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)
Detalyadong Banghay-Aralin
Detailed Lesson Plan (DLP)
DLP Blg.:
Asignatura:
Baitang:
Araw ng Pagtuturo at Oras:
Markahan:
Gabayan ng Pagkatuto
Code:
(Taken from the Curriculum Guide)
Susi ng Konsepto ng Pagunawa
Domain
Adapted Cognitive Process Dimensions (D.O. No. 8, s.
2015)
Knowledge
Categories:
The fact or condition
of knowing
Remembering
1. Objectives
Behavioral Verbs:
identify, retrieve, recognize, duplicate, list,
memorize, repeat, describe, reproduce
(Pag-alala)
something with
familiarity gained
through experience
or association
The learner can recall
information and retrieve
relevant knowledge from longterm memory
Understanding
interpret, exemplify, classify, summarize,
(Pag-unawa)
infer, compare, explain, paraphrase, discuss
The learner can construct
meaning from oral, written and
graphic messages
Applying
Skills
The ability and
(Pag-aaplay)
capacity acquired
through deliberate,
systematic, and
sustained effort to
execute, implement, demonstrate,
dramatize, interpret, solve, use,
illustrate, convert, discover
The learner can use information to undertake a
procedure in familiar situations or in a new way
Analyzing
(Pagsusuri)
smoothly and
adaptively carryout
The learner can distinguish between parts and
complex activities or
the ability, coming
determine how they relate to one another, and to the
overall structure and purpose
from one's
Evaluating
knowledge, practice,
aptitude, etc., to do
something
Date:
differentiate, distinguish, compare,
contrast,
organize,
outline,
attribute, deconstruct
coordinate, measure, detect,
(Pagtataya)
The learner can make judgments and justify decisions
defend, judge, argue, debate,
describe, critique, appraise,
evaluate
Creating
generate, hypothesize, plan,
(Paglikha)
The learner can put elements together to form a
functional whole, create a new product or point of
view
design, develop, produce,
construct, formulate, assemble,
devise
Attitude
Categories:
List of Attitudes:
(Pangka-
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
Self-esteem, Self-confidence,
asalan)
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name,
point to, reply, select, sit, Study, use
Growth in
areas.
A settled way
of thinking or
feeling about
someone or
something,
typically one
that is
reflected in a
person’s
behavior
Personal discipline, Perseverance,
Sincerity, Patience, Critical
feelings or
emotional
Wellness, Respect, Honesty,
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
thinking, Open-mindedness,
Interest, Courteous, Obedience,
Hope, Charity, Fortitude,
Resiliency, Positive vision,
Acceptance, Determined,
Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control,
simple acceptance to the more complex state of commitment. Valuing is based on the
Calmness, Responsibility,
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.
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate,
synthesize
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,
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
Appreciation of one’s rights,
adjustment (personal, social, emotional).
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, verify
Inclusiveness, Thoughtful,
Sympathetic, Frankness
Values
Categories:
List of Values:
(Pagpapah
alaga)
1. Receiving Phenomena - Awareness, willingness to hear, selected attention
1. Maka-Diyos
Behavioral Verbs : ask, choose, describe, erect, follow, give, hold, identify,
locate, name, point to, reply, select, sit, Study, use
Love of God, Faith, Trusting,
A learner's
principles or
standards of
behavior;
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
one's
Spirituality, Inner Peace, Love of truth,
Kindness, Humble
2. Maka-tao
Concern for Others, Respect for
(motivation).
judgment of
what is
important in
life.
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help,
label, perform, practice, present, read, recite, report, select, tell, write
Go beyond
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
learner’s life
on earth,
expressed in the learner's overt behavior and are often identifiable.
include more
Behavioral Verbs : work, complete, demonstrate, differentiate, explain, follow,
human rights, Gender equality, Family
Solidarity, Generosity, Helping,
Oneness
3. Makakalikasan
Care of the environment, Disaster Risk
Management, Protection of the
Environment, Responsible
form, initiate, invite, join, justify, propose, read, report, select, share, study
Consumerism, Cleanliness,
4. Organization - Organizes values into priorities by contrasting different values,
Orderliness, Saving the ecosystem,
Environmental sustainability
affect the
resolving conflicts between them, and creating a unique value system. The emphasis
is on comparing, relating, and synthesizing values.
4. Makabansa
eternal
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
Peace and order, Heroism and
destiny of
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
relate, synthesize
Appreciation of Heroes, National
than wealth
and fame,
and would
millions.
5. Internalizing values - (Characterization): Has a value system that controls their
Intentionally
add value to
ourselves
and to our
learners’
every day.
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
2. Content
(Nilalaman)
3. Learning Resources
(Mga Kagamitang Pampagtuturo)
4. Pamamaraan
4.1 Panimulang Gawain
( 2 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 Gawain
(__10__ 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.
Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
4.3 Analisis
(__15__ 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 Abstraksiyon
(__15__ 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 Aplikasyon
(___10_ 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 Pagtataya
(
5 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)
Possible Activities
Observation
(Formal and informal observations of learners’
performance or behaviors are recorded, based on
assessment criteria)
b)
Talking
Conferencing
to
Learners
/
(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)
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, Multimedia Presentation, Product made in technicalvocational subjects
d)
Skill Performance Test, Open-Ended Question,
Tests
(Teachers set tests or quizzes to determine
learners’ ability to demonstrate mastery of a skill
or knowledge of content)
Practicum, Pen and Paper Test, Pre and Post Test,
Diagnostic Test, Oral Test, Quiz
4.7 Takdang Aralin
(____ minutes). Fill-in below any of the four purposes:
Reinforcing / strengthening the day’s lesson
1.
Enriching / inspiring the day’s lesson
1.
Enhancing / improving the day’s lesson
Preparing for the new lesson
4.8 Panapos na Gawain
(
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.
1. 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.
3. 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:
School: TOLEDO CITY SCIENCE HIGH SCHOOL
Position/Designation:
Division: TOLEDO CITY
Contact Number:
Email address:
Bibliography:
Appendices: (attach all materials that will be used)
1.
Answer Key …
4. Handouts …
5.
PowerPoint Presentation …
6. Others