Detailed Lesson Plan (DLP) Tool
Date:
Learning Area: English for Academic and Professional Purposes Grade Level: 12 Quarter: Duration: 60 minutes
4
Most Essential Learning
Code:
Competency:
[Link]: At the end of the lesson, the learners are able to;
KNOWLEDGE: Identify the roles of language choice in promoting communication, cultural identity, and inclusivity within a multilingual society.
SKILLS: Create a framework that explains how language choice serves as a core component of effective language policy.
ATTITUDES: Value the importance of language choice in shaping and implementing effective language policies.
VALUES: Show harmony in presenting output with the group.
2. SUBJECT MATTER: Language Choice as the Core of Language Policy
3. INSTRUCTIONAL Laptop, TV set, PowerPoint presentation, google Lesson 5 Outlines Reading Texts in Various Disciplines | PDF | Paragraph | Mass Media
MATERIALS/ ([Link])
REFERENCES:
CLASSROOM OBSERVABLE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
INDICATORS (COIs)
4. PROCEDURES:
A. Awareness
Introductory Activity
a. Prayer
“Everybody, please all stand for the prayer.”
(The teacher calls one student to lead the prayer.)
b. Greetings
“Good morning, class!”
“How is everyone doing today?”
“Are you all feeling well and excited to learn a new lesson?”
“Very good, class. That’s good to hear. Now, let us have an
energizer to keep you energized and awake all throughout the
whole discussion.”
c. Checking of Attendance
“Group secretaries, who are the absentees for today?”
“Thank you so much.”
d. Classroom Management
“Before anything else, make sure that you are sitting in your
designated seat, kindly pick up the pieces of trash under your
chair, and please be reminded to keep your phones away unless
you are told to use it, listen carefully, raise your hand to speak,
work quietly, help each other, be respectful at all times, and in
everything that you do, always do your best.”
e. Review of past lesson
“Now, can you recall what was your last topic all about?”
“And what are the common examples of text structures?”
“Very good class, you really have a good memory which only
means that you understand our previous topic.”
Motivation
Jumbled Letters
“Alright, I have here four pictures and jumbled letters, all you
must do is to say a word that best describes the pictures and on
the other hand you have to arrange the jumbled letters to create
a word. Are you ready? Okay very good!”
ULAGENGA CTYSOIE OYCLIP
“Very good class! You showed an amazing skill in naming the
pictures and in arranging the jumbled letters. Now, through
answering it, you are now on your way in unlocking a new skill
that you will be using in writing academically and professionally.
So class, what do you think is our topic for today?”
“Very good! Our topic for today is all about Outlining.”
(Present the MELCS and the learning objectives)
4.2 Activity/Strategy (____ Group Discussion
minutes). This is an interactive
strategy to elicit learner’s prior In multilingual society, how do people choose language in
learning experience. It serves as a different situation? INDICATOR 3:
springboard for new learning. It
illustrates the principle that learning Apply a range of
starts where the learners are. teaching strategies to
Carefully structured activities such develop critical and
as individual or group reflective
exercises, group discussion, self-or creative thinking, as well
group assessment, dyadic or triadic as other higher-order
interactions, puzzles, simulations or
role-play, cybernetics exercise,
skills
gallery walk and the like may be
created. Clear instructions should
be considered in this part of the
lesson.B
4.3 Analysis (____ minutes). “How did you find the activity? Was it easy? Was it
Essential questions are included to encouraging?”
serve as a guide for the teacher in
clarifying key understandings about “In your everyday life, have you ever tried outlining?
the topic at hand. Critical points are “What do you think is an outline?”
organized to structure the
discussions allowing the learners to “Why is it important?”
maximize interactions and sharing “What words that come in your mind when you hear/encounter
of ideas and opinions about the word “outline”?
expected issues. Affective
questions are included to elicit the “Based on your prior knowledge, define outline.”
feelings of the learners about the “Have you ever tried outlining your writing?”
activity or the topic. The last
questions or points taken should
“Is outlining important in writing academic texts? Why?”
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 (____
minutes). This outlines the key
concepts, important skills that Language Choice as a Core of Language Policy
should be enhanced, and the
proper attitude that should be
emphasized. This is organized as a In any multilingual society, languages that will
lecturette that summarizes the lead to valued and taught in schools, either as a school subject
learning emphasized from the
activity, analysis and new inputs in or a medium of instruction, are largely based on the beliefs and
this part of the lesson. attitudes of the people toward the languages.
Multilingualism in education we can certainly
see the bidirectionality between language and education. School
children may be multilingual because different languages are
spoken outside school in the family or by some groups so that
they bring multilingualism to school.
Multilingualism in society is also common
because of political, historical, economic and social factors.
The most multilingual continents are Asia and Africa but
multilingualism can be found all over.
LANGUAGE POLICY
According to Kaplan and Baldauf (1997)
"A language policy is a body of ideas, laws, regulations,
rules and practices intended to achieve the planned
language change in the societies, group or system"
5 Components of Language Policy
Ideas - carefully thought of many people
Regulations - there are certain steps to follow it may differ from one
are to another
Rule-it is something we should follow
Practices - language choice must be a practice for it to be a part of
Language Policy
Laws - legislated by legislators; compelled to us.
We should follow it or there would be consequences of punishment if we
will not follow
Language Choice
Language choice is when the speaker chooses what
language to use in particular situation in bilingual or
multilingual communities.
"Who speaks what language to whom and when" by
Fishman.
WHAT IS THE PURPOSE OF LANGUAGE POLICY?
This refers to what a government does either officially
through legislation, court decisions or policy to INDICATOR 1:
determine how languages are used, cultivate language Across – AP 10
skills needed to meet national priorities or to establish Nasusuri ang dahilan at
the rights of individuals or groups to use and maintain epekto ng migrasyon
languages. dulot ng globasisasyon
\WHAT IS THE ROLE OF LANGUAGE CHOICE IN
EDUCATION
At the center of the education system is the language
policy in education which dictates the language used in
disseminating knowledge at varied levels.
Our language choice - English and Filipino - has a role
therefore of uniting us into becoming productive and
promoting our own nationality, all the while going with
the standard language, English, as it has been
inculcated not just in our minds but also in our books.
Imagine if we do not have those two as our medium of
communication, what would be our classroom. setting?
What would be our language in teaching and learning?
What could be written in the books we now hold?
.
4.5 Application (____
minutes). This part is structured to
ensure the commitment of the
learners to do something to apply
their new learning in their own
environment.
INDICATOR 2:
Use a range of teaching
strategies that enhance
learner achievement in
literacy and/or numeracy
skills
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
(Formal and informal observations Play, Oral
of learners’ performance or Presentation, Dance,
behaviors are recorded, based on Musical
assessment criteria) Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor
Games, Simulation
Activities, Science
Experiment
b) Talking to Hands-on Math
Learners / Conferencing Activities, Written
Work and Essay,
(Teachers talk to and question
Picture Analysis,
learners about their learning to gain
Comic Strip, Panel
insights on their understanding and
Discussion,
to progress and clarify their
Interview, Think-Pair-
thinking)
Share, Reading
c) Analysis of Worksheets for all
Learners’ Products subjects, Essay,
Concept
(Teachers judge the quality of
Maps/Graphic
products produced by learners
Organizer, Project,
according to agreed criteria)
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-
vocational
subjects
d) Tests Skill Performance Instructions: Write T if the statement is True, write F if
(Teachers set tests or quizzes to Test, Open-Ended
determine learners’ ability to Question, Practicum, the statement is false. INDICATOR 5:
demonstrate mastery of a skill or Pen and Paper Test, Design, select, organize
knowledge of content) Pre and Post Test, ___________1. Schools help shape language policy through the and use diagnostic,
Diagnostic Test, Oral language they use.
Test, Quiz formative and summative
assessment strategies
__________2. In multilingual societies, language choice depends
on the situation.
consistent with
curriculum requirements
__________3. Language choice has no impact on education and
communication.
__________4. Language choice is completely random and has no
connection to a speaker’s culture, identity, purpose, or social
context.
_______ __5. Language choice does not affect meaning,
interpretation, or communication, since all languages and
language varities function exactly the same in every context.
__________6. Language choices plays a central role in
communication because it reflects the speaker’s purpose,
audience, identity, and social context, shaping how meaning is
conveyed and understood.
__________7.Language choices influences how messages are
received, as speakers adjust their words and language variety
based on context, relationship, and situation.
__________8.Language choices is fixed and never changes,
regardless of the speaker’s audience, setting, or intention.
_________9. Effective communication does not depend on
language choice because listeners will always understand the
message correctly no matter what language or style used.
_________10. Language choice is only important in written
communication and has no role in spoken interactions.
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:
*Reinforcing / strengthening the day’s lesson
1: How does language choice serve as the core of effective
communication? Discuss how audience, purposen and
context influence the way people choose language.
2: Why is language choice important in everyday
communication? Explain your answer using examples from
school, home, or social media.
3: In what ways can inappropriate language choice lead to
misunderstanding or conflict? Provide real-life situations to
support your answer.
*Enriching / inspiring the day’s lesson
*Enhancing / improving the day’s lesson
*Preparing for the new lesson
4.8 Wrap-up/Concluding Activity (to complete
work on something; to bring something to an end)
(____ minutes).
Describe how you will complete the lesson and bring the work
to a conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing 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:
6. Reflections:
A. No. of learners who earned 80% in the evaluation.
[Link]. of learners who require additional activities for
remediation.
C. 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?
(P.S. To the users of this DLP: Comments Suggestions
To improve this DLP, please send
your comments and suggestions to
the writer whose details appear
below. Thanks.)
User Name School/Division Contact Details
Contact Email:
Number:
Prepared by:
Name: ALLAIN DAVE A. DELANTES School: SAINT FRANCIS COLLEGE
Position/Designation: BSED - ENGLISH 1A Division/Office: GUIHULNGAN CITY
Contact Number: 09352062767 Email address: delantesallaindave@[Link]
Checked and Observed by:
ANGIE A. PASAFORTE
Master Teacher I