Instructional Planning

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
Detailed Lesson Plan (DLP)
DLP No.: 1 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: develop a working prototype of an ICT Project for Social Code:
(Taken from the Curriculum Guide) Change CS_ICT11/12-ICTPT-IIm-p19

Key Concepts/ working with peers and external public partners the development ICT Projects for social
Understanding to be developed change or cause
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of knowing The learner can recall information duplicate, list, memorize, repeat,
something with and retrieve relevant knowledge describe, reproduce
familiarity gained from long-term memory
through experience or Interpret, exemplify, classify,
association
Understanding Discuss the steps on how to develop a working
The learner can construct meaning summarize, infer, compare,
prototype of an ICT Project for Social Change
from oral, written and graphic explain, paraphrase, discuss
messages

Skills Applying Execute, implement, demonstrate,

The ability and The learner can use information to dramatize, interpret, solve, use,
capacity acquired undertake a procedure in familiar illustrate, convert, discover
through deliberate, situations or in a new way
systematic, and Analyzing Differentiate, distinguish,
sustained effort to The learner can distinguish compare, contrast, organize,
smoothly and between parts and determine how outline, attribute, deconstruct
adaptively carryout they relate to one another, and to
complex activities or the overall structure and purpose
the ability, coming Coordinate, measure, detect,
from one’s knowledge,
Evaluating
The learner can make judgments defend, judge, argue, debate,
practice, aptitude, etc. describe, critique, appraise,
to do something and justify decisions
evaluate
Creating Generate, hypothesize, plan, Produce own ICT Project for Social Change following
The learner can put elements design, develop, produce,
the steps on how to develop a working prototype of
together to form a functional construct, formulate, assemble,
devise an ICT Project for Social Change
whole, create a new product or
point of view
Attitude Categories: List of Attitudes:
Growth in feelings or 1. Receiving Phenomena – Awareness, willingness to hear, Self-esteem, Self-confidence,
emotional areas. A selected attention Wellness, Respect, Honesty, Personal
settled way of thinking Discipline, Perseverance, Sincerity,
Behavioral Verbs: ask, choose, describe, erect, follow, give, Patience, Critical Thinking, Open-
or feeling about hold, identify, locate, name, point to, reply, select, sit, mindedness, Interest, Courteous,
someone or Obedience, Hope, Charity, Fortitude,
study, use
something, typically Resiliency, Positive vision,
one that is reflected in 2. Responding to Phenomena – Activate participation on the Acceptance, Determined,
a person’s behavior. part of the learners. Attends and reacts to a particular Independent, Gratitude, Tolerant,
phenomenon. Learning outcomes may emphasize Cautious, Decisive, Self-control,
Calmness, Responsibility,
compliance in responding, willingness to respond, or
Accountability, Industriousness,
satisfaction in responding (motivation). Industry, Cooperation, Optimism,
Behavioral Verbs: aid, answer, assist, comply, conform, Satisfaction, Persistent, Cheerful,
discuss, greet, help, label, perform, practice, present, read, Reliable, Gentle, Appreciation of
one’s culture, Globalism, Compassion,
recite, report, select, tell, write Work ethics, Creativity,
3. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Financial Demonstrate
behavior. This ranges from simple acceptance to the more Literacy, Global Solidarity, Making a
appreciation towards
stand for the good, Voluntariness of
complex state of commitment. Valuing is based on the human act, Appreciation of one’s personal discipline
internalization of a set of specified values, while clues to rights, Inclusiveness, Thoughtful,
these values are expressed in the learner’s overt behavior Seriousness, Generous, Happiness,
and are often identifiable. Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: work, complete, demonstrate, Sympathetic, Frankness
differentiate, explain, follow, form, initiate, invite, join,
justify, propose, read, report, select, share, study
4. Organization – Organize 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, combined,
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 attention
A learner’s principles 1. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify,
or standards of Love of God, Faith, Trusting,
locate, name, point to, reply, select, sit, study, use
behavior; one’s Spirituality, Inner Peace, Love of
Truth, Kindness, Humble
judgment of what is 2. Maka-tao
important in life. Concern for others, Respect for
2. Responding to Phenomena – Activate participation on the part of the human rights, Gender equality,
Go beyond learner’s learners. Attends and reacts to a particular phenomenon. Learning outcomes Family solidarity, Generosity,
may emphasize compliance in responding, willingness to respond, or
life on earth, include Helping, Oneness
satisfaction in responding (motivation). 3. Makakalikasan
more than wealth and Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help,
fame, and would Care of the environment, Disaster
label, perform, practice, present, read, recite, report, select, tell, write risk-management, Protection of
affect the eternal
the environment, Responsible
destiny of millions 3. Valuing – Attaches to a particular object, phenomenon, or behavior. This consumerism, Cleanliness, organize groups that will
ranges from simple acceptance to the more complex state of commitment. Orderliness, Saving the ecosystem,
Valuing is based on the internalization of a set of specified values, while clues Environmental sustainability
help in campaigning
to these values are expressed in the learner’s overt behavior and are often 4. Makabansa against climate change
identifiable. Peace and order, Heroism and
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, appreciation of Heroes, National
follow, form, initiate, invite, join, justify, propose, read, report, select, Unity, Civic Consciousness, Social
share, study Responsibility, Harmony,
Patriotism, Productivity
4. Organization – Organize 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.

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
2. Content how to work with peers and external publics/ partners for the development of an ICT project that
advocates or mobilizes for a specific Social Change or cause
3. Learning Resources CG, textbooks
4. Procedures
4.1 Introductory Activity (__10__) minutes. This part introduces the lesson content. It serves as
a warm-up activity to give the learners zest for the incoming lesson and an idea about what
 Present the Simplified ICT Project Process
it to follow. One principle in learning is that learning occurs when it is conducted in a
pleasurable and comfortable atmosphere. Overview
 Present a video about the different activities
done by the people showing cause and effect
of climate change.

4.2 Activity (__20__) minutes. This is an interactive strategy to elicit learner’s prior learning  Group the students into five, let them create a
experience. It serves as a springboard for new learning. It illustrates the principle that
legitimate change.org campaign and
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 accompany it with a website that will promote
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like the campaign and supply more information
may be created. Clear instructions should be considered in this part of the lesson. about the campaign.
 Once approved by the teacher, the following
will be required for this project:
1. A website or blog that will promote
and explain what the campaign is all
about.
2. Pictures that will accompany the
website or blog.
3. At least one infographic posted on the
website (requires research either
through simple surveys or through
the use of secondary data)
4. A Facebook fan page about the event
that will help your audience meet and
collaborate.
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the teacher Analyze the activity using the following questions:
in clarifying key understandings about the topic at hand. Critical points are organized to
 What can you say after watching the video?
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  Why is it important to follow the
the learners about the activity or the topic. The last questions or points taken should lead steps/working prototype in the ICT project
the learners to understand the new concepts or skills that are to be presented in the next process?
part of the lesson.
4.4 Abstraction (__25__) minutes. This outlines the key concepts, important skills that should be Let the students produce own ICT Project for Social
enhanced, and the proper attitude that should be emphasized. This is organized as a
Change based on the video following the steps on how
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. to develop a working prototype of an ICT Project for
Social Change
4.5 Application (__40__) minutes. This part is structured to ensure the commitment of the Let the students write a reaction paper on their
learners to do something to apply their new learning in their own environment.
legitimate change.org campaign based on the video
following the steps on how to develop a working
prototype of an ICT Project for Social Change
4.6 Assessment (__10__) 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, 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 Assessments Method below:

Assessment Method Possible Activities

a) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment 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

b) Talking to Learners/
Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
Hands-on Math Activities, Written I. Enumerate five things that should be
Work and Essay, Picture Analysis, accomplished or considered during the
Comic Strip, Panel Discussion, planning stage of an ICT Project.
Interview, Think-Pair-Share, Reading
II. Arrange the following steps in order using nos.
1-4. Write X if the step is not part of the
process.
_____release and promotion
_____development
_____maintenance
_____coding
_____planning

c) Analysis of Learners’ Worksheets for all subjects, Essay,

Products Concept Maps/ Graphic Organizer,
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

d) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to determine Question, Practicum, Pen and Paper
learners’ ability to demonstrate mastery of a Test, Pre and Post Test, Diagnostic
skill or knowledge of content) Test, Oral Test, Quiz

4.7 Assignment (__5__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson Answer this:

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson Research on how online ICT Projects for Social Change
are uploaded, managed, and promoted for maximum
audience impact
4.8 Concluding Activity (__5__) minutes “Social Change is not going to come from just knowing
This is usually a brief but affective closing activity such as a strong quotation, a short more information, but from doing something with it”
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.

6. 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 with 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
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?

Prepare by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@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
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 2 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: demonstrate how online ICT Projects for Social Change Code:
(Taken from the Curriculum Guide) are uploaded, managed, and promoted for maximum CS_ICT11/12-ICTPT-IIq-r20
audience impact

Key Concepts/ online ICT Project for Social Change

Understanding to be developed
Domain Adapted Cognitive Process Dimensions 5. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained
through
Understanding Interpret, exemplify, classify, Discuss how online ICT Projects for Social Change are
The learner can construct meaning summarize, infer, compare,
experience or uploaded, managed and promoted for maximum
from oral, written and graphic explain, paraphrase, discuss
association audience impact
messages

Skills Applying Execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate,
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish,
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to between parts and determine how outline, attribute, deconstruct
smoothly and they relate to one another, and to
adaptively the overall structure and purpose
carryout complex
activities or the
Evaluating Coordinate, measure, detect,
The learner can make judgments defend, judge, argue, debate,
ability, coming describe, critique, appraise,
from one’s and justify decisions
evaluate
knowledge,
practice, aptitude, Creating Generate, hypothesize, plan, Design an online petition of the issue about the
The learner can put elements design, develop, produce,
etc. to do cleanliness and orderliness of the community for
together to form a functional construct, formulate, assemble,
something devise maximum audience impact
whole, create a new product or
point of view

Attitude Categories: List of Attitudes:

Growth in 6. Receiving Phenomena – Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 7. Responding to Phenomena – Activate participation on the part of Determined, Independent,
Gratitude, Tolerant, Cautious,
someone the learners. Attends and reacts to a particular phenomenon.
Decisive, Self-control,
or Learning outcomes may emphasize compliance in responding, Calmness, Responsibility,
something willingness to respond, or satisfaction in responding (motivation). Accountability,
, typically Industriousness, Industry,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss,
one that is Cooperation, Optimism,
reflected
greet, help, label, perform, practice, present, read, recite, report, Satisfaction, Persistent,
in a select, tell, write Cheerful, Reliable, Gentle,
person’s Appreciation of one’s culture,
Globalism, Compassion, Work
behavior. 8. Valuing – Attaches to a particular object, phenomenon, or ethics, Creativity, Demonstrate appreciation
behavior. This ranges from simple acceptance to the more complex Entrepreneurial Spirit, towards self-discipline
state of commitment. Valuing is based on the internalization of a Financial Literacy, Global
set of specified values, while clues to these values are expressed in Solidarity, Making a stand for
the good, Voluntariness of
the learner’s overt behavior and are often identifiable. human act, Appreciation of
Behavioral Verbs: work, complete, demonstrate, differentiate, one’s rights, Inclusiveness,
explain, follow, form, initiate, invite, join, justify, propose, read, Thoughtful, Seriousness,
Generous, Happiness, Modest,
report, select, share, study Authority, Hardworking,
Realistic, Flexible, Considerate,
9. Organization – Organize 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.
Behavioral Verbs: adhere, alter, arrange, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 10. 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:

6. Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 7. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 8. Maka-tao
behavior; 7. Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 9. Makakalikasan
in life.
Care of the environment,
8. Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management, organize groups that will
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
promote the cleanliness and
life on the learner’s overt behavior and are often identifiable. consumerism, Cleanliness, orderliness in the community
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth,
initiate, invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental
include
sustainability
more than 9. Organization – Organize values into priorities by contrasting different values, resolving 10. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on Peace and order, Heroism
and fame, comparing, relating, and synthesizing values. and appreciation of
and would Heroes, National Unity,
affect the Civic Consciousness, Social
eternal Responsibility, Harmony,
10.Internalizing Values (Characterization) – Has a value system that controls their Patriotism, Productivity
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
millions 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
6. Content how to manage an online ICT Project for Social Change
7. Learning Resources CG, textbooks
8. Procedures
8.1 Introductory Activity (__5__) minutes. This part introduces the lesson content. It serves Have the class sing the song “ Kapaligiran” by Asin
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 Activity (__10__) minutes. This is an interactive strategy to elicit learner’s prior learning Group the students to do the Think-Pair-Share. Let
experience. It serves as a springboard for new learning. It illustrates the principle that
them answer: As a student, how will you use the online
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or application in promoting the cleanliness and orderliness
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk of the community with maximum audience impact?
and the like may be created. Clear instructions should be considered in this part of the
lesson.

4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are  What are the activities that you think help in
included to elicit the feelings of the learners about the activity or the topic. The last promoting the cleanliness and orderliness of
questions or points taken should lead the learners to understand the new concepts or the community?
skills that are to be presented in the next part of the lesson.

4.4 Abstraction (__20__) minutes. This outlines the key concepts, important skills that should Let the students create an online petition promoting
be enhanced, and the proper attitude that should be emphasized. This is organized as a
the importance of cleanliness and orderliness of the
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. community

10.5 Application (__20__) minutes. This part is structured to ensure the commitment of the Choose one of the sites in which you can upload,
learners to do something to apply their new learning in their own environment.
managed and promote your ICT Projects for Social
Change for maximum audience impact
10.6 Assessment (__50__) 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, 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 Assessments Method below:

Assessment Method Possible Activities

e) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment 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

f) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

g) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

h) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)

4.7 Assignment (__5__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson

 Enriching/ Inspiring the day’s lesson Make a reflection paper on how to have a clean and an
order community.

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (__5__) minutes “ Let’s nurture our nature for a better future”
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.

11. 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.

12. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
H. No. of learners who
earned 80% in the
evaluation
I. No. of learners who
require additional
activities for
remediation
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
K. No. of learners who
continue
L. Which of my learning
strategies worked
well? Why did these
work?
M. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
N. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
7. Activity Sheet
8. Formative Assessment
9. Answer Key
10. Handouts
11. Powerpoint Presentation
12. Others
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 3 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 60
minutes
Learning Competency/ies: Share and showcase existing or previously developed Code:
(Taken from the Curriculum Guide) material in the form of a collaboratively designed CS_ICT11/12-ICTPT-Ii-j-13
newsletter or blogsite intended for a specific audience or
viewer
Key Concepts/ Integration of ICT content through collaboration with classmate and teacher as both peer
Understanding to be developed and partner from previous learnings
Domain Adapted Cognitive Process Dimensions 9. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of
list an online portal or website
duplicate, list, memorize, repeat,
The learner can recall information
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Interpret, exemplify, classify,
through
Understanding
The learner can construct meaning summarize, infer, compare,
experience or explain, paraphrase, discuss
association from oral, written and graphic
messages

Skills Applying Execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate,
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish, Compare an online portal or website
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to between parts and determine how outline, attribute, deconstruct
smoothly and they relate to one another, and to
adaptively the overall structure and purpose
carryout complex Coordinate, measure, detect,
activities or the
Evaluating
The learner can make judgments defend, judge, argue, debate,
ability, coming describe, critique, appraise,
from one’s and justify decisions
evaluate
knowledge, Generate, hypothesize, plan,
practice, aptitude, Creating
The learner can put elements design, develop, produce,
etc. to do construct, formulate, assemble,
something together to form a functional
whole, create a new product or devise
point of view

Attitude Categories: List of Attitudes:

Growth in 11. Receiving Phenomena – Awareness, willingness to hear, Self-esteem, Self-confidence,
feelings or selected attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 12. Responding to Phenomena – Activate participation on the Determined, Independent,
Gratitude, Tolerant, Cautious,
someone part of the learners. Attends and reacts to a particular
Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something responding, willingness to respond, or satisfaction in responding Accountability,
, typically Industriousness, Industry,
(motivation).
one that is Cooperation, Optimism,
reflected
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s select, tell, write Appreciation of one’s culture,
Globalism, Compassion, Work
behavior.
ethics, Creativity,
13. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Differentiate the list of online
behavior. This ranges from simple acceptance to the more complex Financial Literacy, Global portal or website
state of commitment. Valuing is based on the internalization of a Solidarity, Making a stand for
the good, Voluntariness of
set of specified values, while clues to these values are expressed in human act, Appreciation of
the learner’s overt behavior and are often identifiable. one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Thoughtful, Seriousness,
Generous, Happiness, Modest,
explain, follow, form, initiate, invite, join, justify, propose, read, Authority, Hardworking,
report, select, share, study Realistic, Flexible, Considerate,
Sympathetic, Frankness
14. Organization – Organize 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, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 15. 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:

11.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 13. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 14. Maka-tao
behavior; 12.Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 15. Makakalikasan
in life.
Care of the environment,
13.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
life on the learner’s overt behavior and are often identifiable. consumerism, Cleanliness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth,
initiate, invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental
include
sustainability
more than 14.Organization – Organize values into priorities by contrasting different values, resolving 16. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on Peace and order, Heroism
and fame, comparing, relating, and synthesizing values. and appreciation of
and would Heroes, National Unity,
affect the Civic Consciousness, Social
eternal Responsibility, Harmony,
15.Internalizing Values (Characterization) – Has a value system that controls their Patriotism, Productivity Display social responsibility
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
millions 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
10. Content The learner should be able to synthesize into an integrated ICT content through collaboration with
classmate and teacher are both peer and partner
11. Learning Resources CG, PPT, internet, computer, projector
12. Procedures
12.1 Introductory Activity (__5__) minutes. This part introduces the lesson content. It serves 1. Ask the students if they know of a portal or a
as a warm-up activity to give the learners zest for the incoming lesson and an idea about
website.
what it to follow. One principle in learning is that learning occurs when it is conducted in
a pleasurable and comfortable atmosphere. 2. Ask them what site they always view.

4.2 Activity (__15__) minutes. This is an interactive strategy to elicit learner’s prior learning 1. Show to the students 5 websites.
experience. It serves as a springboard for new learning. It illustrates the principle that
2. Let the students observe the design and the
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or outline of the 5 sites.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk 3. Let the students find a partner and share their
and the like may be created. Clear instructions should be considered in this part of the observations.
lesson.
4. Reporting

4.3 Analysis (___10_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
1. What did you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are 2. What are your ideal designs of a website?
included to elicit the feelings of the learners about the activity or the topic. The last 3. What is your favourite design of the given
questions or points taken should lead the learners to understand the new concepts or website?
skills that are to be presented in the next part of the lesson.

4.4 Abstraction (__5__) minutes. This outlines the key concepts, important skills that should Discuss the things needed in order to make a website.
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.

16.5 Application (__5__) minutes. This part is structured to ensure the commitment of the List 5 online portals or websites and let them write their
learners to do something to apply their new learning in their own environment.
observation about the designs.
16.6 Assessment (__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, 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 Assessments Method below:

Assessment Method Possible Activities

i) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment 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

j) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

k) Analysis of Learners’ Worksheets for all subjects, Essay, List 5 websites that conform to the students
Products Concept Maps/ Graphic Organizer, qualifications or ideal websites.
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

l) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)

4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson Research work:

List the codes in making a website.

4.8 Concluding Activity (__5__) 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.

17. 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.

18. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
O. No. of learners who
earned 80% in the
evaluation
P. No. of learners who
require additional
activities for
remediation
Q.Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
R. No. of learners who
continue
S. Which of my learning
strategies worked
well? Why did these
work?
T. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
U. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
13. Activity Sheet
14. Formative Assessment
15. Answer Key
16. Handouts
17. Powerpoint Presentation
18. Others

Instructional Planning
 (With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 4 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 60
minutes
Learning Competency/ies: Share and showcase existing or previously developed Code:
(Taken from the Curriculum Guide) material in the form of a collaboratively designed CS_ICT11/12-ICTPT-Ii-j-13
newsletter or blogsite intended for a specific audience or
viewer
Key Concepts/ Integration of ICT content through collaboration with classmate and teacher as both peer
Understanding to be developed and partner from previous learnings
Domain Adapted Cognitive Process Dimensions 13. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize, memorize the code in developing an online portal or
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing
website
and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained
through
Understanding Interpret, exemplify, classify,
The learner can construct meaning summarize, infer, compare,
experience or explain, paraphrase, discuss
association from oral, written and graphic
messages

Skills Applying Execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate,
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish, Organize the code in developing an online portal or
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to
website.
between parts and determine how outline, attribute, deconstruct
smoothly and they relate to one another, and to
adaptively the overall structure and purpose
carryout complex
activities or the
Evaluating Coordinate, measure, detect,
The learner can make judgments defend, judge, argue, debate,
ability, coming describe, critique, appraise,
from one’s and justify decisions
evaluate
knowledge,
practice, aptitude, Creating Generate, hypothesize, plan,
The learner can put elements design, develop, produce,
etc. to do
together to form a functional construct, formulate, assemble,
something devise
whole, create a new product or
point of view

Attitude Categories: List of Attitudes:

Growth in 16. Receiving Phenomena – Awareness, willingness to hear, Self-esteem, Self-confidence,
feelings or selected attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 17. Responding to Phenomena – Activate participation on the Determined, Independent,
Gratitude, Tolerant, Cautious,
someone part of the learners. Attends and reacts to a particular
Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something responding, willingness to respond, or satisfaction in responding Accountability,
, typically Industriousness, Industry,
(motivation).
one that is Cooperation, Optimism,
reflected
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s select, tell, write Appreciation of one’s culture,
Globalism, Compassion, Work
behavior.
ethics, Creativity,
18. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit,
behavior. This ranges from simple acceptance to the more complex Financial Literacy, Global
state of commitment. Valuing is based on the internalization of a Solidarity, Making a stand for
the good, Voluntariness of
set of specified values, while clues to these values are expressed in human act, Appreciation of
the learner’s overt behavior and are often identifiable. one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Thoughtful, Seriousness,
Generous, Happiness, Modest,
explain, follow, form, initiate, invite, join, justify, propose, read, Authority, Hardworking,
report, select, share, study Realistic, Flexible, Considerate,
Sympathetic, Frankness
19. Organization – Organize 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, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 20. Internalizing Values (Characterization) – Has a value system Practice self- confidence
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:

16.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 19. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 20. Maka-tao
behavior; 17.Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding
judgment equality, Family solidarity,
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 21. Makakalikasan
in life.
Care of the environment,
18.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
life on the learner’s overt behavior and are often identifiable. consumerism, Cleanliness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth,
initiate, invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental
include
sustainability
more than 19.Organization – Organize values into priorities by contrasting different values, resolving 22. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on Peace and order, Heroism
and fame, comparing, relating, and synthesizing values. and appreciation of
and would Heroes, National Unity,
affect the Civic Consciousness, Social
eternal Responsibility, Harmony,
20.Internalizing Values (Characterization) – Has a value system that controls their Patriotism, Productivity Practice harmony
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
millions 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
14. Content The learner should be able to synthesize into an integrated ICT content through collaboration with
classmate and teacher as both peer and partner
15. Learning Resources CG, computer, projector
16. Procedures
16.1 Introductory Activity (__2__) minutes. This part introduces the lesson content. It serves  Check the attendance.
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  Collect the assignment.
a pleasurable and comfortable atmosphere.

4.2 Activity (__10__) minutes. This is an interactive strategy to elicit learner’s prior learning  Group the students into 5 groups and share
experience. It serves as a springboard for new learning. It illustrates the principle that
the codes that they have gathered in their
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or assignment.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk  Group reporting.
and the like may be created. Clear instructions should be considered in this part of the
lesson.

4.3 Analysis (__15_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel after the sharing? Why?
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 Abstraction (__2__) minutes. This outlines the key concepts, important skills that should Discuss the use of the codes in developing a portal or
be enhanced, and the proper attitude that should be emphasized. This is organized as a
website.
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.

22.5 Application (__8__) minutes. This part is structured to ensure the commitment of the Use the code to be able to display the words “ HELLO
learners to do something to apply their new learning in their own environment.
WORLD” on the screen.
22.6 Assessment (_8__) 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, 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 Assessments Method below:

Assessment Method Possible Activities

m) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment 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

n) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

o) Analysis of Learners’ Worksheets for all subjects, Essay,

Products Concept Maps/ Graphic Organizer,
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

p) Tests
(Teachers set tests or quizzes to
determine learners’ ability to
demonstrate mastery of a skill or
knowledge of content)
Skill Performance Test, Open-Ended Oral test. Memorize the code in front of the teacher.
Question, Practicum, Pen and Paper
Test, Pre and Post Test, Diagnostic
Test, Oral Test, Quiz

4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson Only the students who have not memorize the code in
the assessment are given assignment.

 Enriching/ Inspiring the day’s lesson

 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (__2__) minutes instruct the students to clean the room and arrange the
This is usually a brief but affective closing activity such as a strong quotation, a chairs properly.
short song, an anecdote, parable, or a letter that inspires the learners to do
something to practice their new learning.

23. 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.

24. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
V. No. of learners who
earned 80% in the
evaluation
W. No. of
learners who require
additional activities
for remediation
X. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
Y. No. of learners who
continue
Z. Which of my learning
strategies worked
well? Why did these
work?
AA. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
BB. What
innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
19. Activity Sheet
20. Formative Assessment
21. Answer Key
22. Handouts
23. Powerpoint Presentation
24. Others
 Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)

Detailed Lesson Plan (DLP)

DLP No.: 5 Learning Area: Empowerment Technologies Grade Level: 11 Quarter: I Duration: 120
minutes
Learning Competency/ies: Compare and contrast the nuances of varied online Code:
(Taken from the Curriculum Guide) platforms sites and content to best achieve specific class CS_ICT11/12-ICTPT-Ia-b-1
objectives or address situational challenges

Key Concepts/ ICT in the context of global communication for specific professional track
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 17. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained Interpret, exemplify, classify,
through
Understanding Explain how ICT affects their everayday lives and the
The learner can construct meaning summarize, infer, compare,
experience or state of our nation
from oral, written and graphic explain, paraphrase, discuss
association
messages

Skills Applying Execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity acquired undertake a procedure in familiar interpret, solve, use, illustrate,
through situations or in a new way convert, discover
deliberate, Analyzing Differentiate, distinguish, Compare and contrast the differences between online
systematic, and The learner can distinguish compare, contrast, organize,
sustained effort to
platforms, sites and content.
between parts and determine how outline, attribute, deconstruct
smoothly and they relate to one another, and to
adaptively the overall structure and purpose
carryout complex Coordinate, measure, detect,
activities or the
Evaluating
The learner can make judgments defend, judge, argue, debate,
ability, coming describe, critique, appraise,
from one’s and justify decisions
evaluate
knowledge, Generate, hypothesize, plan,
practice, aptitude, Creating
The learner can put elements design, develop, produce,
etc. to do construct, formulate, assemble,
something together to form a functional
whole, create a new product or devise
point of view

Attitude Categories: List of Attitudes: Give the importance of ICT in

Growth in 21. Receiving Phenomena – Awareness, willingness to hear, Self-esteem, Self-confidence, our daily lives.
feelings or selected attention Wellness, Respect, Honesty,
emotional Personal Discipline,
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Perseverance, Sincerity,
areas. A identify, locate, name, point to, reply, select, sit, study, use Patience, Critical Thinking,
settled Open-mindedness, Interest,
way of Courteous, Obedience, Hope,
thinking or Charity, Fortitude, Resiliency,
feeling Positive vision, Acceptance,
about 22. Responding to Phenomena – Activate participation on the Determined, Independent,
Gratitude, Tolerant, Cautious,
someone part of the learners. Attends and reacts to a particular
Decisive, Self-control,
or phenomenon. Learning outcomes may emphasize compliance in Calmness, Responsibility,
something responding, willingness to respond, or satisfaction in responding Accountability,
, typically Industriousness, Industry,
(motivation).
one that is Cooperation, Optimism,
reflected
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Satisfaction, Persistent,
in a greet, help, label, perform, practice, present, read, recite, report, Cheerful, Reliable, Gentle,
person’s select, tell, write Appreciation of one’s culture,
Globalism, Compassion, Work
behavior.
ethics, Creativity,
23. Valuing – Attaches to a particular object, phenomenon, or Entrepreneurial Spirit,
behavior. This ranges from simple acceptance to the more complex Financial Literacy, Global
state of commitment. Valuing is based on the internalization of a Solidarity, Making a stand for
the good, Voluntariness of
set of specified values, while clues to these values are expressed in human act, Appreciation of
the learner’s overt behavior and are often identifiable. one’s rights, Inclusiveness,
Behavioral Verbs: work, complete, demonstrate, differentiate, Thoughtful, Seriousness,
Generous, Happiness, Modest,
explain, follow, form, initiate, invite, join, justify, propose, read, Authority, Hardworking,
report, select, share, study Realistic, Flexible, Considerate,
Sympathetic, Frankness
24. Organization – Organize 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, combined, compare,
complete, defend, explain, formulate, generalize, identify,
integrate, modify, order, organize, prepare, relate, synthesize
 25. 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:

21.Receiving Phenomena – Awareness, willingness to hear, selected attention
A learner’s 25. Maka-Diyos
Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate,
principles Love of God, Faith,
name, point to, reply, select, sit, study, use
or Trusting, Spirituality, Inner
Peace, Love of Truth,
standards Kindness, Humble
of 26. Maka-tao
behavior; 22.Responding to Phenomena – Activate participation on the part of the learners. Concern for others, Respect Perform the given task with
one’s Attends and reacts to a particular phenomenon. Learning outcomes may emphasize for human rights, Gender
compliance in responding, willingness to respond, or satisfaction in responding oneness and solidarity
judgment equality, Family solidarity,
(motivation). Generosity, Helping,
of what is Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
important Oneness
perform, practice, present, read, recite, report, select, tell, write 27. Makakalikasan
in life.
Care of the environment,
23.Valuing – Attaches to a particular object, phenomenon, or behavior. This ranges from Disaster risk-management,
Go beyond simple acceptance to the more complex state of commitment. Valuing is based on the Protection of the
learner’s internalization of a set of specified values, while clues to these values are expressed in environment, Responsible
life on the learner’s overt behavior and are often identifiable. consumerism, Cleanliness,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Orderliness, Saving the
earth,
initiate, invite, join, justify, propose, read, report, select, share, study ecosystem, Environmental
include
sustainability
more than 24.Organization – Organize values into priorities by contrasting different values, resolving 28. Makabansa
wealth conflicts between them, and creating a unique value system. The emphasis is on Peace and order, Heroism
and fame, comparing, relating, and synthesizing values. and appreciation of
and would Heroes, National Unity,
affect the Civic Consciousness, Social
eternal Responsibility, Harmony,
25.Internalizing Values (Characterization) – Has a value system that controls their Patriotism, Productivity
destiny of behavior. The behavior is pervasive, consistent, predictable, and most importantly,
millions 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
18. Content The current state of ICT technologies (i.e., web 2.0, web 3.0, convergent technologies, social, mobile
and social media)
19. Learning Resources CG, textbooks, PPT, internet, strips, pentel pen, cartolina, coloring materials
20. Procedures
20.1 Introductory Activity (__5__) minutes. This part introduces the lesson content. It serves Using the concept map, write the words that are
as a warm-up activity to give the learners zest for the incoming lesson and an idea about
related to ICT.
what it to follow. One principle in learning is that learning occurs when it is conducted in
a pleasurable and comfortable atmosphere.

I
C
T

4.2 Activity (__30__) minutes. This is an interactive strategy to elicit learner’s prior learning From the class into group of 8 members. Take turns
experience. It serves as a springboard for new learning. It illustrates the principle that
answering the questions. Share by group.
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or 1. How many times have you checked your phone
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk this morning?
and the like may be created. Clear instructions should be considered in this part of the 2. How many status updates have you posted in
lesson.
FB or Twitter today?
3. Did you use the internet for an hour after you
woke up?
4. Do you follow a celebrity via his/her social
media account?
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
 What do you feel about the activity?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are  Does ICT make the world go round? Why?
included to elicit the feelings of the learners about the activity or the topic. The last  How important is it in our daily lives?
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 Abstraction (__10__) minutes. This outlines the key concepts, important skills that should Lecturette:
be enhanced, and the proper attitude that should be emphasized. This is organized as a
 ICT- information and communication
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. technology deals with the use of different
communication technologies such as mobile
phones, internet, telephones, etc. to locate,
edit and send information
 Philippines the “ICT hub of Asia”
28.5 Application (__3__) minutes. This part is structured to ensure the commitment of the Do exercises on p.6 of E-Tech by ITWI, “ICT, Me and My
learners to do something to apply their new learning in their own environment.
Community”
28.6 Assessment (__50__) 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, 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 Assessments Method below:

Assessment Method Possible Activities

q) Observation
(Formal and informal observations of
learners’ performance or behaviors are
recorded, based on assessment criteria)
Investigation, Role Play, Oral Using the given table on exploration 1.1 (Static and
Presentation, Dance, Musical Dynamic), compare and contrast the differences
Performance, Skill Demonstration, between online platforms, sites and contents.
Group Activity (e.g. Choral Reading),
Debate, Motor & Psychomotor
Games, Simulation Activities, Science
Experiment

r) Talking to Learners/ Hands-on Math Activities, Written

Conferencing Work and Essay, Picture Analysis,
Comic Strip, Panel Discussion,
(Teachers talk to and question learners
Interview, Think-Pair-Share, Reading
about their learning to gain insights on
their understanding and to progress and
clarify their thinking)

s) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)

t) Tests Skill Performance Test, Open-Ended

(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)

4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
 Reinforcing/ Strengthening the day’s lesson

 Enriching/ Inspiring the day’s lesson In lecture notebook, do exploration 1.2. identify the
correct web platform for Social Change.
1. Identify a problem in your community (e.g.,
littering, garbage disposal, blocked drainage,
etc.)
2. Imagine that you are going to create a website
to persuades both community leaders and
members to solve this problem.
3. Fill up the given form. (refer to presentation)
 Enhancing/ Improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (__3__) minutes “Keep everything clean and in proper order.
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.

29. 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.
 30. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.

CC. No. of
learners who earned
80% in the evaluation
DD. No. of
learners who require
additional activities
for remediation
EE. Did the
remedial lessons
work? No. of learners
who have caught up
with the lesson
FF. No. of
learners who
continue
GG. Which of my
learning strategies
worked well? Why
did these work?
HH. What
difficulties did I
encounter which my
principal or
supervisor can help
me solve?
II. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?

Prepared by:
Name: CLARISSA C. REYES School: CABAY NATIONAL HIGH SCHOOL
Position/ Designation: Teacher I Division: QUEZON
Contact Number: 09453847874 Email address: reyesclarissa1184@gmail.com

Bibliography:
Appendices: (attach all materials that will be used)
25. Activity Sheet
1. Formative Assessment
2. Answer Key
3. Handouts
4. Powerpoint Presentation
5. Others