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
School
Bangcud National High
School
Grade level
12
Teacher
Quenie Mariel M. Ilar
Learning area
Date/time
June 4-8, 2018/ 7:30-8:30, 8:309:30, 9:45-10:45, 1:00-2:00
Reading and
Writing Skills
Quarter
First
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
Realizes that information in a written text may be selected and
organized to achieve a particular purpose
Critiques a chosen sample of each pattern of development
focusing on information selection, organization, and
development
Describes a written text as connected discourse.
CODE: EN11/12RWS-IIIa-1
READING AND THINKING STRATEGIES ACROSS TEXT
TYPES
A. Text as Connected Discourse
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Recalling prior knowledge of what is discourse and eliciting
ideas.
Describe a written text as connected discourse
The teacher introduces a paragraph.
Exploring the Sea of Goodness
Lee Emm
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
1.) Do you believe that a sea of goodness is
possible in this world? 2.) I always believe it is possible. 3.)
Doing something good, no matter what the consequences will
always make me contented and secure. 4.) There are a lot of
ways I can do such, especially in doing something “good” for
others. 5.) The steps are easy but zealousness, humility and
consistency are the subtle ways. Here are the simple ones: 6.)
The first one is I imagine that I am in the place of the other
person I’ll do good to. 7.) Next, I’ll imagine how she’ll feel and
react. 8.) That way, I’ll think doing good to others will make me
at least a better person. 9.) That will make me be grateful that I
have done something good. 10.) With these simple but notable
ways I can prove to myself, to others and to God that I can
explore the sea of goodness in this ever changing world. 11.)
How about you, can you explore it also? 12.) I bet you can!
Is this an example of a discourse?
Introducing/Discussing the observations that make up
connected discourse
Word recognition - words run together in an
utterance of any language
Have a student read the following:
Ifwordswereprintedwithoutspacesbetweenthemtheywouldbeprettytoughtoread
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Introducing/Discussing the following...
Stress patterns-the stress on a final-stressed
compound tends to move to a preceding syllable
and change tosecondary stress if the following
word beginswith a strongly stressed syllable
 bad-‘tempered but a bad-tempered ‘teacher
 half-‘timbered but a half-timbered ‘house
 heavy-‘handed but a heavy-handed ‘sentence
Deletion of sounds/Elision-some sounds may be
deleted by the speaker
 The sound /t/ may be deleted between the
words ‘want to’
 I don’t w∂nn∂ spend too much today.
Group Work (3 groups) – Study this Connected Speech in the
Film, “The Friends of Eddie Coyle” whether the observations
that make up a connected discourse are noticeable.
Eddie Coyle: Count your...knuckles.
Jackie Brown: All of ‘em?
Eddie Coyle: Count as many as you want. As many as you
got, I got four more. You know how I got those?
I bought some stuff from a man. I knew his
name. The stuff was traced. The guy I bought it
for, he’s at MCI Walpole for 15 to 25. Still in
there. But he had some friends. I got an extra
set of knuckles. They put your hand in a drawer
somebody kicks the drawer shut. Hurt like a
bastard.
Jackie Brown: Jesus.
Eddie Coyle: What makes it hurt worse, what makes it hurt
more is knowingwhat’s going to happen to you,
you know? There you are, they just come up to
you and say, “Look. You made somebody mad.
You made a big mistake and now there’s
somebody doing time for it. There’s nothing
personal in it, you understand, but it just has to
be done. Now get your hand outthere.” You
think about not doing it, you know. When I was
a kid in Sunday school, this nun, she used to
say, “Stick your hand out.” I stick my hand out.
Whap! She’d knock me across the knuckles
with a steel-edge ruler. So one day I says,
when she told me, “Stick your hand out,” I says,
“No.” she was whapped me right across the
face with the ruler. Same thing. They put your
hand in a drawer, somebody kicks the drawer
shut. Ever hear bones breaking? Just like a
man snapping a shingle. Hurts like a bastard.
(Robert Mitchum and Steven Keats in The Friends of Eddie
Coyle, 1973)
Presenting/Reporting the groups’ outputs.
Constructive critiquing of the outputs.
How useful is connected discourse to you as a student?
Do you think this is applicable when you’re in your respective
stations of work in the future? Why? How?
What is connected discourse?
What are the observations that make a connected discourse?
At lower levels, we tend to teach quite a lot of functional
chunks, such as ‘What’s your name?’ Phonetically that could be
transcribed as /wɔ:tsjəneɪm/. However, this is likely to confuse
(terrify) the students. Instead, using the board, you can just show
the students how the words link by using arrows, and write the
schwa /ə/over the top of ‘your’. Alternatively, you can use your
fingers to show how the three words (separate fingers) meld into
one long sound (push fingers together) and model and drill the
phrase as it is said naturally.
If students struggle with longer phrases, try the
technique of back-chaining, starting from the last sound and
working up to the whole sound bit by bit. For example with
‘Where do you come from?’ you drill ‘frum’ ‘kumfrum’ ‘dzkumfrum’ ‘where-dz-kumfrum’ I have no idea why this works- but
it does.
Describe a written text as connected discourse.
I. Evaluating Learning
J. Additional activities for
application or remediation
1.) The best way to overcome a disability is to face it
head-on and not to let it prevent you from achieving great things.
2.) This is the lesson I draw from the lives of two people whom I
admire - the musician Stevie Wonder and the track-and-field star
Jackie Joyner-Kersee. 3.) I respect them for their courage and
strength in overcoming obstacles. 4.) Both are persons with
disabilities who defied obstacles in order to be successful in their
fields. 5.) They taught me never to give up no matter how
intimidating the obstacles I face in life.
From: “Overcome an Obstacle to Succeed” by Eddie
Harris
Assign as homework the following question to be answered in
their notebooks: What is the role of cohesion and coherence in
connected discourse?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lesson work? No.
of learner who caught up with the
lesson
D. No. of learner who continue to
require remediation
E. Which of my teaching 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:
Checked by:
QUENIE MARIEL M. ILAR
Special Science Teacher I
Noted by:
ARLENE DOYDORA
Academic Head
PASTOR P. ABEJUELA III
School Principal II
GLENDA B. CACHARO
SHS Coordinator