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 D

Learning Area: a
DLP No.: Grade Level: Quarter: Duration: t
L1 - 001 English 10 2 1 hour e
:
Learning Competency/ies: Assess the effectiveness of the ideas presented in the material viewed taking Code:
(Taken from the Curriculum Guide) into account its purpose (EN10VC- IIa-3.8)
Key Concepts / Understandings to Assessing the effectiveness of the ideas presented in the material viewed
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the details that symbolize the things to consider in resolving conflicts.
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying Interpret the material viewed

The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Internalizing values Practice personal discipline in resolving conflicts
Values Internalizing values Display oneness in resolving conflicts
2. Content Effectiveness of the Ideas Presented in the Material Viewed
3. Learning Resources English 10 TG & LM page 117
4. Procedures
4.1 Introductory Activity
Motive Question: Have you had conflicts with others?
5 minutes
4.2 Activity Group the class into four. Let the group explain the quote: " I think in the most relationships that
have problems, there's fault on both sides. And in order for it to work, there has some common
10 minutes grounds that's shared. And it's not just one person making amends." - Steve Carell
4.3 Analysis 1. Do you agree with Steve Carell's idea? Why or why not?
2. What is the quote all about?
10 minutes 3. Cite a situation in relation to the
quote.
4.4 Abstraction
Discuss on how to find common grounds.
5 minutes
4.5 Application Have them observe the picture on page 117 and let them identify details that symbolize the themes to
consider in resolving conflicts.
10 minutes
4.6 Assessment Think - Pair - Share Have the students discuss the material viewed with their
Talking to Learners/ Conferencing partner, considering on how to resolve conflicts.
10 minutes
4.7 Assignment Instruct them to search the lyrics of the song "Common
Preparing for the new lesson Grounds" by Kodaline.
5 minutes
4.8 Concluding Activity " The goal of resolving conflicts in a relationship is not victory or defeat. It's reaching
5 minutes understanding and letting go of our need to be right." - Anonymous
5. Remarks
6. Reflections
 C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation.
the lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: KHAREN B. ORQUE School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Division:
Designation: Cebu Province
Contact Email address:
Number:
 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 D

Learning Area: a
DLP No.: Grade Level: Quarter: Duration: t
L1 - 002 English 10 2 1 hour e
:
Learning Competency/ies: Switch from one listening strategy to another to extract meaning from the Code:
(Taken from the Curriculum Guide) listening text. EN10LC- IIa - 11
Key Concepts / Understandings to Extracting meaning from the listening text
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the meaning of the listening text.

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying Illustrate ideas presented in the song

The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating Design a sketch to visualize the song
Attitude Internalizing values Practice personal discipline in resolving conflicts
Values Internalizing values Display oneness in resolving conflicts
2. Content Extracting Meaning from the Listening Text
3. Learning Resources English 10 TG & LM pages 117 - 119, speaker, laptop
4. Procedures
4.1 Introductory Activity Let the students predict words or phrases that thay expect to hear from the song through its title
5 minutes
4.2 Activity Let the students listen carefully to the song entitled "Common Gound" by Kodaline.
http://www.youtube.com/watch?v=HFamWUpFKhO
10 minutes
4.3 Analysis 1. What is the song all about? 2. What did you feel while listening to the song? 3. What advice
is given in the song? Do you agree with it? Why or why not? 4. Would you follow the advice
10 minutes given? Why or why not?
4.4 Abstraction
Explain what is emphasized in the song.
5 minutes
4.5 Application Play again the song and let the students check the words or phrases they listed in the introductory activity.
10 minutes
4.6 Assessment PAIR ACTIVITY 1. Play the music for the third time and instruct them to sketch
an object in the box on what they visualize in the song.
Talking to Learners/ Conferencing 2. Have them explain and discuss their
10 minutes sketch with a partner.

4.7 Assignment Differentiate linear from non-linear text.

Preparing for the new lesson
5 minutes
4.8 Concluding Activity
Common ground is a good place to start. - Kodaline
5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation.
the lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL

Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 003 English 10 2 1 hour August 17, 2017
Learning Competency/ies: Transcode infromation and explain illustration from linear to non-linear Code:
(Taken from the Curriculum Guide) texts and vice versa EN10RC - IIa - 11/11.2

Key Concepts / Understandings to Transcoding information and explaining illustration

be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association
Interpret thinformation from linear text

Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and Organize ideas from the text through a diagram
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Internalizing values Display determination in resolving conflicts
Values Internalizing values Practice family solidarity in resolving conflicts
2. Content Linear and Non- linear Texts
3. Learning Resources English 10 TG & LM pages 119 - 122, laptop and projector
4. Procedures
4.1 Introductory Activity Let them explain the line: The family is the smallest unit of society and the family is everyting.
5 minutes Yet there is no such thing as perfect family.
4.2 Activity 1.Instruct them to read the text entitled " Four Causes of Family Conflict " by K. Lee Banks
10 minutes 2. Let them fill in the graph Transcode Me on page 121.
4.3 Analysis 1.From the given conflicts, which have you experienced with your family? Why?
10 minutes 2. What do you think will be done to resolve this conflict in your
family?
4.4 Abstraction
Discuss tin on transcoding information and explaining illustration
5 minutes
4.5 Application 1.Group the class into four and instruct them to conduct a survey about the common conflict situations in
their group. 2. Let them ask each member in the group who experienced the conflict. From
the responses, have them rank from the most number of persons to the least that experience it.
10 minutes 3. Let
them graph the results they conducted and write their interpretation after it.
Raise a question to the class if conflict can be prevented.
4.6 Assessment Have them complete the table on page 122 by writing ways
Tests
to prevent it in each common conflict situation.
10 minutes
4.7 Assignment Read in advance the story: Canto III The Vestibule of Hell
Preparing for the new lesson The Opportunist pages 123 - 128.
5 minutes
4.8 Concluding Activity Steps to resolve family conflicts: 1. Remain calm. 2. Set a postive tone. 3. Define the conflict and
5 minutes take responsilbilty in own actions. 4. Listen to needs and feelings of others.
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners
A. No. of learners who earned 80% in the evaluation.
who have caught up with the lesson.
B. No. of learners who require additional activities for D. No. of learners who continue to require
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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/ Division:
Designation: Cebu Province
Contact
Number: Email address:
 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:
English 7 1 1 hour May 01,2021
Learning Competency/ies: Code:
Use sentences appropriately and meaningfully
(Taken from the Curriculum Guide) EN7G-II-a-1
Key Concepts / Understandings to A sentence is ---
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering identify the types of sentences according to use

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying use sentences correctly and meaningfully

The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating construct sentences for each type of sentence according to purpose
Attitude Internalizing values manifest clarity in expressing ideas/insights using sensible sentences.
Values Internalizing values exhibit tactfulness in giving/expressing ideas
2. Content Types of Sentences According to Purpose
3. Learning Resources English 7 LM pages 255 - 256, 279-280,http://4kindsofsentences.blogspot.com/
4. Procedures
4.1 Introductory Activity Directions: Identify whether the given expressions is a sentence or not. Raise the two thumbs up if it is a
5 minutes sentence, and two thumbs down if not. 1. in the park 2. She lives in Davao. 3. sitting by the door
4.2 Activity Group the class into 4.
Directions: Arrange the jumbled words to form a sentence. Paste the strips containing the words in designated
areas.
10 minutes

4.3 Analysis 1. How did you find the activity? Explain.

2. What have you observed with the sentences? Do they differ in purpose/meaning? What do you
10 minutes call these sentences?

4.4 Abstraction

Lecturerette on types of sentences according to purpose using slide slide deck

5 minutes

4.5 Application Directions: Identify each sentence as declarative, interrogative, imperative or exclamatory?

10 minutes

Directions: Watch a video clip on _________. Construct at least two(2)

4.6 Assessment sentences for each type of sentence (according to purpose).
 Directions: Watch a video clip on _________. Construct at least two(2)
sentences for each type of sentence (according to purpose).

Tests
10 minutes

4.7 Assignment Cut an article from an English newspaper and paste it on a long bond paper.
Enhancing / improving the day’s Underline at least five sentences and label each as DECLARATIVE, IMPERATIVE,
lesson INTERROGATIVE and EXCLAMATORY.
5 minutes

4.8 Concluding Activity

5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: CABAÑERO, MICHELL ANGGO School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 005 English 10 2 1 hour
Learning Competency/ies: Code:
Express appreciation for sensory images used
(Taken from the Curriculum Guide) EN10LT - IIa - 2.2.1
Key Concepts / Understandings to Sensory Images
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the senses used by the author

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying Demonstrate the sensory images in the text in varied forms
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Organization Adhere creativity in performing tasks
Values Internalizing values Initiate concern for others in performing the activity
2. Content Sensory Images
3. Learning Resources English 10 TG & LM pages 121 - 129, laptop and projector
4. Procedures
4.1 Introductory Activity Motive Question: Why do we need to resolve conflicts? Explain.
5 minutes
4.2 Activity 1.Instruct the students to read again the text Canto III The Vestibule of Hell The Opportunist pages 123 - 128.
2. Have them take note the different senses they discovered while reading the text
10 minutes
4.3 Analysis 1. What senses did the author use in his text?
2. What is Virgil's advice to Dante as spoken at the gate of hell?
3. Who are the souls tortured in this Canto?
10 minutes 4. What is Charon's reaction to
Dante's attempt to cross thr iver of Acharon? 5. How does Virgil silence
Charon?
4.4 Abstraction
Discuss what sensory images are. Examples will be given to enhance the topic.
5 minutes
4.5 Application In Canto III, Dante begins his descrition of hell, which becomes an assault on the senses of the readers. From there, have them list the
details from the Canto for each sense in a column. Column is on page 129.
10 minutes
4.6 Assessment Divide the class into four groups. Have them perform varied activities found on page
129.
Group 1 - Eye Group ( Poster Making )
Observation Group 2 - Ear Group ( Audio Recording)
10 minutes Group 3 - Hand Group ( Interpretative Dance )
Group 4 - Lip Group ( Speech Choir)

4.7 Assignment Enhancing / improving the day’s Answer the question: Is hope necessary in resolving conflicts? Explain your answer.
5 minutes lesson
4.8 Concluding Activity
"Quick sensitivity is inseparable from a ready understanding." - Joseph Addison
5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 006 English 10 2 1 hour
Learning Competency/ies: Code:
Observe correct grammar in making definitions
(Taken from the Curriculum Guide) EN10G - IIb - 29
Key Concepts / Understandings to Observing correct grammar in making definitions
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association
Discuss the basic guidelines in writing definitions

Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and Organize definitions using the basic guidelines
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Receiving Phenomena Use crtical thinking on other group's work
Values Internalizing values Practice respect on others performance.
2. Content Making Definitions
3. Learning Resources English 10 TG & LM pages 130 - 131, laptop and projector
4. Procedures
4.1 Introductory Activity Ask students to define the following terms: 1. anguish 2. illusive 3. forsaken
5 minutes
4.2 Activity 1. Group the class into five. 2. Assign each group one basic guideline to follow in writing a definition.
Group 1 - Just the Facts Group 2 - Avoid complicated terms Group 3 - Avoid specific terms
10 minutes Group 4 - Avoid circularity Group 5 - Make it simple
4.3 Analysis 1. What are the five basic guidelines to follow in writing a definition?
2. Is it necessary to use simple grammatical structures rather than the complex ones in wrting a definition?
10 minutes 3. What is the main purpose of making definitions?
4.4 Abstraction Elaborate further the basic guidelines in writing a definition.
5 minutes ( http://en.wiktionary.org/wiki/Help:Writing_definitions)
4.5 Application 1. Group the students into four. 2. Have them go over the other unfamiliar words from Canto III. 3. Instruct them to make defintions
of the unfamiliar words by following the guidelines.
10 minutes
4.6 Assessment Let other groups critique the definitons made by other group using the guidelines they
have learned.
Anlysis of Learners' Products
10 minutes

4.7 Assignment Research the prosodic features and define each.

Preparing for the new lesson
5 minutes
4.8 Concluding Activity
" Grammar is the structural foundation of our ability to express ourselves." - Anonymous
5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 007 English 10 2 1 hour
Learning Competency/ies: Code:
Employ appropriate pitch, stress, juncture, intonation, etc.
(Taken from the Curriculum Guide) EN10OL - IIb - 5
Key Concepts / Understandings to Pitch, stress,juncture and intonation are prosodic features.
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify if the statement uses a rising or falling intonation

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying Perform the intonation activities for oral fluency

The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating
Attitude Valuing Demonstrate cooperation in performing the intonation activities
Values Internalizing values Display oneness in the intonation drill
2. Content Prosodic Features
3. Learning Resources English 10 TG & LM pages 136 - 138
4. Procedures
4.1 Introductory Activity Motive Question: If you are having a dialogue with your friend, how will you deliver your message
5 minutes effectively?
4.2 Activity Let the whole class read aloud the following sentences:
1. I was so agree at John. 2. He forgot to call on my
birthday. 3. Did you remember to buy the milk? 4. Where did you buy that? 5. I
10 minutes have something to tell you. 6. Run! 7. I bought my sister a present. 8. Mike didn't
break the window. 9. Did you correct our exams? 10. He said he had remembered,but it was
too late to call.
4.3 Analysis 1. What have you observed while reading the sentences?
2. How did you read them? Did your voice rise or fall?
10 minutes 3. In
which sentences that your voice rise?fall?
4.4 Abstraction
Discuss the different prosodic features found on page 136.
5 minutes
4.5 Application 1. Divide the class into five groups.
2. Write the topics found in LM page 137 in folded strips of paper.
3. Allow a representative of each
group to pick a topic. 4. Have them
10 minutes perform the intonation activity assigned to them for oral fluency.
5. Use the performance rubric on page 138 in rating them.

4.6 Assessment Let the students read the statements correctly on page 138
Tests and let them identify if the statement uses a rising or falling
10 minutes intonation.
4.7 Assignment
Preparing for the new lesson Research on argumentative essay.
5 minutes
4.8 Concluding Activity "Our intonation contains our philosophy of life, what each of us is constantly telling himself about
5 minutes things." - Marcel Proust
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with
A. No. of learners who earned 80% in the evaluation.
the lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL

Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 008 English 10 2 1 hour
Learning Competency/ies: Code:
Identify parts and features of argumentative essays
(Taken from the Curriculum Guide) EN10WC - IIb -13.1
Key Concepts / Understandings to Argumentative Essay
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the parts of argumentative essay

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating Produce a friendly reminder or a signage on motorist's safety in driving
Attitude Internalizing values Display creativity in making a signage
Values Internalizing values Present a friendly reminder or a signage showing concern to others
2. Content Argumentative Essays
3. Learning Resources English 10 TG & LM pages 131-134, laptop and projector
4. Procedures
4.1 Introductory Activity Motive questions: Have you ever taken a ride in a public transportation with an aggressive driver? How did you feel?
5 minutes What did you do?
4.2 Activity 1.Instruct them to read an example of an argumentative essay found in LM pages 131-132.
(http://learningenglishessay.blogspot.com/2011/12/argumentative-essay.html) 2.
10 minutes Let them find a partner and work on the activity on page 132 which is on giving reasons why aggressive driving should be
avoided.
4.3 Analysis 1. Do you agree that we should avoid aggressive driving? Why or why not? ( Give time to argue on this matter.)
2. Aside from the effects mentioned from the essay,
10 minutes can you name other incident that could happen in driving aggressively?

4.4 Abstraction
Discuss what argumenatative essay is , its characteristics and its parts.
5 minutes
4.5 Application 1.Ask the class what the common signage they see along the road are. 2. Ask
them to write his or her answer on the board. 3. Tell them
that signages are of great help to motorist. 4. Instruct them to form a group of five members. 5. Have them create
a friendly reminder or signage on motorist's safety while driving. 6. Present the signage to
10 minutes the rest of the class. 7. Tell the class that
the best output will be posted along the road in their community.

4.6 Assessment 1. Inform the class that they need to go over on the model of argumentative essay.

Anlysis of Learners' Products 2. Have them indentify its parts by rewriting the essential statements in the
10 minutes
box found on page 134.

4.7 Assignment Enhancing / improving the day’s

Research one example of argumentative essay.
5 minutes lesson
4.8 Concluding Activity
5 minutes
" Say what you mean, but don't say it mean." - Andrew Wachter
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 - 009 English 10 2 1 hour
Learning Competency/ies: Code:
Formulate claims of fact, policy and value
(Taken from the Curriculum Guide) EN10WC - IIb - 13.2
Key Concepts / Understandings to Formulating claims of facts, policy and value
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify claims as fact, policy or value

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and Organize claims of fact, policy and value
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice,
aptitude, etc., to do something
Creating Construct claims of fact, policy and value
Attitude Internalizing values Display responsibility in constructing claims of fact, policy and value
Values Internalizing values Show respect to others in organizing claims of fact, policy and value
2. Content Claims of Facts, Policy and Value
3. Learning Resources English 10 TG & LM pages 134 - 136, laptop and projector
4. Procedures
4.1 Introductory Activity Motive Question: Do you have any trouble addressing any topic given to you?
5 minutes What measures do you take to overcome your difficulty?
4.2 Activity 1.Have the students look for or partner, then let them examine the sample questions that appeared in essay exams found
in the LM page 134.
10 minutes 2. Instruct them to differentiate the three examples.
4.3 Analysis 1. What are these questions want to ask?
10 minutes 2. Is opinion always right? Why or why not?

4.4 Abstraction Discuss with the class the three specific types of questions which are questions of fact, value and policy. Give more
5 minutes examples for better understanding.
4.5 Application 1. Divide the class into five groups. 2.
Have them formulate their own claims of fact, policy and value based on their assigned topic.
Group 1 - Resolving Conflicts Group 2 - Unity in Diversity Group 3 - Harmonizing Relationship with
Others Group 4 - Recognizing Interpersonal Convergence Group 5 - Bridging the Gap
10 minutes 3. Let them use the organizer on page 135 in presenting their claims.

4.6 Assessment
Tests Write all the claims of fact, policy and value presented by all groups.
10 minutes
4.7 Assignment
Preparing for the new lesson Bring an English newspaper.
5 minutes
4.8 Concluding Activity
" Your opinion is your opinion, your perception is your perception. Do not confuse them with facts or truths." - Anonymous
5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 -010 English 10 2 1 hour
Learning Competency/ies: Code:
Write a news report
(Taken from the Curriculum Guide) EN10WC - IIb
Key Concepts / Understandings to News Writing
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Identify the characteristics and key components of a good news story
The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying
The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice, Evaluate an article if it contains the key components of a good news story
aptitude, etc., to do something
Creating
Attitude Internalizing values
Values Internalizing values
2. Content News Writing
3. Learning Resources English 10 TG & LM pages 139 - 140. newspaper, laptop and projector
4. Procedures
4.1 Introductory Activity Motive Question: What makes a good news story?
5 minutes
4.2 Activity Instruct them to brainstorm the characteristics of a good news story with a partner.
5 minutes
4.3 Analysis 1. What are the key components for a good news story?
2. What makes a story newsworthy?
10 minutes

4.4 Abstraction
Discuss the components of a good news story and the key elements considering newsworthiness.
10 minutes
4.5 Application 1. Instruct them to get the newspaper they brought. 2.
Have them find a partner. 3. Let them choose one article from the newspaper.
10 minutes 4. Have them evaluate the article if it contains the key components of a good news story.

4.6 Assessment 1.Instruct them to write a current news story on resolving conflicts that happened in
their school or in their community.
Talking to Learners/ Conferencing 2. Have them organize the information of their news story from the most important
10 minutes
to the least.
4.7 Assignment Enhancing / improving the day’s
Have them rewrite the final news story in a short bondpaper.
5 minutes lesson
4.8 Concluding Activity
" Brevity is the soul of wit." - William Shakespeare
5 minutes
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number:
 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:
L1 -011 English 10 2 1 hour
Learning Competency/ies: Code:
Present a news report
(Taken from the Curriculum Guide) EN10OL/WC - IIb
Key Concepts / Understandings to Presenting a news report
be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Recognize the tips in presenting a news

The fact or condition of
knowing something with
familiarity gained through Understanding
experience or association

Skills Applying Present a news report

The ability and
capacity acquired through
deliberate, systematic, and Analyzing
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming from Evaluating
one's knowledge, practice, Critique a news report
aptitude, etc., to do something
Creating
Attitude Internalizing values Report news with confidence
Values Internalizing values Practice human rights in critiquing one's work
2. Content News Reporting
3. Learning Resources English 10 TG & LM pages 141-142, laptop and projector
4. Procedures
4.1 Introductory Activity
Motive Question: What makes a story clear, audible and understandable?
5 minutes
4.2 Activity 1. Instruct the students to form a small group consisting six members.
2. Tell them to have a copy of the news story they have written.
3. Give them enough time to practice reporting and presenting the news.
10 minutes
4. You may provide them with a speaker or microphone for them to be at ease in the final
performance.
4.3 Analysis 1. How do you find the activity?
2. What are the problems you have encountered in your practice?
10 minutes

4.4 Abstraction Discuss the tips on presenting your news.

5 minutes http://splashlive.abc.net.au/res/mtn/sr/w5/TSS-5.1.pdf
4.5 Application Let them present their news report in the class guided with its rubric.
10 minutes
4.6 Assessment 1. Instruct the class to watch and observe their classmate while delivering his/her
news report.
Anlysis of Learners' Products 2. Let them rate the performace using the rubrics found in
10 minutes LM page 142. 3. Tell them to
present the result of their observation of the performance for discussion.

4.7 Assignment Enriching / inspiring the day’s Let them accomplish the activity found in LM page 143 to remember and treasure the
5 minutes lesson lessons.
4.8 Concluding Activity "News reporting is a cycle: No matter how much you work at sending a message, its only successful if it's received." -
5 minutes Jessica Savitch
5. Remarks
6. Reflections
C. Did the remedial lessons work? No. of learners who have caught up with the
A. No. of learners who earned 80% in the evaluation.
lesson.
B. No. of learners who require additional activities for
D. No. of learners who continue to require 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: School: SAN REMIGIO NATIONAL HIGH SCHOOL
Position/
Designation: Division:
Cebu Province
Contact Email address:
Number: