Instructional Planning (iPlan)
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Grade Level: Quarter: Duration:
60 minutes
Learning Code:
Competency/ies:
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing duplicate, list, memorize, repeat,
The learner can recall information and retrieve
something with describe, reproduce, define
relevant knowledge from long-term memory
familiarity gained
through Understanding interpret, exemplify, classify,
experience or The learner can construct meaning from oral, summarize, infer, compare,
association written and graphic messages explain, paraphrase, discuss
Skills Applying execute, implement,
The ability and The learner can use information to undertake a demonstrate, dramatize,
capacity acquired procedure in familiar situations or in a new way interpret, solve, use,
through deliberate, illustrate, convert, discover
systematic, and Analyzing differentiate, distinguish,
sustained effort to The learner can distinguish between parts and compare, contrast, organize,
smoothly and determine how they relate to one another, and to outline, attribute,
adaptively carryout the overall structure and purpose deconstruct
complex activities
Evaluating coordinate, measure, detect,
or ... the ability,
The learner can make judgments and justify decisions defend, judge, argue, debate,
coming from one's
describe, critique, appraise,
knowledge, practice,
evaluate
aptitude, etc., to do
something Creating generate, hypothesize, plan,
The learner can put elements together to form a design, develop, produce,
functional whole, create a new product or point construct, formulate,
of view assemble, devise
Attitud Categories: 1. Receiving Phenomena - Awareness, willingness to List of Attitudes:
e hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, Wellness, Respect, Honesty,
feelings Personal discipline,
hold, identify, locate, name, point to, reply, select, sit, Study, use
or Perseverance, Sincerity,
emotiona 2. Responding to Phenomena - Active participation on the part of Patience, Critical thinking,
l areas. A the learners. Attends and reacts to a particular phenomenon. Open-mindedness, Interest,
settled Learning outcomes may emphasize compliance in responding, Courteous, Obedience,
way of willingness to respond, or satisfaction in responding Hope, Charity, Fortitude,
thinking (motivation). Resiliency, Positive vision,
or feeling Acceptance, Determined,
about
Behavioral Verbs: aid, answer, assist, comply, conform, Independent , Gratitude,
someone discuss, greet, help, label, perform, practice, present, read, recite, Tolerant, Cautious, Decisive,
or report, select, tell, write Self-Control, Calmness,
somethin 3. Valuing - Attaches to a particular object, phenomenon, or Responsibility,
g, behavior. This ranges from simple acceptance to the more Accountability,
typically complex state of commitment. Valuing is based on the Industriousness, Industry,
one that internalization of a set of specified values, while clues to these Cooperation, Optimism,
is values are expressed in the learner's overt behavior and are Satisfaction, Persistent,
reflected often identifiable. Cheerful, Reliable, Gentle,
in a Appreciation of one’s
Behavioral Verbs: work, complete, demonstrate, differentiate, culture, Globalism,
person’s explain, follow, form, initiate, invite, join, justify, propose, read,
behavior Compassion, Work Ethics,
report, select, share, study
Creativity, Entrepreneurial
4. Organization - Organizes values into priorities by contrasting Spirit, Financial Literacy,
different values, resolving conflicts between them, and creating a Global, Solidarity, Making a
unique value system. The emphasis is on comparing, relating, stand for the good,
and synthesizing values. Voluntariness of human act,
Behavioral Verbs: adhere, alter, arrange, combine, compare, Appreciation of one’s rights,
complete, defend, explain, formulate, generalize, identify, Inclusiveness, Thoughtful,
integrate, modify, order, organize, prepare, relate, synthesize Seriousness, Generous,
Happiness, Modest,
5. Internalizing values - (Characterization): Has a value system Authority, Hardworking,
that controls their behavior. The behavior is pervasive, consistent, Realistic, Flexible,
predictable, and most importantly, characteristic of the learner. Considerate,
Instructional objectives are concerned with the student's general Sympathetic, Frankness
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 learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting ,
standards of Behavioral Verbs: ask, choose, describe, erect, follow, give, Spirituality, Inner Peace, Love of
behavior; hold, identify, locate, name, point to, reply, select, sit, Study, use truth, Kindness, Humble
one's 2. Responding to Phenomena - Active participation on the part of
judgment of the learners. Attends and reacts to a particular phenomenon.
what is Learning outcomes may emphasize compliance in responding, 2. Maka-tao
important in Concern for Others, Respect for
willingness to respond, or satisfaction in responding (motivation).
life. human rights, Gender equality,
Behavioral Verbs: aid, answer, assist, comply, conform, Family Solidarity, Generosity,
discuss, greet, help, label, perform, practice, present, read,
Go Helping, Oneness
recite, report, select, tell, write
beyond 3. Valuing - Attaches to a particular object, phenomenon,
learner’s life or behavior. This ranges from simple acceptance to the more
on earth, complex state of commitment. Valuing is based on the
include more internalization of a set of specified values, while clues to these
than wealth values are expressed in the learner's overt behavior and are often 3. Makakalikasan
and fame, identifiable. Care of the environment,
and would
Disaster Risk Management,
affect the Behavioral Verbs: work, complete, demonstrate,
Protection of the Environment,
eternal differentiate, explain, follow, form, initiate, invite, join, justify,
Responsible
destiny of propose, read, report, select, share, study
Consumerism, Cleanliness,
millions 4. Organization - Organizes values into priorities by
Orderliness, Saving the
contrasting different values, resolving conflicts between them,
ecosystem, Environmental
and creating a unique value system. The emphasis is on
sustainability
comparing, relating, and synthesizing values.
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, generalize, 4. Makabansa
identify, integrate, modify, order, organize, prepare, relate, Peace and order, Heroism and
synthesize 5. Internalizing values - (Characterization): Has a Appreciation of Heroes, National
value system that controls their behavior. The behavior is Unity, Civic Consciousness, Social
pervasive, consistent, predictable, and most importantly, responsibility, Harmony,
characteristic of the learner. Instructional objectives are Patriotism,
concerned with the student's general patterns of adjustment Productivity
(personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise,
serve, solve, verify
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (___ minutes). This part introduces the lesson
content. Although at times optional, it is usually included to serve as a warm-up
activity to give the learners zest for the 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.
4.2 Activity (__ 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 roleplay,
cybernetics exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
4.3 Analysis (____ 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 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 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 (____ minutes). This outlines the key concepts, important skills
that should be 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.
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.
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
(Formal and informal observations of learners’ Presentation, Dance, Musical
performance or behaviors are recorded, based Performance, Skill Demonstration,
on assessment criteria) Group Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games, Simulation
Activities, Science Experiment
b) Talking to Learners / Hands-on Math Activities, Written
Work and Essay, Picture Analysis,
Conferencing Comic Strip, Panel Discussion,
(Teachers talk to and question learners about
Interview, Think-Pair-Share,
their learning to gain insights on their
understanding and to progress and clarify their Reading
thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay,
Concept Maps/Graphic Organizer,
Products Project, Model, Artwork,
(Teachers judge the quality of products
Multimedia Presentation, Product
produced by learners according to agreed
made in technical-vocational
criteria)
subjects
d) Tests Skill Performance Test, OpenEnded
(Teachers set tests or quizzes to determine Question, Practicum, Pen and
learners’ ability to demonstrate mastery of a Paper Test, Pre and Post Test,
skill or knowledge of content) Diagnostic Test, Oral Test, Quiz
4.7 Assignment (3) 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 (2) 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.
B.
C.
D.
E.
F.
G.
Prepared by:
Name: NATHALIE YVONNE S. ALISER School: OCAÑA NATIONAL HIGH SCHOOL
Position/Designation: STUDENT TEACHER Division: CARCAR CITY
Contact Number: 09358578315 Email address: nathalieyvonne0712@[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
