Instructional Planning: Detailed Lesson Plan (DLP) Format

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

( Monday)
DLP No.: 01 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: 2nd Duration: 100 mins
Learning Competency/ies: Identify the uniqueness and similarities of Hinduism, Theravada Code:HUMSS_WRB1
(Taken from the Curriculum Buddhism and Mahayana Buddhism. 2II/IVd-11.1
Guide)
Key Concepts / Understandings The uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
recognize, duplicate, list,
condition of The learner can recall information and retrieve
memorize, repeat,
relevant knowledge from long-term memory
knowing describe, reproduce
something with Understanding interpret, exemplify, Explain the uniqueness and
classify, summarize, infer,
familiarity The learner can construct meaning from oral, similarities of Hinduism, Theravada
compare, explain,
written and graphic messages
gained through paraphrase, discuss
Buddhism and Mahayana Buddhism
experience or through oral presentation.
association
Skills Applying execute, implement,

demonstrate, dramatize,
The ability and The learner can use information to undertake
interpret, solve, use, illustrate,
capacity acquired a procedure in familiar situations or in a new convert, discover
through way
deliberate, Analyzing differentiate, distinguish, Compare the uniqueness and
systematic, and compare, contrast, organize,
The learner can distinguish between parts similarities of Hinduism, Theravada
sustained effort outline, attribute, deconstruct
and determine how they relate to one Buddhism and Mahayana Buddhism
to smoothly and another, and to the overall structure and
adaptively purpose using venn diagrams/concept maps.
carryout complex coordinate, measure, detect,
activities or the
Evaluating
defend, judge, argue, debate,
The learner can make judgments and justify
ability, coming describe, critique, appraise,
decisions evaluate
from one's
knowledge, Creating generate, hypothesize, plan,
practice, design, develop, produce,
The learner can put elements together to
construct, formulate,
aptitude, etc., to form a functional whole, create a new product assemble, devise
do something or point of view
Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-confidence,
e
attention Wellness, Respect, Honesty,
Growth Personal discipline,
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
Perseverance, Sincerity,
feelings identify, locate, name, point to, reply, select, sit, Study, use Patience, Critical thinking,
or 2. Responding to Phenomena - Active participation on the part of the Open-mindedness, Interest,
emotion learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope,
al outcomes may emphasize compliance in responding, willingness to Charity, Fortitude, Resiliency,
areas. respond, or satisfaction in responding (motivation). Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Determined, Independent ,
A
help, label, perform, practice, present, read, recite, report, select, tell, Gratitude, Tolerant, Cautious,
settled Decisive, Self-Control,
way of write Calmness, Responsibility,
thinking 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Accountability, Demonstrate with
or ranges from simple acceptance to the more complex state of commitment. Industriousness, Industry,
Valuing is based on the internalization of a set of specified values, while open-mind the
feeling Cooperation, Optimism,
about clues to these values are expressed in the learner's overt behavior and Satisfaction, Persistent, uniqueness and
someon are often identifiable. Cheerful, Reliable, Gentle,
Appreciation of one’s culture, similarities of
e or Behavioral Verbs: work, complete, demonstrate, differentiate, explain,
somethi follow, form, initiate, invite, join, justify, propose, read, report, select, Globalism, Compassion, Work Hinduism,
Ethics, Creativity,
share, study
ng, Entrepreneurial Spirit, Theravada
typically Financial Literacy, Global,
one that Solidarity, Making a stand for Buddhism and
the good, Voluntariness of
is
human act, Appreciation of
Mahayana
reflecte one’s rights, Inclusiveness, Buddhism
d in a Thoughtful, Seriousness,
person’s Generous, Happiness, through proper
behavio Modest, Authority, graphic
r Hardworking, Realistic,
Flexible, Considerate, organizers.
Sympathetic, Frankness
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
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
Values Categories: List of Values:
1. Receiving Phenomena - Awareness, willingness to hear, selected 1. Maka-Diyos
A
attention Love of God, Faith, Trusting,
learner's Spirituality, Inner Peace, Love
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
of truth, Kindness, Humble
s or identify, locate, name, point to, reply, select, sit, Study, use
standar 2. Responding to Phenomena - Active participation on the part of the
ds of learners. Attends and reacts to a particular phenomenon. Learning
behavio outcomes may emphasize compliance in responding, willingness to
r; one's respond, or satisfaction in responding (motivation). 2. Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Concern for Others, Respect
help, label, perform, practice, present, read, recite, report, select, tell, for human rights, Gender
nt of equality, Family Solidarity,
what is write
Generosity, Helping, Oneness
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
nt in life. ranges from simple acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified values, while
Go clues to these values are expressed in the learner's overt behavior and are
beyond often identifiable. 3. Makakalikasan
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Care of the environment,
follow, form, initiate, invite, join, justify, propose, read, report, select, Disaster Risk Management,
s life on
share, study Protection of the
earth, Environment, Responsible
include 4. Organization - Organizes values into priorities by contrasting different
Consumerism, Cleanliness,
more values, resolving conflicts between them, and creating a unique value Orderliness, Saving the
than system. The emphasis is on comparing, relating, and synthesizing values. ecosystem, Environmental
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, sustainability
and defend, explain, formulate, generalize, identify, integrate, modify, 4. Makabansa
fame, order, organize, prepare, relate, synthesize Peace and order, Heroism and Identify with
5. Internalizing values - (Characterization): Has a value system that Appreciation of Heroes,
and respect for others
controls their behavior. The behavior is pervasive, consistent, predictable, National Unity, Civic
would
affect and most importantly, characteristic of the learner. Instructional objectives Consciousness, Social the uniqueness
responsibility, Harmony,
the are concerned with the student's general patterns of adjustment (personal, Patriotism,
and similarities of
eternal social, emotional). Productivity Hinduism,
destiny Behavioral Verbs: act, discriminate, display, influence, listen, modify, Theravada
of perform, practice, propose, qualify, question, revise, serve, solve,
verify Buddhism and
millions
Mahayana
Buddhism
through power
point/multimedia
presentation.
2. Content Comparative Analysis
3. Learning Resources CG, Cartolina/Manila Paper, Marker Pens/Powerpoint Presentation or LED Monitor, Books or
reference materials, pictures
4. Procedures
4.1 Introductory Activity (_6_ minutes). This part introduces the lesson content. A dance energizer from India (Hinduism) or (Buddhism)
Although at times optional, it is usually included to serve as a warm-up activity to related
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 (____ minutes). This is an interactive strategy to elicit learner’s prior Review through the Guessing Game : About the three
learning experience. It serves as a springboard for new learning. It illustrates the religions, Pictures to be guessed (see attachment #1)
principle that learning starts where the learners are. Carefully structured activities  A short recap of previous topics
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 (_20___ minutes). Essential questions are included to serve as a Group activity : Present the Graphic organizers like a
guide for the teacher in clarifying key understandings about the topic at hand. 1) In what
template with guide questions such as :
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. way/aspect Hinduism, Theravada Buddhism and
Affective questions are included to elicit the feelings of the learners about the Mahayana Buddhism were alike? 2) How can you
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
say that they are similar? 3) How about their
the lesson. differences? 4) Why do you think so? 5) Using
your templates, compare their uniqueness and
differences.
4.4 Abstraction (_30_ minutes). This outlines the key concepts, important skills Group Presentation : 1) Powerpoint point /Manila Paper
that should be enhanced, and the proper attitude that should be emphasized. This presentation(3 mins.each group) ( followed by an
is organized as a lecturette that summarizes the learning emphasized from the effective discussion or group sharing (8) and 2) Group
activity, analysis and new inputs in this part of the lesson. Summary-Making (5 mins.) and 3) Teacher
Supplementation of ideas (3 mins.)
4.5 Application (_5___ minutes). This part is structured to ensure the commitment Completing the sentence: 5 mins. (sample questions)
of the learners to do something to apply their new learning in their own Hindu believed that, _____ while Buddhism _______.
environment. I appreciate the 8-fold path because_________.
I respect the religion _________ because/for________.
Or reflection -writng..
4.6 Assessment (_20_ 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 Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill Group Activity : Each group with 5 members with
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral a ready made templates with rubrics (see
recorded, based on assessment Reading), Debate, Motor & Psychomotor attachment #2), after which is the Oral
criteria) Games, Simulation Activities, Science Presentation ( Clarity, Relevance, Presentation
Experiment Skill, Content, Teamwork)
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
their understanding and to progress and
clarify their thinking)
c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects
or
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre Pen and Paper Test
determine learners’ ability to and Post Test, Diagnostic Test, Oral Test, Quiz
demonstrate mastery of a skill or
knowledge of content)
4.7 Assignment (__5__ minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson

Journal-making (feelings and learning about the
topic)
 Enriching / inspiring the day’s lesson
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (___2_ minutes).

This is usually a brief but affective closing activity such as a strong quotation, a short A song entitled “ We are One”...
song, an anecdote, parable or a letter that inspires the learners to do something to
practice their new learning.
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.
Well achieved
7. 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. 40 out of 54
B.No. of learners who

require additional
activities for
remediation. 14
C. Did the
remedial lessons
work? No. of
learners who have none
caught up with the
lesson.
D. No. of
learners who
continue to require
remediation. none
E.Which of my
learning strategies
worked well? Why
did these work? Collaborative/group activities
F. What difficulties did I
encounter which my
principal or resources
supervisor can help
me solve?
G. What Use of manila paper in the absence of power point presentation or in case of brownout
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
Name: ELIROSE S. LUCERO School: MADRIDEJOS NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: Cebu Province
Contact Number: 09175222251 Email address: elirose547@gmail.com
Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others

( Tuesday)
DLP No.: 02 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: 2nd Duration: 100 mins
Learning Competency/ies: Provide evidence that Hinduism, Theravada Buddhism and Mahayana
(Taken from the Curriculum Buddhism share common roots from India Code:HUMSS_WRB1
Guide) 2II/IVd-11.2
Key Concepts / Understandings Hinduism, Theravada Buddhism and Mahayana Buddhism share common roots from India
to be Developed
memorize, repeat,
something with Understanding interpret, exemplify, Discuss evidence that Hinduism,
familiarity The learner can construct meaning from oral, Theravada Buddhism and Mahayana
compare, explain,
Buddhism share common roots from
experience or India.
association

through way
deliberate, Analyzing differentiate, distinguish,
The learner can distinguish between parts
and determine how they relate to one
adaptively purpose
activities or the
Evaluating Evaluate evidence that Hinduism,
The learner can make judgments and justify Theravada Buddhism and Mahayana
decisions evaluate
from one's Buddhism share common roots from
knowledge,
practice, India through map location of origin.
aptitude, etc., to
do something Creating generate, hypothesize, plan,
design, develop, produce,
form a functional whole, create a new product assemble, devise
or point of view

e
Growth Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Personal discipline,
in identify, locate, name, point to, reply, select, sit, Study, use Perseverance, Sincerity,
feelings 6. Responding to Phenomena - Active participation on the part of the Patience, Critical thinking, Present with
Open-mindedness, Interest, responsibility
or learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope,
emotion outcomes may emphasize compliance in responding, willingness to Charity, Fortitude, Resiliency, evidence that
al respond, or satisfaction in responding (motivation). Positive vision, Acceptance, Hinduism,
areas. Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Determined, Independent , Theravada
A help, label, perform, practice, present, read, recite, report, select, tell, Gratitude, Tolerant, Cautious,
settled write Decisive, Self-Control, Buddhism and
way of Calmness, Responsibility, Mahayana
Accountability,
thinking
Industriousness, Industry,
Buddhism share
or common roots
Cooperation, Optimism,
feeling
about
Satisfaction, Persistent, from India .
Cheerful, Reliable, Gentle,
someon 7. Valuing - Attaches to a particular object, phenomenon, or behavior. This
Appreciation of one’s culture,
e or ranges from simple acceptance to the more complex state of commitment. Globalism, Compassion, Work
somethi Valuing is based on the internalization of a set of specified values, while Ethics, Creativity,
ng, clues to these values are expressed in the learner's overt behavior and Entrepreneurial Spirit,
typically are often identifiable. Financial Literacy, Global,
one that Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Solidarity, Making a stand for
follow, form, initiate, invite, join, justify, propose, read, report, select, the good, Voluntariness of
is human act, Appreciation of
reflecte share, study
one’s rights, Inclusiveness,
d in a 8. Organization - Organizes values into priorities by contrasting different Thoughtful, Seriousness,
person’s values, resolving conflicts between them, and creating a unique value Generous, Happiness,
behavio system. The emphasis is on comparing, relating, and synthesizing values. Modest, Authority,
r Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Hardworking, Realistic,
defend, explain, formulate, generalize, identify, integrate, modify, Flexible, Considerate,
order, organize, prepare, relate, synthesize Sympathetic, Frankness
social, emotional).
verify
1. Receiving Phenomena - Awareness, willingness to hear, selected 8. Maka-Diyos
A
attention Love of God, Faith, Trusting,
learner's Spirituality, Inner Peace, Love
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold,
of truth, Kindness, Humble
s or identify, locate, name, point to, reply, select, sit, Study, use
r; one's respond, or satisfaction in responding (motivation). 9. Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Concern for Others, Respect
help, label, perform, practice, present, read, recite, report, select, tell, for human rights, Gender
nt of equality, Family Solidarity,
what is write
Generosity, Helping, Oneness
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This
nt in life. ranges from simple acceptance to the more complex state of commitment.
Valuing is based on the internalization of a set of specified values, while
Go clues to these values are expressed in the learner's overt behavior and are
beyond often identifiable. 10. Makakalikasan Report with
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Care of the environment,
follow, form, initiate, invite, join, justify, propose, read, report, select, Disaster Risk Management, creativity
s life on
Protection of the
earth, share, study
Environment, Responsible
evidence that
include 4. Organization - Organizes values into priorities by contrasting different
Consumerism, Cleanliness, Hinduism,
more Orderliness, Saving the
than system. The emphasis is on comparing, relating, and synthesizing values. ecosystem, Environmental Theravada
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, sustainability Buddhism and
and defend, explain, formulate, generalize, identify, integrate, modify,
order, organize, prepare, relate, synthesize Mahayana
fame,
and 5. Internalizing values - (Characterization): Has a value system that Buddhism share
would controls their behavior. The behavior is pervasive, consistent, predictable,
common roots
affect
the are concerned with the student's general patterns of adjustment (personal, from India
eternal social, emotional).
destiny Behavioral Verbs: act, discriminate, display, influence, listen, modify, 11. Makabansa
of perform, practice, propose, qualify, question, revise, serve, solve, Peace and order, Heroism and I
millions verify Appreciation of Heroes,
National Unity, Civic
Consciousness, Social
responsibility, Harmony,
Patriotism,
Productivity
reference materials, pictures
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. A short story about India...Map of India presentation
Although at times optional, it is usually included to serve as a warm-up activity to
4.2 Activity (__8__ minutes). This is an interactive strategy to elicit learner’s prior  Review on locating places in India (5 minutes)
learning experience. It serves as a springboard for new learning. It illustrates the  Going back to previous topics on the three religion
principle that learning starts where the learners are. Carefully structured activities about the origin
such as individual or group reflective exercises, group discussion, self-or group  Can you cite evidences on where these three
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, religions originated?
4.3 Analysis (_25__ minutes). Essential questions are included to serve as a guide Discussion: map presentation
for the teacher in clarifying key understandings about the topic at hand. Critical 1) Where does Hinduism began? Theravada
points are organized to structure the discussions allowing the learners to maximize
interactions and sharing of ideas and opinions about expected issues. Affective Buddhism? Mahayana Buddhism? Locate those
questions are included to elicit the feelings of the learners about the activity or the places here. 2) Why do you think these three
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.
rooted in India? 3) Why are they called Vedic
religions? 4) Discuss some historical backgrounds
on these three religion.
4.4 Abstraction (_20_ minutes). This outlines the key concepts, important skills  Power point presentation: Origin of Hinduism, and
that should be enhanced, and the proper attitude that should be emphasized. This Buddhism--Theravada and Mahayana (lecture)
is organized as a lecturette that summarizes the learning emphasized from the  Clarification and verification
activity, analysis and new inputs in this part of the lesson.  Summary-making (for the assessment)
4.5 Application (_8__ minutes). This part is structured to ensure the commitment In providing evidences, be responsible and accountable
of the learners to do something to apply their new learning in their own to what you do, avoid fake resources, so what must
environment. you do?-oral recitation
d) Observation Investigation, Role Play, Oral Presentation, Integrated learning : Learners choose their
(Formal and informal observations of Dance, Musical Performance, Skill activity on how they will report the summary of
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral the topic such as: Group of 7
recorded, based on assessment Reading), Debate, Motor & Psychomotor  Find their own tune (song)
criteria) Games, Simulation Activities, Science  Reporting (tv reporter/radio announcer)
Experiment  Interview, etc... Each activity is only
good for 3-5 minutes ( Presentation skills,
relevance to the topic, Clarity of ideas,
creativity, time-bound and teamwork)
e) Talking to Learners / Hands-on Math Activities, Written Work and
f) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
agreed criteria) made in technical-vocational subjects
or
 Preparing for the new lesson 1/4 sheet - Cite some events/experiences in
which one of these/ these religions’ practices
influenced our lives or others’ lives.
4.8 Concluding Activity (__3_ minutes). The essence of all religions is one. Only
This is usually a brief but affective closing activity such as a strong quotation, a short their approaches are different...
practice their new learning. Mahatma Gandhi
12. 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.
Well achieved
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. 14
C. Did the remedial
lessons work? No. of
learners who have
caught up with the none
lesson.
D. No. of learners
who continue to
require remediation.
none
E. Which of my
learning strategies
worked well? Why did
these work? Collaborative/group activities
F. What difficulties did
I encounter which my
principal or supervisor resources
can help me solve?
G. What innovation or Use of manila paper in the absence of power point presentation or in case of brownout
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by:
Bibliography
6. Answer Key …
4. Handouts …
6. Others

( Wednesday)
DLP No.: 03 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: II/IV 50 mins
Duration:
Learning Competency/ies: Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, Code:HUMSS_WRB1
(Taken from the Curriculum as Vedic religions, have largely influenced the world today. 2II/IVd-11.3
Guide)
Key Concepts / Understandings Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions, have largely
to be Developed
influenced the world today
memorize, repeat,
something with Understanding interpret, exemplify, Explain how Hinduism, Theravada
familiarity The learner can construct meaning from oral, Buddhism and Mahayana Buddhism,
compare, explain,
as Vedic religions, have largely
experience or influenced the world today through
association
an essay.

through way
adaptively purpose
activities or the
Evaluating Describe how Hinduism, Theravada
The learner can make judgments and justify Buddhism and Mahayana Buddhism,
decisions evaluate
from one's as Vedic religions, have largely
knowledge,
influenced the world today through
practice, multimedia/ picture/video clip
aptitude, etc., to
do something presentation.
Creating generate, hypothesize, plan,

or point of view

e
or 10. Responding to Phenomena - Active participation on the part of Open-mindedness, Interest, Perform with
emotion the learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope, discipline how
respond, or satisfaction in responding (motivation). Positive vision, Acceptance, Hinduism,
areas.
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Determined, Independent , Theravada
Gratitude, Tolerant, Cautious,
settled help, label, perform, practice, present, read, recite, report, select, tell,
Decisive, Self-Control,
Buddhism and
way of write Calmness, Responsibility, Mahayana
thinking Accountability, Buddhism, as
or Industriousness, Industry,
feeling Cooperation, Optimism, Vedic religions,
about Satisfaction, Persistent, have largely
someon Cheerful, Reliable, Gentle, influenced the
e or world today
Globalism, Compassion, Work
somethi Ethics, Creativity, through a role
ng, Entrepreneurial Spirit,
play/skit.
one that 11. Valuing - Attaches to a particular object, phenomenon, or behavior. Solidarity, Making a stand for
is This ranges from simple acceptance to the more complex state of the good, Voluntariness of
reflecte commitment. Valuing is based on the internalization of a set of specified human act, Appreciation of
d in a values, while clues to these values are expressed in the learner's overt one’s rights, Inclusiveness,
behavior and are often identifiable. Thoughtful, Seriousness,
person’s
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Generous, Happiness,
behavio Modest, Authority,
r follow, form, initiate, invite, join, justify, propose, read, report, select,
Hardworking, Realistic,
share, study Flexible, Considerate,
12. Organization - Organizes values into priorities by contrasting Sympathetic, Frankness
different values, resolving conflicts between them, and creating a unique
value system. The emphasis is on comparing, relating, and synthesizing
values.
social, emotional).
verify
A 1. Receiving Phenomena - Awareness, willingness to hear, selected 15.Maka-Diyos
learner's attention Love of God, Faith, Trusting,
principle Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
s or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
r; one's respond, or satisfaction in responding (motivation). 16.Maka-tao
judgme Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
nt of greet, help, label, perform, practice, present, read, recite, report, for human rights, Gender
what is select, tell, write equality, Family Solidarity,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness
importa This ranges from simple acceptance to the more complex state of 17.Makakalikasan
nt in life. commitment. Valuing is based on the internalization of a set of specified Care of the environment,
values, while clues to these values are expressed in the learner's overt Disaster Risk Management,
Go behavior and are often identifiable. Protection of the
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, Environment, Responsible
learner’ explain, follow, form, initiate, invite, join, justify, propose, read, Consumerism, Cleanliness,
s life on report, select, share, study Orderliness, Saving the
earth, 4. Organization - Organizes values into priorities by contrasting ecosystem, Environmental
include different values, resolving conflicts between them, and creating a sustainability
more unique value system. The emphasis is on comparing, relating, and 18.Makabansa Display respect on
than synthesizing values. Peace and order, Heroism justifying how
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, and Appreciation of Heroes,
and complete, defend, explain, formulate, generalize, identify, National Unity, Civic Hinduism,
fame, integrate, modify, order, organize, prepare, relate, synthesize Consciousness, Social Theravada
and 5. Internalizing values - (Characterization): Has a value system that responsibility, Harmony, Buddhism and
would controls their behavior. The behavior is pervasive, consistent, Patriotism, Mahayana
affect predictable, and most importantly, characteristic of the learner. Productivity
the Instructional objectives are concerned with the student's general
Buddhism, as
eternal patterns of adjustment (personal, social, emotional). Vedic religions,
destiny Behavioral Verbs: act, discriminate, display, influence, listen, have largely
of modify, perform, practice, propose, qualify, question, revise, influenced the
millions serve, solve, verify
world today.
reference materials, pictures, role play materials
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson content. Video clip on Hindu/Buddhist practices
Although at times optional, it is usually included to serve as a warm-up activity to  What have you seen on the video?
give the learners zest for the incoming lesson and an idea about what it to follow.  What is all about?
One principle in learning is that learning occurs when it is conducted in a Before we go further, let’s have a short review....
4.2 Activity (_20__ minutes). This is an interactive strategy to elicit learner’s prior  Review : True/False ( about the three religions) see
learning experience. It serves as a springboard for new learning. It illustrates the attachment #1 (2 mins.)
principle that learning starts where the learners are. Carefully structured activities  Grouping by 8 to a role play: Choose any of the
practices/ beliefs of each religion which you believed
have largely influenced our world today..(8 mins.--7
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, minutes preparation, 2-3 minutes presentation)
cybernetics exercise, gallery walk and the like may be created. Clear instructions  Hinduism -- 2 groups
should be considered in this part of the lesson.  Theravada Buddhism - 2 groups
 Mahayana Buddhism -- 2 groups
4.3 Analysis (_15__ minutes). Essential questions are included to serve as a guide Developing HOTS: Oral recitation
for the teacher in clarifying key understandings about the topic at hand. Critical 1) How do you feel while watching and
interactions and sharing of ideas and opinions about expected issues. Affective performing our play? Did you enjoy it? Have you
questions are included to elicit the feelings of the learners about the activity or the learned something?
2) What are those practices/ beliefs of Hinduism
which influenced peoples’ lives? How about
Theravada Buddhism? Mahayana Buddhism?
3) With those beliefs/doctrines/practices, choose
one and explain how it affects one’s life/ the world
today? You can based your answers to the role play
we had.
4) Cite some examples of the effects of these
religion. Are these good for us or not? What do
you think?
5) Then, what can we do/ is there we can do about
these?
4.4 Abstraction (_8_ minutes). This outlines the key concepts, important skills that Make an outline of some doctrines, practices and beliefs
should be enhanced, and the proper attitude that should be emphasized. This is on each religion (group sharing with the teacher) then,
organized as a lecturette that summarizes the learning emphasized from the a lecturette follows about new inputs and ideas needed
activity, analysis and new inputs in this part of the lesson. by the students
4.5 Application (_8_ minutes). This part is structured to ensure the commitment of Go back to the video clip presentation : 1)
Based on
the learners to do something to apply their new learning in their own environment. the video clip, which part of that catch your
attention which display great influence in our
world today? Describe the scene and explain why?
(individual activity- 3pt. Rubric)
g) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
h) Talking to Learners / Hands-on Math Activities, Written Work and Essay-making (200-word)
Conferencing Essay, Picture Analysis, Comic Strip, Panel Theme: How Hinduism, Theravada Buddhism and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, Mahayana Buddhism Influenced the World Today
about their learning to gain insights on Reading Criteria : Organization, Clarity of ideas, Relevance to
their understanding and to progress and the theme, Attitude (display respect), Content (updated
clarify their thinking) with evidences)
i) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
agreed criteria) made in technical-vocational subjects and/or
 Preparing for the new lesson Conduct an interview on people with expertise on the
topic about the three religions focusing on the aspects
of their origin, morality, purpose, destiny, and views on
women (If you can record your interview, the better.
Make an outline of these in your assignment notebook)
Making of interview questions to be checked by the
teacher in advance, before the interview. (
4.8 Concluding Activity (_5_ minutes). “Respect each others religion”
This is usually a brief but affective closing activity such as a strong quotation, a short Bring your notes and researches on the three religions
song, an anecdote, parable or a letter that inspires the learners to do something to for our comparative analysis tomorrow
practice their new learning.
19. 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.
Cannot be achieved in this session, to be continued on Monday--only until analysis
21. 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
E. Which of my learning strategies
worked well? Why did these work? Collaborative/group activities, the use of multimedia presentation
F. What difficulties did I encounter
which my principal or supervisor resources
can help me solve?
G. What innovation or localized Use of manila paper in the absence of power point presentation or in case of brownout
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Bibliography
9. Answer Key …
4. Handouts …
6. Others

( Monday)- continuation of DLP 3
DLP No.: 04 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: II/IV Duration: 100 mins
Learning Competency/ies: Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, Code:HUMSS_WRB1
(Taken from the Curriculum as Vedic religions, have largely influenced the world today. 2II/IVd-11.3
Guide)
Key Concepts / Understandings Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions, have largely
to be Developed
influenced the world today
memorize, repeat,
something with Understanding interpret, exemplify, Explain how Hinduism, Theravada
familiarity The learner can construct meaning from oral, Buddhism and Mahayana Buddhism,
compare, explain,
as Vedic religions, have largely
experience or influenced the world today through
association
an essay.

through way
adaptively purpose
activities or the
Evaluating Describe how Hinduism, Theravada
The learner can make judgments and justify Buddhism and Mahayana Buddhism,
decisions evaluate
from one's as Vedic religions, have largely
knowledge,
practice, influenced the world today through
aptitude, etc., to multimedia/ picture/video clip
do something
presentation.
Creating generate, hypothesize, plan,

or point of view

e
or 14. Responding to Phenomena - Active participation on the part of Open-mindedness, Interest, Perform with
emotion the learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope, discipline how
respond, or satisfaction in responding (motivation). Positive vision, Acceptance, Hinduism,
areas.
A Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Determined, Independent , Theravada
Gratitude, Tolerant, Cautious,
settled help, label, perform, practice, present, read, recite, report, select, tell,
Buddhism and
way of write Calmness, Responsibility, Mahayana
thinking Accountability, Buddhism, as
or Industriousness, Industry,
feeling Cooperation, Optimism, Vedic religions,
about Satisfaction, Persistent, have largely
someon Cheerful, Reliable, Gentle, influenced the
e or world today
Globalism, Compassion, Work
somethi Ethics, Creativity, through a role
ng, Entrepreneurial Spirit,
play/skit.
one that 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This Solidarity, Making a stand for
is ranges from simple acceptance to the more complex state of commitment. the good, Voluntariness of
reflecte Valuing is based on the internalization of a set of specified values, while human act, Appreciation of
d in a clues to these values are expressed in the learner's overt behavior and are one’s rights, Inclusiveness,
often identifiable. Thoughtful, Seriousness,
person’s
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Generous, Happiness,
behavio Modest, Authority,
r follow, form, initiate, invite, join, justify, propose, read, report, select,
Hardworking, Realistic,
share, study Flexible, Considerate,
4. Organization - Organizes values into priorities by contrasting different Sympathetic, Frankness
system. The emphasis is on comparing, relating, and synthesizing values.
defend, explain, formulate, generalize, identify, integrate, modify, orde
r, organize, prepare, relate, synthesize
social, emotional).
verify
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness
nt in life. This ranges from simple acceptance to the more complex state of 24.Makakalikasan
commitment. Valuing is based on the internalization of a set of specified Care of the environment,
Go values, while clues to these values are expressed in the learner's overt Disaster Risk Management,
beyond behavior and are often identifiable. Protection of the
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Environment, Responsible
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Consumerism, Cleanliness,
earth, report, select, share, study Orderliness, Saving the
include 4. Organization - Organizes values into priorities by contrasting ecosystem, Environmental
more different values, resolving conflicts between them, and creating a sustainability
than unique value system. The emphasis is on comparing, relating, and 25.Makabansa Display respect on
wealth synthesizing values. Peace and order, Heroism
Behavioral Verbs: adhere, alter, arrange, combine, compare,
justifying how
and and Appreciation of Heroes,
fame, complete, defend, explain, formulate, generalize, identify, National Unity, Civic Hinduism,
and integrate, modify, order, organize, prepare, relate, synthesize Consciousness, Social Theravada
would 5. Internalizing values - (Characterization): Has a value system that responsibility, Harmony, Buddhism and
affect controls their behavior. The behavior is pervasive, consistent, Patriotism, Mahayana
the predictable, and most importantly, characteristic of the learner. Productivity
Instructional objectives are concerned with the student's general Buddhism, as
eternal
destiny patterns of adjustment (personal, social, emotional). Vedic religions,
of Behavioral Verbs: act, discriminate, display, influence, listen, have largely
millions modify, perform, practice, propose, qualify, question, revise, influenced the
serve, solve, verify
world today.
4. Procedures
4.1 Introductory Activity (_8_ minutes). This part introduces the lesson content. Go back to the video clip presentation : 1)
Based on
Although at times optional, it is usually included to serve as a warm-up activity to the video clip, which part of that catch your
One principle in learning is that learning occurs when it is conducted in a attention which display great influence in our
pleasurable and comfortable atmosphere. world today? Describe the scene and explain why?
(individual activity- 3pt. Rubric)
4.2 Activity (_5__ minutes). This is an interactive strategy to elicit learner’s prior Simple Recall: Hinduism? THeravada?Mahayana Buddhism?
learning experience. It serves as a springboard for new learning. It illustrates the see attachment #1 (2 mins.)
principle that learning starts where the learners are. Carefully structured activities
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
4.3 Analysis (_15__ minutes). Essential questions are included to serve as a guide Developing HOTS: Oral recitation
for the teacher in clarifying key understandings about the topic at hand. Critical Last week we had the play on the practices/
interactions and sharing of ideas and opinions about expected issues. Affective beliefs of Hinduism which influenced peoples’
questions are included to elicit the feelings of the learners about the activity or the lives, about Theravada Buddhism and Mahayana
Buddhism.
Again, 1) can you explain how it affects one’s life/
the world today?
2) Cite some examples of the effects of these
religion. Are these good for us or not? What do
you think?
4.4 Abstraction (_10_ minutes). This outlines the key concepts, important skills Make an outline of some doctrines, practices and beliefs
that should be enhanced, and the proper attitude that should be emphasized. This on each religion (group sharing with the teacher) then,
is organized as a lecturette that summarizes the learning emphasized from the a lecturette follows about new inputs and ideas needed
activity, analysis and new inputs in this part of the lesson. by the students
4.5 Application (_12_ minutes). This part is structured to ensure the commitment Reflection-making : We are all citizens of this world. We
of the learners to do something to apply their new learning in their own need to respect other religions’ doctrines, practices and
environment. beliefs. How can we do this?, this is what you’re
going to reflect.
j) Observation Investigation, Role Play, Oral Presentation,
Experiment
k) Talking to Learners / Hands-on Math Activities, Written Work and Essay-making (200-word)
Conferencing Essay, Picture Analysis, Comic Strip, Panel Theme: How Hinduism, Theravada Buddhism and
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share, Mahayana Buddhism Influenced the World Today
about their learning to gain insights on Reading Criteria : Organization, Clarity of ideas, Relevance to
their understanding and to progress and the theme, Attitude (display respect), Content (updated
clarify their thinking) with evidences)
l) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept
agreed criteria) made in technical-vocational subjects and/or
 Preparing for the new lesson Conduct an interview on people with expertise on the
topic about the three religions focusing on the aspects
of their origin, morality, purpose, destiny, and views on
women (If you can record your interview, the better.
Make an outline of these in your assignment notebook)
Making of interview questions to be checked by the
teacher in advance, before the interview. (
4.8 Concluding Activity (_30_ minutes). Harmony among our different religious
This is usually a brief but affective closing activity such as a strong quotation, a short traditions is essential for world peace.
practice their new learning. Genuine harmony should be founded on
mutual respect. Dalai Lama
Bring your notes and researches on the three religions
for our comparative analysis tomorrow
Since we still have enough time, interview question-
making and evaluation as well as instruction for
interview to be conducted
26. 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.
28. 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
E. Which of my learning strategies
worked well? Why did these work? Collaborative/group activities, the use of multimedia presentation
F. What difficulties did I encounter
which my principal or supervisor resources
can help me solve?
G. What innovation or localized Use of manila paper in the absence of power point presentation or in case of brownout
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Bibliography
12. Answer Key …
4. Handouts …
6. Others

Tuesday
DLP No.: 05 Learning Area: Introduction to World Religion Grade Level: 11 Quarter: II/IV Duration: 100 mins
Learning Competency/ies: Conduct an interview on the doctrines of each of the three religions
(Taken from the Curriculum
Code:HUMSS_WRB1
and compare them in the aspects of origin, morality, purpose, destiny,
Guide) and views on women. 2II/IVd-11.4
Key Concepts / Understandings Interview on the doctrines of each of the three religions and comparison on their aspects of
to be Developed origin, morality, purpose, destiny, and views on women
memorize, repeat,
something with Understanding interpret, exemplify, Summarize an interview on the
familiarity The learner can construct meaning from oral, doctrines of each of the three
compare, explain,
religions and discuss the comparison
experience or in their aspects of origin, morality,
association
purpose, destiny, and views on
women.

through way
adaptively purpose
activities or the
Evaluating
The learner can make judgments and justify
decisions evaluate
from one's
knowledge, Creating generate, hypothesize, plan, Generate a comparative analysis on
practice, design, develop, produce,
The learner can put elements together to the doctrines of each of the three
aptitude, etc., to form a functional whole, create a new product assemble, devise
do something or point of view religions and their aspects of origin,
morality, purpose, destiny, and views
on women through an interview and
by using a template.

e
or 16. Responding to Phenomena - Active participation on the part of Open-mindedness, Interest, Critically compare
emotion the learners. Attends and reacts to a particular phenomenon. Learning Courteous, Obedience, Hope, the doctrines of
each of the three
areas. respond, or satisfaction in responding (motivation). Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, Determined, Independent , religions and
A
settled help, label, perform, practice, present, read, recite, report, select, tell, Gratitude, Tolerant, Cautious, their aspects of
way of write Calmness, Responsibility, origin, morality,
thinking Accountability, purpose, destiny,
or Industriousness, Industry, and views on
feeling Cooperation, Optimism,
about Satisfaction, Persistent, women.
someon 17. Valuing - Attaches to a particular object, phenomenon, or behavior. Cheerful, Reliable, Gentle,
e or This ranges from simple acceptance to the more complex state of Appreciation of one’s culture,
commitment. Valuing is based on the internalization of a set of specified Globalism, Compassion, Work
somethi Ethics, Creativity,
ng, values, while clues to these values are expressed in the learner's overt
Entrepreneurial Spirit,
typically behavior and are often identifiable.
Financial Literacy, Global,
one that Behavioral Verbs: work, complete, demonstrate, differentiate, explain, Solidarity, Making a stand for
follow, form, initiate, invite, join, justify, propose, read, report, select,
is share, study the good, Voluntariness of
reflecte human act, Appreciation of
d in a one’s rights, Inclusiveness,
18. Organization - Organizes values into priorities by contrasting Thoughtful, Seriousness,
person’s
Generous, Happiness,
behavio different values, resolving conflicts between them, and creating a unique
Modest, Authority,
r value system. The emphasis is on comparing, relating, and synthesizing Hardworking, Realistic,
values. Flexible, Considerate,
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, Sympathetic, Frankness
social, emotional).
verify
importa 3. Valuing - Attaches to a particular object, phenomenon, or behavior. Generosity, Helping, Oneness
nt in life. This ranges from simple acceptance to the more complex state of 31.Makakalikasan
commitment. Valuing is based on the internalization of a set of specified Care of the environment,
Go values, while clues to these values are expressed in the learner's overt Disaster Risk Management,
beyond behavior and are often identifiable. Protection of the
learner’ Behavioral Verbs: work, complete, demonstrate, differentiate, Environment, Responsible
s life on explain, follow, form, initiate, invite, join, justify, propose, read, Consumerism, Cleanliness,
earth, report, select, share, study Orderliness, Saving the
include 4. Organization - Organizes values into priorities by contrasting ecosystem, Environmental
more different values, resolving conflicts between them, and creating a sustainability
than unique value system. The emphasis is on comparing, relating, and 32.Makabansa Display respect on
wealth synthesizing values. Peace and order, Heroism
Behavioral Verbs: adhere, alter, arrange, combine, compare,
the doctrines of
and and Appreciation of Heroes,
fame, complete, defend, explain, formulate, generalize, identify, National Unity, Civic each of the three
and integrate, modify, order, organize, prepare, relate, synthesize Consciousness, Social religions and in
would 5. Internalizing values - (Characterization): Has a value system that responsibility, Harmony, comparing them in
affect controls their behavior. The behavior is pervasive, consistent, Patriotism, the aspects of
the predictable, and most importantly, characteristic of the learner. Productivity
Instructional objectives are concerned with the student's general origin, morality,
eternal
destiny patterns of adjustment (personal, social, emotional). purpose, destiny,
of Behavioral Verbs: act, discriminate, display, influence, listen, and views on
millions modify, perform, practice, propose, qualify, question, revise, women.
serve, solve, verify
4. Procedures
4.1 Introductory Activity (_6_ minutes). This part introduces the lesson content. Energizer After prayer and checking of attendance)
Although at times optional, it is usually included to serve as a warm-up activity to
4.2 Activity (_30__ minutes). This is an interactive strategy to elicit learner’s prior  Review : Yess/No (just raising of hands)
learning experience. It serves as a springboard for new learning. It illustrates the  Group activity : Groupings by 5 as assigned to
principle that learning starts where the learners are. Carefully structured activities them last time) A leader collects their assignments
as well as their interview outputs. Have group
such as individual or group reflective exercises, group discussion, self-or group sharing of results. Have collaborative work to have
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, a summary of their outputs.
4.3 Analysis (_30___ minutes). Essential questions are included to serve as a 1) How was your experience in interviewing? Did
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 you enjoy it? Have you learned something?
maximize interactions and sharing of ideas and opinions about expected issues. Summary Presentation guide questions:
Affective questions are included to elicit the feelings of the learners about the 1) What are the issues involved in your
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 interview?
the lesson. 2) Is it difficult for them to answer your
questions? What are their views on the origin,
morality,purpose, destiny, and views on women
with regards to the three religions? Discuss their
views.
3) Make a simple conclusion on that topic
4.4 Abstraction (_15_ minutes). This outlines the key concepts, important skills Teacher’s lecturette on the topic and effective discussion
that should be enhanced, and the proper attitude that should be emphasized. This Polishing students’ summary... Teacher can show her prepared
is organized as a lecturette that summarizes the learning emphasized from the power point presentation summarizing the topic and students’
work
activity, analysis and new inputs in this part of the lesson.
4.5 Application (_7_ minutes). This part is structured to ensure the commitment of Picture analysis : Giving question using HOTS , then Insights
the learners to do something to apply their new learning in their own environment. --making starting emphasizing respect to these religions
m) Observation Investigation, Role Play, Oral Presentation,
Experiment
n) Talking to Learners / Hands-on Math Activities, Written Work and
o) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Graphic Organizer : Template on Comparative
(Teachers judge the quality of products Maps/Graphic Organizer, Project, Model, analysis ---collaborative work with the same
produced by learners according to Artwork, Multi-media Presentation, Product groupings
agreed criteria) made in technical-vocational subjects  Clarity of ideas, relevance, content,
reliability of resources, teamwork

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test, Pre
 Reinforcing / strengthening the day’s lesson Go over the three religions again and prepare for
the summative test...

 Preparing for the new lesson
4.8 Concluding Activity (__2_ minutes). “The purpose of religion is to control

This is usually a brief but affective closing activity such as a strong quotation, a short yourself, not to criticize others”
practice their new learning. DALAI LAMA
33. 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.
Well achieved
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.
none
D. No. of learners who
continue to require none
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
Collaborative/group activities, the use of multimedia presentation
F. What difficulties did I
encounter which my
principal or supervisor can resources
help me solve?
G. What innovation or Use of manila paper in the absence of power point presentation or in case of brownout
localized materials did I
use/discover which I wish to
share with other teachers?
Prepared by:
Bibliography
15. Answer Key …
4. Handouts …
6. Others

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitud Categories: List of Attitudes:

 Reinforcing / strengthening the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (___2_ minutes).

B.No. of learners who

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitud Categories: List of Attitudes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Creating generate, hypothesize, plan,

Attitud Categories: List of Attitudes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Creating generate, hypothesize, plan,

Attitud Categories: List of Attitudes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

Detailed Lesson Plan (DLP) Format

Skills Applying execute, implement,

Attitud Categories: List of Attitudes:

2. Content Comparative Analysis

d) Tests Skill Performance Test, Open-Ended

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

4.8 Concluding Activity (__2_ minutes). “The purpose of religion is to control

B. No. of learners who

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