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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
1 ENGLISH 10 1 60 mins
Learning Competency/ies: *Get Information that can be used in everyday life from news reports, Code:
speeches, informative talks, panel discussions, etc.
(Taken from the Curriculum Guide)
EN10LC-1a - 11.1/ EN10VC-
*Determine how connected events contribute to the totality ia-1.4/2.4:
of a material viewed
Key Concepts / Understandings to
be Developed Informative Talks
Domain Adapted Cognitive Process Dimensions
(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Identify the personal challenges of the character that are highlighted in the video
The fact or condition of
knowing something with
familiarity gained through
experience or association Understanding

Skills Applying
The
ability and capacity
acquired through
deliberate, systematic, and
Analyzing Compare oneself to the character in the video on their challenges
sustained effort to smoothly
and adaptively carryout
complex activities or the Evaluating
ability, coming from one's
knowledge, practice,
aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Display positive point of view in doing reponsibilities and duties in life
Values Valuing Positive outlook in life
2. Content Getting Information from a Video Clip
3. Learning Resources English 10 LM, p. 7-10
4. Procedures
4.1 Introductory Activity
Ask the students about their personal challenges in life.Solicit ideas on how they go through them.
5 minutes
4.2 Activity Group Activity
1. Identify the phrase or idiom graphically presented in each square.
15 minutes 2. Fill in
the balloon with weak and low experiences in their life.
4.3 Analysis Let the students give their impressions about the correct answers of the phrases/idioms. Let them
10 minutes share their feelings upon recalling and sharing their low and weak experiences.

4.4 Abstraction The teacher will give an input about overcoming challenges in life that each of us has to face in our
5 minutes everyday living.
4.5 Application The students will watch the video of Nick Vujicic and make a Venn diagram contrasting their
10 minutes personal difficulties with Nick's difficulties.
4.6 Assessment Personal Sharing
Anlysis of Learners' Products Let them share their experiences about challenges in
10 minutes life.
4.7 Assignment Enhancing / improving the day’s
3 minutes lesson
Journal Writing

4.8 Concluding Activity "A strong and postive attitude creates more miracles than any other thing because life is 10% how
2 minutes you make and 90% how you take it."
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for 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: Deutsche Mark L. Cuyno School: Sinsin National High School
Position/
Designation Teacher 1 Division: Cebu City
:
Contact
Number:
9223147648 Email address:
mckitty182@yahoo.com
 Date:
6.10.19
Code:

EN10LC-1a - 11.1/ EN10VC-

ia-1.4/2.4:

S:
hat are highlighted in the video

their challenges

es and duties in life

ideas on how they go through them.

hically presented in each square.

2. Fill in

wers of the phrases/idioms. Let them

weak experiences.

life that each of us has to face in our

Venn diagram contrasting their

r experiences about challenges in

other thing because life is 10% how

nal High School

82@yahoo.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
 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 No.: Grade Level: Quarter: Duration:
2 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Explain how the elements specific to a selection build its theme;
EN10LT-Ia-14.2:
(Taken from the Curriculum Guide) Differentiate formal from informal definitions of words EN10V-Ia-I.4/2.4
Key Concepts / Understandings to be
Developed Theme of the Story

Domain Adapted Cognitive Process 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 Paraphrase the plight and flight of Icarus and Daedalus in the story
Applying
Skills
The ability and
capacity acquired through deliberate,
Analyzing Outline the events in the story
systematic, and sustained effort to
smoothly and adaptively carryout
complex activities or the ability, coming Evaluating Evaluate the text to get its theme
from one's knowledge, practice, aptitude,
etc., to do something
Creating
Receiving
Attitude Evaluate the behavior of Icarus towards the end of the story
Phenomena
Values Valuing Heeding the advise of the elders

2. Content "Icarus and Daedalus"

3. Learning Resources English 10 Learner's Material, p. 11-15
4. Procedures
4.1 Introductory Activity
5 minutes Review on myth as a kind of a short story. Complete the balloons with the information.
4.2 Activity
15 minutes Reading of the story.
Who hired Daedalus?
4.3 Analysis What did Daedalus design to hold the Minotaur?
What did Daedalus invent to help
them escape from the Labyrinth?
10 minutes What did he warn Icarus not to do?
What happened to Icarus?

4.4 Abstraction Why did Minos imprison Daedalus in the Labyrinth?

Why did Minos think that, if Daedalus find his way out, "so much the
better"? Minos tells Icarus that the plan is
5 minutes dangerous. Why does he want them to take this risk? Why did Daedalus leave his wings on the
altar of Apollo? Why wouldn't he want to fly some more?
4.5 Application
If you had access to building resources and materials, how would you design a flying machine to
10 minutes help you escape from the island prison of Crete?
4.6 Assessment Anlysis of Learners' Agreeing or Disagreeing of the given statements and finding evidence to
10 minutes Products support the claim. English 10 Learner's Material pp. 16-17.
4.7 Assignment Enhancing / improving Get verse/verses from songs that illustrate the flight of Daedalus and
the day’s lesson Icarus.
3 minutes
4.8 Concluding Activity "Listen to your elder's advice not because they are always right but because they have more
2 minutes experiences of being wrong"
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners
evaluation. who have caught up with the lesson.
B.   No. of learners who require additional activities D.  No. of learners who continue to require
for 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:
Name: Deutsche Mark L. Cuyno School: Sinsin National High School
Position/
Designation: Teacher 1 Division: Cebu City
Contact
Email address:
Number 9223147648 mckitty182@yahoo.com
 Date:
6.11.19
Code:
EN10LT-Ia-14.2:
EN10V-Ia-I.4/2.4

TIVES:

Daedalus in the story

nd of the story

he balloons with the information.

sign to hold the Minotaur?

What did Daedalus invent to help

s?

if Daedalus find his way out, "so much the

Minos tells Icarus that the plan is
Why did Daedalus leave his wings on the
e?
how would you design a flying machine to

e given statements and finding evidence to

Learner's Material pp. 16-17.

hat illustrate the flight of Daedalus and

ays right but because they have more

onal High School

2@yahoo.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
 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

Grade
DLP No.: Quarter: Duration:
Level:
3 ENGLISH 10 1 60 mins
Learning Competency/ies:
Determine the effect of textual aids like advance organizers, titles,
(Taken from the Curriculum Guide) non-linear illustrations, etc. on the understanding of the text

Key Concepts / Understandings to

be Developed Graphic information with key information
Domain Adapted Cognitive Process Dimensions
(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience or Understanding Infer information from the text to create a graphic organizer
association

Applying
Skills
ability and capacity acquired
The
Analyzing Organize the information to fill in the blank slots
through deliberate, systematic,
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating

Attitude Receiving Phenomena Complete appreciatively the graphic organizer

Values Valuing Sustainability in doing one's activity
2. Content Graphic Organizer Using the Text

3. Learning Resources English Expressways IV, pp.116-117. 142-143

English 10 Leanrner's Material p. 13-15
4. Procedures
4.1 Introductory Activity
Show a picture of a family tree. Gather ideas of what they can say about it.
5 minutes
4.2 Activity Group Activity on the task creating a graphic organizer of the events of the story "Daedalus and
15 minutes Icarus.
4.3 Analysis The students will share their outputs on the story about "Daedalus and Icarus" using the graphic
10 minutes organizer. Questions will be asked after each sharing.

4.4 Abstraction
A graphic organizer is a visual display that demonstrates relationships between facts, concepts or
ideas.A graphic organizer guides the learner’s thinking as they fill in and build upon a visual map
5 minutes or diagram. They are also informally used as a term to describe all visual learning strategies such
as concept mapping, webbing, mind mapping, and more.

4.5 Application Group Work:Complete the graphic organizer with the key of information from the paragraph.
10 minutes ( English Expressways IV, 116-117)
4.6 Assessment Anlysis of Learners' Go over the text and complete the graphic organizer that follows the
10 minutes Products paragraph. (English Expressways IV, 143)
4.7 Assignment Enhancing / improving the
3 minutes day’s lesson Study on reflexive and intensive pronoun.
4.8 Concluding Activity
"Wisdom is a prime thing. Acquire wisdom with that you acquire knowledge"
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for 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?
Name: Deutsche Mark L. Cuyno School: Sinsin National High School
Position/
Designation Teacher 1 Division: Cebu City
:
Contact
Number: 9223147648 Email address: mckitty182@yahoo.com
 Date:
6.13.19
Code:

EN10RC-1a-2.15.2:

ECTIVES:

graphic organizer

k slots

nizer

-143
r's Material p. 13-15

they can say about it.

er of the events of the story "Daedalus and

ut "Daedalus and Icarus" using the graphic

.

ates relationships between facts, concepts or

g as they fill in and build upon a visual map
o describe all visual learning strategies such
ore.

e key of information from the paragraph.

e the graphic organizer that follows the

ays IV, 143)

ve pronoun.

ou acquire knowledge"
onal High School

2@yahoo.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
 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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 ENGLISH 10 1 60 mins
Learning Competency/ies: Code:
Use reflexive and intensive pronouns
(Taken from the Curriculum Guide) EN10G-Ia-27:
Key Concepts / Understandings to
be Developed Reflexive and Intensive Pronouns
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Recognize the reflexive and intensive pronouns in the sentence
The fact or
condition of knowing something
with familiarity gained through
experience or association Understanding

Applying
Skills
ability and capacity acquired
The
Analyzing
through deliberate, systematic,
and 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 Construct sentences using the given pronouns.
Attitude Receiving Phenomena Work diligently in constructing sentences
Values Valuing Show self-reliance in working independently
2. Content Reflexive and Intensive Pronoun

3. Learning Resources https://www.englishgrammar101.com/module-2/pronouns/lesson-4/reflexive-and-intensiv

4. Procedures
4.1 Introductory Activity
Did you still remember the story about "Daedalus and Icarus"? What was the lesson that you learn
5 minutes from the story? Do task 16 on page 18 in English LM on underlining the pronouns.

4.2 Activity Group Activities: 1. Sing the song entitled "All By Myself" and picking out of intensive and reflexive
15 minutes pronouns. 2. Arranging the words with pronouns to form a sentence.
4.3 Analysis 1. What is reflexive pronoun? What about intensive pronoun? Give its singular and plural form. 2.
10 minutes What is the difference between the two kinds of pronouns?
4.4 Abstraction Intensive pronouns are used only for emphasis, they can be removed from a sentence without
affecting its meaning. The same is not true of reflexive pronouns, which do cause a change in
5 minutes meaning when removed from a sentence.

4.5 Application Recognize the pronoun in the sentence and tell whether it is intensive or reflexive. e.g. 1. I found th
treasure box myself.
10 minutes
2. You yourself should know the rules for pronoun usage.
4.6 Assessment Construct your own sentences using the given pronouns. (himself,
Anlysis of Learners' Products
10 minutes myself, themselves, itself, herself)
4.7 Assignment Enhancing / improving the Construct sentences with reflexive and intensive pronouns using the c
3 minutes day’s lesson out pictures.
4.8 Concluding Activity
Be aware on the importance of reflexive and intensive pronoun.
2 minutes

5.      Remarks

6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for 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: Deutsche Mark L. Cuyno School:

Sinsin National High School
Position/
Designation Teacher 1 Division:
: Cebu City
Contact Email address:
Number: 9223147648 mckitty182@yahoo.com
 Date:
6.14.19
Code:
EN10G-Ia-27:

sentence

uns/lesson-4/reflexive-and-intensive-pronouns/ English 10 LM pp. 18 -19

What was the lesson that you learn

ing the pronouns.

icking out of intensive and reflexive

nce.

ve its singular and plural form. 2.

oved from a sentence without

which do cause a change in

nsive or reflexive. e.g. 1. I found the

g the given pronouns. (himself,

and intensive pronouns using the cut

High School

ahoo.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