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)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:
5 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Determine the implicit and explicit signals, verbal, as well as non-verbal,
(Taken from the Curriculum Guide) used by the speaker to highlight significant points EN10LC-Ib-4
Key Concepts / Understandings to
be Developed Implicit and Explicit Signals
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or condition
of knowing something with
familiarity gained through
experience or association
Understanding Compare explicit and implicit signals used in communicating

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating Assess each statement as to what signal it belong
from one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Receiving Phenomena Idenify the explicit and implicit statements in the story Icarus and Daedalus
Values Valuing Attentiveness
2. Content Implicit and Explicit Signals

3. Learning Resources English Expressways III, pp36-37, English Expressways IV,230-232,English 10LM, pp.
13-15
4.
4.1
Procedures
Introductory Activity
5 minutes Brainstorm the students on how they go about identifying the speaker's stand on an issue.
4.2 Activity
Let them listen to the text to identify the speaker's stand on an issue by noting explicit and implicit
15 minutes signals. Fill in the diagram on Implicit and Explicit Signals.
4.3 Analysis
Answer the questions after listening the text. Relate the answers that they have before listening the
10 minutes text. Examine if there similarities and connection of their previous answers.
4.4 Abstraction
What is explicit and implicit signal? How important is it to be aware of implicit and explicit signals?
5 minutes What do you mean by explicit and implicit signals?
4.5 Application
10 minutes Another activity will be given about implicit and explicit signals in the sentence.
4.6 Assessment
10 minutes Anlysis of Learners' Products Identify the explicit and implicit signal used in the song "Let It Go".
4.7 Assignment
Enhancing / improving the day’s Research more about implicit and explicit and give two examples
3 minutes lesson each.
4.8 Concluding Activity
2 minutes Read closely to determine what the text says explicitly and to make logical inference from it.

5. Remarks
6. Reflections
A. No. of learners who earned 80% in C. Did the remedial lessons work? No. of learners
the evaluation. who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. 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: Cecilia A. Maribao School: Alcantara National High School
Position/
Designation: Teacher 2 Division: Cebu Province
Contact
Number: Email address:
9335546608
 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
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
6 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Determine the effect of textual aids like advance organizers, titles, non-
(Taken from the Curriculum Guide) linear illustrations, etc. on the understanding of the texts EN10RC-Ib-2..15.2
Key Concepts / Understandings to be
Developed Effect of Textual Aid in Understanding the text
Domain Adapted Cognitive Process Dimensions
(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Recall the story to accomplish the graphic organizer
The fact or condition of
knowing something with
familiarity gained through
experience or association Understanding

Skills
Applying
The ability and capacity acquired
through deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex activities Analyzing Organize the ideas needed to complete the chart
or the ability, coming from one's
knowledge, practice, aptitude, etc., to
do something
Evaluating

Attitude Receiving Phenomena Classify the information to fill the chart

Values Valuing Organize in doing Work
2. Content Information Chart on Daedalus and Icarus Story
3. Learning Resources English 10 LM, pp.20-21
4. Procedures
4.1 Introductory Activity What is the story Daedalus and Icarus all about? What have you learned? Fill up the worry
5 minutes sheet on page 22.
4.2 Activity
Group Activity:
In your paper, write down the events happened in the story in
15 minutes
logical order. Classify the challenges of Icarus and Daedalus
4.3 Analysis
What is a graphic organizer? What is the importance of graphic organizer? What are the
10 minutes benefits of graphic organizer? Why is it useful? What are the examples of graphic organizer?

4.4 Abstraction
A graphic organizer is a visual display that demonstrates relationaships between facts, concept
5 minutes or ideas. It guides the learner's thinking as they fill in and build upon a visual map or diagram.
4.5 Application
10 minutes Fill in the chart with the events in the story.

4.6 Assessment Anlysis of Learners' Products

Classify the challenges of Daedalus and Icarus to complete the
chart. (LM p.20)
4.7 Assignment Enhancing / improving the
day’s lesson Do the activity Stress Tabs on page 22.
3 minutes
4.8 Concluding Activity
2 minutes "Good order is the foundation of all things."

5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. 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: Cecilia A. Maribao School: Alcantara National High School
Position/
Designation: Teacher 2 Division: Cebu Province
Contact
Number: Email address:
9335546608
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 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

Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
7 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Express appreciation for sensory images;
(Taken from the Curriculum Guide) EN10LT-Ib-2.2.1
Key Concepts / Understandings to
be Developed Sensory Images
Domain Adapted Cognitive Process Dimensions
(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or Identify the senses used in the given lines
condition of knowing
something with familiarity
gained through experience or Understanding
association

Applying
Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex Evaluating
activities or the ability, coming
from one's knowledge, practice,
aptitude, etc., to do something
Creating Write a paragraph using sensory details to enhance their writing style
Attitude Receiving Phenomena Gain better understanding of sensory details
Values Valuing Show appreciation of the senses
2. Content Sensory Images
3. Learning Resources Video Clips and the story "Daedalus and Icarus"
4. Procedures
4.1 Introductory Activity Watch a video on "What is imagery?". The teacher will give the additional input on sensory
5 minutes images.
4.2 Activity Group Activity: Ask the students to reread the selection Daedalus and Icarus and spot on the lines
15 minutes with the use of the different senses.
4.3 Analysis
What are sensory images? Why do we use imagery in writing?
10 minutes
4.4 Abstraction Let the students watch another video clips about using sensory images for them to have clearer
5 minutes idea about the topic.
4.5 Application Group Activity:Using the selection Daedalus and Icarus story, list down lines using the different
10 minutes sensory images.
4.6 Assessment Write one paragraph using all the sensory details to describe their
Anlysis of Learners' Products
10 minutes picked favorate item.

4.7 Assignment Enhancing / improving the Cut out a short paragraph having sensory images. Encircle the lines
3 minutes
day’s lesson and tell what sense is used.
4.8 Concluding Activity
"Success is more a function of consistent common sense than it is of genius." An Wang
2 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B. No. of learners who require additional

activities for remediation. 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: Cecilia A. Maribao School: Alcantara National High School

Position/
Designatio Teacher 2 Division: Cebu Province
n:
Contact
Number: 9335546608 Email address:
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests
 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)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP No.: Grade Level: Quarter: Duration: Date:
8 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Describe and interpret the ethics of public speaking
(Taken from the Curriculum Guide) EN10OL-Ib-3.15
Key Concepts / Understandings to
be Developed Ethics of public speaking
Domain Adapted Cognitive Process Dimensions
(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or Identify the principles of public speaking
condition of knowing
something with familiarity
gained through experience or Understanding
association

Applying Execute what you learn in speaking

Skills
The ability
and capacity acquired through Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating Develop a speech to be delivered to an audience confidently
Attitude Receiving Phenomena Perform the given task with confidence
Values Valuing Develop self-confidence
2. Content Public Speaking
3. Learning Resources English 10 LM, pp.26-28
4. Procedures
4.1 Introductory Activity What do you feel when you face the public and deliver a speech before them? Are their guides to
5 minutes be followed?
4.2 Activity
Group Work: Give them scrambled words to be formed into the principles im public speaking.
15 minutes Solicit ideas from the group on the explanation of each principle.
4.3 Analysis What is public speaking? What are the principle to follow? Let the students share what they have
10 minutes done and what they have come up in their activity.
4.4 Abstraction
A video clip entitled "How to Speak Ethically" will be played to give them more information on what
and how important public speaking is and what must a speaker do before delivering his/her speech
5 minutes
before the audience.
4.5 Application
10 minutes Prepare a 3 - minute speech on the causes and effects of bullying.
4.6 Assessment
10 minutes
Anlysis of Learners' Products Delivered a speech confidently.
4.7 Assignment
Enhancing / improving the day’s
3 minutes lesson
Improve your speech and prepare for another oral presentation.

4.8 Concluding Activity Learn them, master them, put them to use and you are on your way to becoming an effective public
2 minutes speaker.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of
evaluation. learners who have caught up with the lesson.
B. No. of learners who require additional D. No. of learners who continue to require
activities for remediation. 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: Cecilia A. Maribao School: Alcantara National High School
Position/
Designatio Teacher 2 Division: Cebu Province
n:
Contact
Number: 9335546608 Email address:
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation

Talking to Learners/ Conferencing

Anlysis of Learners' Products

Tests