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)k

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
ENGLISH 7-St. Philomena 4th 60 02/26/20
(11-12:00 a.m.)
Learning Competency/ies: Use imperatives and prepositions when giving instructions Code:
(Taken from the Curriculum Guide) EN7G-IV-b-4
Key Concepts /
Understandings to be The learners demonstrate on how to use imperatives and prepositions when giving instructions.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize, duplicate, list,
Remembering
of knowing memorize, repeat, describe, reproduce
The learner can recall information and
something with
retrieve relevant knowledge from long-term
familiarity gained
memory
through experience
Understanding interpret, exemplify, classify, summarize, Explain how to use imperatives and
or association
The learner can construct meaning from oral, infer, compare, explain, paraphrase, discuss
prepositions when giving instructions.
written and graphic messages

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, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
Creating generate, hypothesize, plan, design, Construct imperative sentences using
knowledge, practice, develop, produce, construct,
aptitude, etc., to do The learner can put elements together to form a the prepositions when giving
functional whole, create a new product or point of view formulate, assemble, devise
something instructions.

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

3. Learning Resources Curriculum Guide in English 7, English Learner’s Material (Q1),PPT,

Instructional Materials, etc.

4. Procedures
4.1 Introductory Activity (__15__ minutes). This part introduces the Curriculum
lesson content. Although at times optional, it is usually included to serve as a Contextualization Preliminary Activities
warm-up activity to give the learners zest for the incoming lesson and an idea  Opening Prayer
Localization:
about what it to follow. One principle in learning is that learning occurs when it
is conducted in a pleasurable and comfortable atmosphere.
Consider/include here  Greetings
the appropriate Local  Checking of attendance
Heritage Themes:  Presentation of learning objectives
1. Annual Rites,
Festivals, and
 Review the previous lesson
Rituals (Ask questions from the past lesson)
(Historical/Religious
Festivals, Local Motivation: Simon Says (Game)
Cultural Festivals,
Local
Delicacies/Products
The teacher will play as Simon and the students will
Festivals, Rituals, be the players. Students will only follow commands
Wedding Ritual, succeeded with “Simon Says”. The student that will
Palihi Ritual, Burial get it wrong will sit. The group that will have the
Ritual, most number of student standing by the end of the
B Literary Anthologies
game will win.
Written In Local
Language (BALITAW,
BALAK, Folktales/ Commands :
Short Stories, Local [Link] your hand above your head.
Heroes 2. Put your left hand inside your pocket.
C. Historical Events, 3. Put your hand on your chest.
Enduring Values,
Indigenous Materials,
4. Place your hands between your legs.
Indigenous Cultural 5. Wrap your arm around your waist.
Communities/Indigeno
us People, Indigenous Follow up questions:
Games [Link] are the prepositions used?
D. Topography, Flora/
2. Give examples of the given imperative
Fauna (Falls,
Mountains, River, sentences.
Cave, Trees, Flower,
Fauna
E. Food & Local
products
G. Role Model Family.

4.2 Activity/Strategy (_15___ minutes). This is an interactive strategy to Group Activity

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 1: Robert is a treasure hunter. He found an
group discussion, self-or group assessment, dyadic or triadic interactions, old map at their attic. Will you help Robert find his
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like treasure? Draw the course of the map based on the
may be created. Clear instructions should be considered in this part of the
lesson. following imperative sentences.

Group 2: Jane was left at home while her mom is at

work. Her mom left her a note for her household
 chores. Identify the prepositions Jane’s mom used on
her note.

Group 3: Brad is working on his project. They were

asked to create an origami. Please help Brad get an
A on his art project. Follow the instructions to create
an origami. One representative will demonstrate the
procedure in front.

RUBRICS:
Correct use of prepositions: 5 points
Creativity: 2 points
Presentation: 3 points

4.3 Analysis (_5___ minutes). Essential questions are included to serve as a Process Questions:
guide for the teacher in clarifying key understandings about the topic at hand.
Critical points are organized to structure the discussions allowing the learners to [Link] are the challenges you have encountered
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the during the activity?
activity or 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 2. What are the prepositions you have learned in
part of the lesson.
our session?

3. What will happen if you use an incorrect

preposition on giving imperative statements?

4.4 Abstraction (__5__ minutes). This outlines the key concepts, important Process Questions:
skills that should be enhanced, and the proper attitude that should be [Link] effect do imperatives have ?
emphasized. This is organized as a lecturette that summarizes the learning
[Link] do you politely give instructions?
emphasized from the activity, analysis and new inputs in this part of the lesson.
3. Why are prepositions important?

4.5 Application (__10__ minutes). This part is structured to ensure the

commitment of the learners to do something to apply their new learning in their Construct 5 imperative sentences using the
own environment.
prepositions being described in the picture.
4.6 Assessment (__10_ 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 of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay, .
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance Examine the picture , construct 5 imperative statements and
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended encircle the preposition used.
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz
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

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 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: Glenda V. Papellero School: AWIHAO NATIONAL HIGH SCHOOL
Position/Designation: TEACHER I Division: TOLEDO CITY
Contact Number: 09260559641 Email address: glenda.papellero071@[Link]

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others