4.5 Application (____ minutes).
do something to apply their new learning in their own environment.
This part is structured to ensure the commitment of the learners to Analyzing and Determining Reports
Instructions:
The class will be divided into small groups.
Each group has assigned a specific type of
report.
(Research Report, Business Report,
Technical Report, Lab Report, Statistical
Report, Progress Report, Project Proposal
Report)
In each group, students will research and
analyze examples of their assigned report
type. They will determine the objectives and
structures of the report based on their
analysis. After, each group will present their
findings to the class.

Rubrics:
Objectives: 15pts.
Structures: 15 pts.

Assessment Questions:
1. How did you determine the objectives
of the assigned report type?
2. Explain the structure used in the
report and how it supports the
objectives.
3. How effectively did you present your
findings to the class?

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 Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
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)
Skill Performance Test, Open-Ended Question,
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
Many scholars have defined report as any
informational
work made with an intention to relay
information or recounting
certain events in a presentable manner. These
are often
conveyed in writing, speech, television, or film.
Moreover,
 considering report as an administrative
necessity, hence, most
official form of information or work are completed
via report. Note
that report is always written in a sequential
manner in order of
occurrence.
1. What is written in a sequential manner
comprises of sections, each section has
its own purpose and will need to be
written in an appropriate style to suit.
a. Report
b. Technical writing
c. Abstract
d. Research
2. The following are objectives of various kinds of
report except_
a. To conduct pulse, perceptions, perspectives,
and preferences of a particular group of people.
b. To present writer's views and findings of a
chosen subject of study
c. To mandate an action.
d. To provide updated data, information, or status
of a particular subject.
3. Which report section is intended to describe the
purpose with a full statement of the research
question?
a. Appendices
b. recommendation
c. Methods
d. Objectives
4. Which structure of a report contains the major
points, conclusions, and recommendations?
a. Title Page
b. Appendices
c. Recommendations
d. Summary
5. What report that is assigned with the intention of
improving one’s understanding of key theoretical
concepts by applying methods of careful and
structured observation of and reflection about
people, places, or phenomena existing in their
natural settings.
A. Laboratory report
B. Field Report
C. Scientific Report
D. Business Report
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

Bring a sample of a survey questionnaire.
4.8 Concluding Activity (____ 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.

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 this 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: Naome R. Valeros School: Consolacion National High School-Day Class (SHS)
Position/Designation: Teacher II Division: Cebu Province
Contact Number: 0926-0978928 Email address: naome.valeros@deped.gov.ph