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)

Learning Area: Detailed Lesson Plan (DLP) Format

DLP Grade Level:
Quarter: Duration: Date:
No.:
1 English 7 4 60 January 15, 2018
Learning Competency/ies: Process information mentioned in the text listened Code:
to;
Determine the intentions of speakers by focusing on EN7LC-IV-a-8;
their unique verbal and non-verbal cues; and
(Taken from the Curriculum Differentiate reality from fantasy based on a material
EN7LC-IV-a-8.1;
Guide) viewed EN7VC-IV-a-6.1

Processing information mentioned in the text listened to;

Key Concepts/
Determining the intentions of speakers by focusing on their unique verbal and non-verbal
Understandings to be
cues; and
Developed
Differentiating reality from fantasy based on a material viewed

Adapted Cognitive
OBJECTIVES: Given different video presentations, 75% of the learners are
Domain Process Dimensions
(D.O. No. 8, s. 2015) expected to:
Knowledge
The fact or Determine the intentions of the speakers in the video presentations by focusing on
condition of knowing Remembering
something with their unique verbal and non-verbal cues;
familiarity gained
through
Skills experience or Understanding
association
The ability and capacity
acquired through Applying
deliberate, systematic,
and sustained effort to
smoothly and adaptively Analyzing Differentiate reality from fantasy;
carryout complex Evaluating
activities or the ability,
coming from one's Creating
knowledge, practice,
aptitude, etc., to do
something Responding to
Attitude Practice the value of respect while viewing the video presentation; and
Phenomena

Values Valuing Perform the given task with unity and cooperation

Determining the Intentions of the Speakers and Differentiating Reality from

2. Content
Fantasy

3. Learning Resources Appendix A-1-https://www.youtube.com/watch?v=pikth_UkVYsAppendix A-2-https://www.you

4. Procedures
Start the lesson by showing to the students different video clips (refer to Appendices
A1,A2,A3,A4). Then ask them if they knew the purpose of the speaker in each video
presentation. Ask them also if the content of each presentation is based on reality of fantasy.
4.1 Introductory Activity Then, present to the students the objectives of the lesson.

Divide the class into four goups. Each group must have the following: leader, secretary or
4.2 Activity recorder, timer, and reporter or reporters of group's output. Each group is provided with a
manila paper and a pentel pen for them to write their answers to the following questions:
1. What is the intension or the purpose of the speaker in each video presentation?
2. What are the unique verbal and non-verbal cues used by each speaker in presentating
her/his speech?
3. Which presentations are based on reality? Which presentations are based on fantasy?
4. Differentiate reality from fantasy.
They are given 8 minutes to do the task and 1 to 2 minutes to do the reporting of output.
15 minutes They are reminded to observe respect while watching the video and to work cooperatively
with unity in doing the group task.
Note: Present again to the class the video presentations before asking them to answer the
questions.
4.3 Analysis After having the presentations of outputs, ask the following questions to the students:
1. Did each group have the same answer to each given question? Why?
(They may have varied answers to each question)
Process each group's output by letting other groups give feedback and comments regarding
the work presented.
10 minutes Ask them: Which goup presented well? Why? Which group needs improvement in their
performance? Why?

4.4 Abstraction Synthesize the discussion by presenting to the students the difference between reality and
fantasy (refer to Appendix B) and discuss it to the students. Then discuss also the common
non-verbal cues (refer to Appendix C) and some common verbal expressions.
Present again the different video presentations and let the students find out if these non-
verbal expressions that have just been presented are observed in the prersentations.
10 minutes Let the students also discover if they were able to identify the presentations correctly whether
they are in reality or in fantasy.

4.5 Application Ask the students to go back to their respective group.

Group 1 & 2 : Will share or talk about a realistic event that has just happened in their lives.
Group 3 & 4: Will share or talk about a fantastic event that they knew from their ancestors.
They are given 5 minutes to do the task. Only one representative from each group to share
their output to the class.
8 minutes

4.6 Assessment

Have the students answer the prepared test in a 1/4 sheet of paper.
Tests
5 minutes (Refer to Appendix D)

4.7 Assignment
In your journal notebook, write your reflection regarding the lesson
Reinforcing / strengthening the
that you have just learned about reality and fantasy. Write in two to
5 minutes day’s lesson
three short paragraphs only. This will be checked next meeting.

4.8 Concluding Activity

Have the students reflect on the following quote about life: “If you don't love yourself, you
won't be happy with yourself. If you can't love yourself, you can't love anyone else.
You can't give the love you do not have. You can't make anyone love you without
2 minutes loving yourself first.”
― Kemi Sogunle

5. Remarks

6. Reflections
A. No. of learners who
C. Did the remedial lessons work? No. of
earned 80% in the
learners who have caught up with the lesson.
evaluation.
B. No. of learners who
D. No. of learners who continue to require
require additional activities
remediation.
for remediation.
E. Which of my learning
strategies worked well?
WhyWhat
F. did these work?did I
difficulties
encounter which my
principal or supervisor can
G.
helpWhat innovation or
me solve?
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:

Name: School:
RUTH M. ESCUADRO BITOON NATIONAL VOCATIONAL HIGH SCHOOL
Position/
Designa Division:
tion: MASTER TEACHER I CEBU
Contact Email
Number: 9276808423 address: ruthescuadro@gmail.com
attitude
Receiving Phenomena
Responding to
Phenomena
Valuing
Organization
Internalizing values
assignment
Reinforcing /
strengthening the day’s
lesson
Enriching / inspiring the
day’s lesson
Enhancing / improving the
day’s lesson
Preparing for the new
lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners'
Products
Tests