Republic of the Philippines
DEPARTMENT OF EDUCATION
Region Vll,Central Visayas
DIVISION OF CEBU
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe,Cebu
Detailed Lesson Plan (DLP) Format
Learning Area:
DLP No.: Grade Level: Quarter: Duration: Date:
1 Araling Panlipunan 8- Instagram 1st 60 minutes (8:00AM-9:00AM) 10/6/2023
Learning Competency/ies: Code:
Naipaliliwanag ang uri ng pamumuhay ng mga unang tao sa daigdig
(Taken from the Curriculum Guide) AP8HSK-le-5
Key Concepts / Understandings to Pagtutuunan ng pansin ang pinagmulan ng tao at ang kanilang naging pamumuhay sa bawat yugto ng kanilang kultura.
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
experience or association Understanding Natatalakay ang uri ng pamumuhay ng mga unang tao sa panahong neolitiko.
Skills Applying
The ability and
capacity acquired through Analyzing
deliberate, systematic, and Nakilala ang pagkakaiba ng pamumuhay ng mga sinaunang tao sa bawat yugto ng kanilang kultura.
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
Responding to
Attitude Phenomena Naipapaliwanag ang kahalagahan ng mga gawaing pang kapaligiran bilang isang responsabling mag-aaral.
Values Valuing Naipapaliwanag ang mga gawaing pangkapaligiran bilang isang responsabling mag-aaral.
2. Content Pamumuhay ng mga Unang Tao sa Daigdig.
3. Learning Resources TV,HDMI, Laptop, Mga larawan ng mga uri ng pamumuhay, marker, [Link]
4. Procedures ANNOTATIONS
4.1 Introductory Activity Indicator [Link] 5.1.2
Applied knowledge of content within and across
curriculum teaching areas.
Magsasagawa ng Pasulit o PRE-TEST (ANNEX 1) Design, select, organize ang use
3 minutes diagnostic, formative and summative
assessement strategies consistent wirh
curriculum requirements.
4.2 Activity Indicator 3 PPST 1.5.2
Gawain 1: Kung Ikaw Kaya…..(pagpapakita ng mga larawan) (Powerpoint Presentation) Applied a range of teaching strategies to develop
10 minutes (ANNEX 2) critical and creative thinking, as well as other
Suriin natin ang mga larawan. higher-order thinking skills.
4.3 Analysis 1. Alin ang inyong napili sa nakikitang Indicator 3 PPST 1.5.2
larawan? 2.
Bakit ang mga bagay na ito ang inyong napili?
3. Kaya mo kayang
mabuhay sa Sinaunang Panahon kung taglay mo ang mga bagay na iyong napili? Applied a range of teaching strategies to develop
5 minutes 4. At kung ito critical and creative thinking, as well as other
lang ang mga kagamitan ng ating mga ninuno, paano kaya umunlad ang pamumuhay ng mga higher-order thinking skills.
tao noong unang panahon?
4.4 Abstraction Indicator 2. PPST 1.4.2
Lecturette: Pagtatalakay ng paksa tungkol sa pinagmulan ng tao at ang kanilang naging Used range of teaching strategies that enhance
25 minutes pamumuhay sa bawat yugto ng kanilang kultura sa pamamagitan ng powerpoint presentation. learner achievement in literacy and numeracy
skills.
4.5 Application Indicator [Link] 4.2.2
Pangkatang Gawain: Ang bawat pangkat ay bibigyan ng dalawang emojis ang masaya at
malungkot, itaas ang masayang emoji kapag ang sagot ay tama at ang malungkot na emoji Set achievable and appropriate learning
5 minutes naman kapag ito ay mali. outcomes that are aligned with learning
competencies.
4.6 Assessment Tests Indicator [Link] 5.1.2
Paper and Pencil Test-POST TEST Sagutan ang mga
10 minutes sumusunod na katanungan.1-10 aytems. (Annex 5)
Design, select, organize
and use diagnostic, formative and summative
assessment strategies consistent with curiculum
4.7 Assignment Indicator [Link] 3.5.3
Applied a range of successful
Gumawa ng isang sanaysay at pangatwiranan kung ano startegies that maintain learning environments
Enhancing / that motivate learners to work productively by
2 minutes improving the day’s ang pipiliin mong panahon..Bakit? assuming responsibility for their own learning.
lesson
4.8 Concluding Activity “ Ang mga yugto ng mga panahong pre-historiko ay may mahalagang kontribusyon sa
1 minute sangkatauhan na ating napakinabangan hanggang sa kasalukuyan.
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: Anthony L. Bayon-on School: SANTA FE NATIONAL HIGH SCHOOL
Position/
Designation: studyanding guro Division: CEBU PROVINCE
Contact
Number: 9485871127 Email address: bayonanthon87@[Link]
APPROVED: NOEL L. NERVIDA SCHOOLHEAD SIGNATURE
Checklist for Lesson Planning
This checklist should be used to verify that your lesson plan includes all of the required elements for success.
Lesson Plan Information
Identifies:
Subject /Course
Teacher’s Name
Grade / Year Level
Date & Time of Period/Class
Topic / Lesson
Length of Period/Class
Expectation(s)
Selected and listed from K-12 Basic Education Curriculum
Has realistic number of objectives (1-‐4 usually)
Content
Describes the content of the lesson
Includes facts, data, information, formulae, concepts, skills, knowledge, and/or attitudes
Today learners will: Identifies what will be taught in today’s lesson -‐ the refined expectation (has verbs that are m
the assessment and application)
Assessment / Evaluation
Identifies the strategy used to assess learning
Includes a recording device (e.g., anecdotal notes, rubric, rating scale, checklist, success criteria)
Includes self and peer assessment as appropriate
Identifies Achievement Category/ies and/or assessment of Learning Skills
Learning Context
The Learners
Identifies learners’ prior knowledge related to the expectation(s)
Includes differentiated instruction (content, process, and/or product) to ensure inclusion of all learners
accommodations and/or modifications for learners identified as exceptional)
Identifies learners by names
Identifies learners who require additional support, including accommodations and/or modifications; describes strate
Describes changes in content, process, and product to meet needs
Learning Environment
Describes the teaching/learning space
Describes adjustments to the teaching/learning space (if required)
Lists group members (if necessary)
Resources/Materials
Lists the resources to be used, for example: o Text title, author, and page(s)
Films, websites, articles
Exemplars, models, anchor charts
Technology (e.g., data projector, computer, lab equipment)
Handouts (e.g., worksheets, templates, rubrics, checklists)
Supplies (e.g., paper, markers)
Other
Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities,
Time is allocated
Should be connected to the learning
Engages the learners
Is creative, innovative, and motivating
Describes step-‐by-‐step
BODY
Teaching: How does the lesson develop? How we teach new concepts and processes (e.g., gradual release of respon
modeled, shared, and guided instruction; content and strategies).
Time is allocated
Teaching/learning strategies are described step-‐by-‐step, including groupings
Teacher modeling of new learning is explained
How learners explore a problem and document their solution strategies is explained (where applicable)
Key educative questions are listed
Procedures for activity(ies) are described step-‐by-‐step (where applicable)
Includes a description of learner(s) roles and responsibilities (if applicable)
Task card/overview may be posted (if applicable)
Transitions are clearly outlined (e.g., distribution and collection of resources, groupings)
Learning skill(s) are noted, anchored, and demonstrated appropriately
Consolidation and/or Recapitulation Process: How will I check for understanding?
Time is allocated
Learners are asked to summarize/demonstrate facts, data, information, formulae, concepts, skills, knowledge, attitu
Recapitulation questions are listed
Learners are made aware of what they have learned (metacognitive skills)/sharing of new learning
Application: What will learners do to demonstrate their learning?
Time is allocated
Explains how the learners will apply, practice, and demonstrate the new learning alone or in groups
Includes completion and/or generation of similar problems (if applicable)
CONCLUSION: How will I conclude the lesson?
Time is allocated
Learning is brought to a conclusion/tied together appropriately
Includes reminders to learners when appropriate
Identifies assigned homework if meaningful and appropriate
Includes transition to next class/subject/dismissal
My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting learning?
List steps for how I will help ALL learners meet expectation(s) for next class, including those who require continued
Identify topic for next class (if appropriate)
Thinking about the implementation of the lesson, list next steps for professional growth regarding the lesson (com
motivation, teaching/learning strategies, differentiation, questioning, assessment)
Assess my classroom management of the lesson and list proactive classroom management strategies for the next le
Self-‐reflection
Affective: Growth in feelings or emotional areas (Attitiude)
Categories
Responding to
Receiving Phenomena Valuing
Phenomena
ask aid work
choose answer complete
describe assist demonstrate
erect comply differentiate
follow conform explain
give discuss follow
hold greet form
identify help initiate
locate label invite
name perform join
point to practice justify
reply present propose
select read read
sit recite report
study report select
use select share
tell study
write
List of Values
Maka-Diyos Maka-Tao Makakalikasan
Faith Concern for others Care of the environment
Humble Family Solidarity Cleanliness
Inner Peace Gender equality Disaster Risk Management
Kindness Generosity Environmental sustainability
Love of God Helping Orderliness
Love of truth Oneness Protection of the Environment
Spirituality Respect for human rights Responsible Consumerism
Trusting Saving the ecosystem
The following verbs cannot be
Nonfunctional verbs: measured or are redundant. They
should be avoided when writing
objectives:
Able to
Appreciation for
Awareness of
Capable of
know
shows interest in
has knowledge of
understand
will be able to
memorize
Familiar with
Conscious of
Comprehend
learn
Behavioral terms that are NOT
Nonfunctional verbs: measurable and do NOT meet ANCC's
criteria for approval.
Appreciate
Communicate
Increase
Be able to know
Enjoy
Learn how to
Believe
Have an understanding of
Understand
Grasp the significance of
Implement
Be familiar with
ries
Organizing Internalizing Values
adhere act
alter discriminate
arrange display
combine influence
compare listen
complete modiy
defend perform
explain practice
formulate propose
generalize qualify
identify question
integrate revise
modify serve
order solve
organize verify
prepare
relate
synthesize
Makabansa
Civic Consciousness
Harmony
Heroism and Appreciation of Heroes
National Unity
Patriotism
Peace and order
Productivity
Social responsibility
List of Attitudes (from K to 12
CG)
Acceptance Acceptance
Accountability
Appreciate of one's culture
Appreciate of one's rights
Authority
Calmness
Cautious
Charity
Cheerful
Compassion
Considerate
Cooperation
Courteous
Creativity
Critical thinking
Decisive
Determined
Entrepreneurial Spirit
Financial Literacy
Flexible
Fortitude
Frankness
Generous
Gentle
Global Solidarity
Globalism
Gratitude
Happiness
Hardworking
Honesty
Hope
Inclusiveness
Independent
Industriousness
Industry
Interest
Making a stand for the good
Modest
Obedience
Open-mindedness
Optimism
Patience
Perseverance
Persistent
Personal discipline
Positive vision
Realistic
Reliable
Resiliency
Respect
Responsibility
Satisfaction
Self-confidence
Self-Control
Self-esteem
Seriouness
Sincerity
Sympathetic
Thoughtful
Tolerant
Voluntariness of human act
Wellness
Work Ethics