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
June 5-9, 13-16, 2017
DLP
No.:
Learning Area: SHS
Empowerment Technologies
Learning Competency/ies:
(Taken from the Curriculum Guide)
Grade Level: 11/12
Quarter:
I
Independently compose an insightful reflection paper
on the nature of ICT in the context of their lives, society,
and professional tracks (Arts, Tech-Voc, Sports,
Academic);
Compare and contrast the nuances of varied online
platforms, sites, and content to best achieve specific
class objectives or address situational challenges
Key Concepts /
Understandings to be
Developed
Code:
CS_ICT11/12-ICTPTIa-b-1;
CS_ICT11/12-ICTPTIa-b-2; and
CS_ICT11/12-ICTPTIa-b-3
ICT, global communication for professional track
Online systems
Domain
Adapted Cognitive Process Dimensions (D.O. No. 8,
s. 2015)
Knowledge
Categories:ICT, Online systems
The fact or
condition of
knowing
something with
familiarity
gained through
experience or
association
Duration:
2 weeks
Behavioral Verbs:
Remembering
The learner can recall information and retrieve
relevant knowledge from long-term memory
Understanding
The learner can construct meaning from oral,
written and graphic messages
Skills
Applying
The ability and
capacity
acquired
through
deliberate,
systematic,
and sustained
effort to
smoothly and
adaptively
carryout
complex
activities or
the ability,
coming from
one's
knowledge,
practice,
aptitude, etc.,
to do
something
The learner can use information to
undertake a procedure in familiar
situations or in a new way
Analyzing
The learner can distinguish between
parts and determine how they relate to
one another, and to the overall
structure and purpose
Evaluating
The learner can make judgments and
justify decisions
Creating
The learner can put elements together
to form a functional whole, create a
new product or point of view
1. Objectives
identify, retrieve,
recognize, duplicate, list,
memorize, repeat,
describe, reproduce
interpret, exemplify,
classify, summarize, infer,
compare, explain,
paraphrase, discuss
Compare and contrast the
nuances of varied online
platforms, sites, and its contents
execute, implement,
demonstrate, dramatize,
interpret, solve, use,
illustrate, convert,
discover
Use online platforms, sites, and its
contents (e.g. Wix.com, Weebly.com,
https://sites.google.com/)
differentiate, distinguish,
compare,
contrast,
organize,
outline,
attribute, deconstruct
Differentiate the online platforms, sites
and its contents.
coordinate, measure,
detect, defend, judge,
argue, debate, describe,
critique, appraise,
evaluate
Evaluate the online platforms, sites and
its contents using the group reflection
paper, reflection paper guides and its
rubrics.
generate, hypothesize,
plan, design, develop,
produce, construct,
formulate, assemble,
devise
Develop Google Sites for Students’
Online Portfolio with “reflection papers”
as web page.
Attitude
Growth in
feelings or
emotional areas.
A settled way of
thinking or feeling
about someone
or something,
typically one that
is reflected in a
person’s behavior
Categories:
List of Attitudes:
1. Receiving Phenomena - Awareness, willingness to hear,
Self-esteem, Self-confidence,
Wellness, Respect, Honesty, Personal
discipline, Perseverance, Sincerity,
Patience, Critical thinking,
Open-mindedness, Interest,
Courteous, Obedience, Hope, Charity,
Fortitude, Resiliency, Positive vision,
Acceptance, Determined, Independent
, Gratitude, Tolerant, Cautious,
Decisive, Self-Control, Calmness,
Responsibility, Accountability,
Industriousness, Industry,
Cooperation, Optimism, Satisfaction,
Persistent, Cheerful, Reliable, Gentle,
Appreciation of one’s culture,
Globalism, Compassion, Work Ethics,
Creativity, Entrepreneurial Spirit,
Financial Literacy, Global, Solidarity,
Making a stand for the good,
Voluntariness of human act,
Appreciation of one’s rights,
Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Sympathetic, Frankness
selected attention
Behavioral Verbs: ask, choose, describe, erect, follow,
give, hold, identify, locate, name, point to, reply, select, sit,
Study, use
2. Responding to Phenomena - Active participation on the
part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize
compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
Behavioral Verbs: aid, answer, assist, comply, conform,
discuss, greet, help, label, perform, practice, present, read,
recite, report, select, tell, write
3. Valuing - Attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to
these values are expressed in the learner's overt behavior
and are often identifiable.
Behavioral Verbs: work, complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
4. Organization - Organizes values into priorities by
contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is
on comparing, relating, and synthesizing values.
compare, complete, defend, explain, formulate, generalize,
identify, integrate, modify, order, organize, prepare, relate,
synthesize
5. Internalizing values - (Characterization): Has a value system
that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify, question,
revise, serve, solve, verify
A learner's
principles or
standards of
behavior; one's
judgment of what
is important in
life.
Go beyond
learner’s life on
earth, include
more than wealth
and fame, and
would affect the
eternal destiny of
millions.
Intentionally
adding value to
people
everyday.
Categories:
1. Receiving Phenomena - Awareness, willingness to hear,
selected attention
Behavioral Verbs: ask, choose, describe, erect, follow,
give, hold, identify, locate, name, point to, reply, select,
sit, Study, use
2. Responding to Phenomena - Active participation on the
part of the learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize compliance
in responding, willingness to respond, or satisfaction in
responding (motivation).
Comply
assigned tasks
Share the
essence of
valuing online
platforms,
online safety
including
security,
ethics and
etiquette
Contextualize
online search
and research
skills
Behavioral Verbs: adhere, alter, arrange, combine,
Values
Choose online
platforms, sites
and its contents
List of Values:
1. Maka-Diyos
Love of God, Faith, Trusting,
Spirituality, Inner Peace, Love of
truth, Kindness, Humble
Perform
consistently
and
pervasively
according to
the norms
Internalize the
stated list of
values for being
God-centered
Behavioral Verbs: aid, answer, assist, comply,
conform, discuss, greet, help, label, perform, practice,
present, read, recite, report, select, tell, write
3. Valuing - Attaches to a particular object, phenomenon, or
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these
values are expressed in the learner's overt behavior and are
often identifiable.
Behavioral Verbs: work, complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study
4. Organization - Organizes values into priorities by
contrasting different values, resolving conflicts between them,
and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values.
2. Maka-tao
Concern for Others, Respect for
human rights, Gender equality, Family
Solidarity, Generosity, Helping,
Oneness
Perform
assigned tasks
with the
concern for
others but not
limited to
human rights,
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate,
generalize, identify, integrate, modify, order, organize,
prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a value
system that controls their behavior. The behavior is pervasive,
consistent, predictable, and most importantly, characteristic of
the learner. Instructional objectives are concerned with the
student's general patterns of adjustment (personal, social,
emotional).
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify,
question, revise, serve, solve, verify
gender
equality, family
solidarity,
generosity, and
helping
oneness
3. Makakalikasan
Care of the environment, Disaster
Risk Management, Protection of the
Environment, Responsible
Consumerism, Cleanliness,
Orderliness, Saving the ecosystem,
Environmental sustainability
4. Makabansa
Peace and order, Heroism and
Appreciation of Heroes, National
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
Defend and
care for the
environment
from
man-made and
natural
disasters
Propose a
good website to
advocate
peace and
order, heroism
and
appreciation of
heroes,
national unity
etc...
2. Content
ICT Technologies, online systems, functions and platforms; online safety,
security, ethics and etiquette; and contextualized online search and research
skills
3. Learning Resources
Curriculum Guide (CG) Google Books, Google Site, Wix.com, Weebly.com
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/Strategy (____ 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 role-play,
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
Curriculum
Contextualization
Localization:
Consider/include here
the appropriate Local
Heritage Themes:
A. Annual Rites,
Festivals, and
Rituals
(Historical/Religious
Festivals, Local
Cultural Festivals,
Local
Delicacies/Products
Festivals, Rituals,
Wedding Ritual,
Palihi Ritual, Burial
Ritual,
B Literary Anthologies
Written In Local
Language (BALITAW,
BALAK, Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous
Games
D. Topography, Flora/
Fauna (Falls, Mountains,
Present this URL:
http://dalaguete.gov.ph/history/tri-centennial-celebration
and this link: http://dalaguete.gov.ph/po-products
Present the link of the PreTest:
https://docs.google.com/a/deped.gov.ph/forms/d/e/1FAI
pQLSdtD74kGfMLF_-z-m_IqfmOLLeIzQjcjxfNNQewbnr
wslJr1Q/viewform
Present online slides:
Present online slides on ICT Technologies;
Create a website using Weebly.com and create web
menus and link a website or webpage; create a website
using Google Site; and click here for more
How online slides shall be linked to students’
websites? Click here.
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.
River, Cave, Trees,
Flower, Fauna
E. Food & Local
products
G. Role Model Family
Develop websites to showcase their applied
knowledge with commitment and apply their new
learning by using online platforms to tell the world of
their works and contexts in relation to their
environment.
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.
Online quizzes using Google Form shall be presented
to students. Valid Gmail account is needed for them to
submit their responses. And their scores can be viewed
by them right away. If students got below 7 over 10.
Those students can browse the online slides and
retake the online quiz. Online Quiz 01, Online Quiz 02,
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
a)
Observation
(Formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
b)
Talking to Learners / Conferencing
(Teachers talk to and question learners about their learning
to gain insights on their understanding and to progress and
clarify their thinking)
c)
Analysis of Learners’ Products
(Teachers judge the quality of products produced by learners
according to agreed criteria)
Group discussions shall be made and summarize
applied knowledge with proper attitudes to consider
and enhance the skills of students to achieve and
produce good outputs (e.g. students’ websites)
Possible Activities
Investigation, Role Play,
Oral Presentation, Dance,
Musical Performance, Skill
Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
Hands-on Math Activities,
Written Work and Essay,
Picture Analysis, Comic
Strip, Panel Discussion,
Interview,
Think-Pair-Share, Reading
Worksheets for all subjects,
Essay, Concept
Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
Online assessment method shall be used
Demonstration, Group Activity (e.g. Choral Reading)
shall be done by students.
Written Work and Essay and Panel Discussion are
desired.
Maps/Graphic Organizer, Multi-media Presentation,
Product made in technical-vocational subjects are also
the possible assessment.
d)
Tests
(Teachers set tests or quizzes to determine learners’ ability
to demonstrate mastery of a skill or knowledge of content)
Skill Performance Test,
Open-Ended Question,
Practicum, Pen and Paper
Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
Online Quiz
Online Quiz 01
Online Quiz 02
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.
Online Slides and Power-Point Presentations with
animations shall be prepared by students for their
assignment.
There is something in the web that can change some
people or remind them to save their environments… by
George P. Lumayag @
http://www.georgelumayag.com/
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: GEORGE P. LUMAYAG
School: DALAGUETE NHS
Position/Designation: SST3
Division: CEBU
Contact Number: 09213964825
Email address: george.lumayag@deped.gov.ph
Bibliography
https://www.iirp.edu/pdf/IIRP-Reflection-Tip_Sheet.pdf
Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour. Retrieved from
www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,+sites+and+content&h
l=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and%20content&f=false
Tad Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107. Retrieved from
H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved
from www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa=X&ved=0
ahUKEwjv0YmY55nUAhWBNpQKHTpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20contents&f=false
http://www.thefreedictionary.com/nuances
https://www.wix.com/
https://www.weebly.com/
https://sites.google.com/
https://books.google.com/
http://dalaguete.gov.ph/history/tri-centennial-celebration
http://dalaguete.gov.ph/po-products
http://www.georgelumayag.com/
https://www.youtube.com/watch?v=uA4U1IAZCR0
https://www.youtube.com/watch?v=cnNYJdA40vA
https://www.youtube.com/watch?v=RodUHlwVabA
https://www.youtube.com/watch?v=_Yrm1hKh3eQ
Appendices: (attach all materials that will be used)
1. Activity Sheet … Group Reflection Paper
2. Formative Assessment … Online Quiz 01, Online Quiz 02
3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes
4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit
5. PowerPoint Presentation … ICT Tech, Online Contexts, Productivity Tools, Create Gmail, Create Website, Create Webpage,
6. Others