Instructional Plan (iPlan)

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

Detailed Lesson Plan (DLP)

DLP No.:____ Learning Area: English Grade Level: 7 Quarter:First Duration:I hour
Learning Describe literary writing
Competency/ies: Code: Date:
(Taken from the EN7WC-
I-b-4.2
Curriculum Guide)
Key Concepts/ The learners demonstrate understanding of literary writing in which the term 'literary writing'
Understanding to calls to mind works by writers such as Shakespeare, Milton, or Wordsworth; definitive examples of
be developed all that the term implies. We instinctively associate the term with characteristics such as artistic
merit, creative genius, and the expression of mankind's noblest qualities.
Domain Adaptive Cognitive Process Dimensions OBJECTIVES
Given the descriptions and
characteristics of literary
writing, 75% of the learners
are expected to:
KNOWLEDGE The learner can recall information and retrieve 1. describe literary writing
The fact or condition relevant knowledge from long-term memory:
Remembering and its characteristics;
of knowing identify, retrieve, recognize, duplicate, list,
something with memorize, repeat, describe, reproduce
familiarity gained The learner can construct meaning from oral, written
through experience and graphic messages:
or association Understanding interpret, exemplify, classify, summarize, infer,
compare, explain, paraphrase, discuss
SKILLS The learner can use information to undertake a
The ability and procedure in familiar situations or in a new way:
capacity acquired Applying execute, implement, demonstrate, dramatize,
through deliberate, interpret, solve, use, illustrate, convert,
systematic, and discover
sustained effort to The learner can use information to undertake a 2. discover some of the literary
smoothly and procedure in familiar situations or in a new way: writings of our elders;
adaptively carryout Analyzing execute, implement, demonstrate, dramatize,
complex activities interpret, solve, use, illustrate, convert,
or … the ability,
discover
coming from one's
The learner can make judgments and justify
knowledge, practice,
decisions:
aptitude, etc., to do
something Evaluating coordinate, measure, detect, defend, judge,
argue, debate, describe, critique, appraise,
evaluate
The learner can put elements together to form a
functional whole, create a new product or point of
view:
Creating generate, hypothesize, plan, design, develop,
produce, construct, formulate, assemble,
device
ATTITUDE Receiving Phenomena List of Attitudes:
A settled way of ask, choose, describe, erect, Self- Esteem, Self- Confidence,
thinking or feeling follow, give, hold, identify, locate, Wellness, Respect, Honesty,
about someone or name, point to, reply, select, sit, Personal Discipline, Perseverance,
something, typically study, use
Critical Thinking, Open-
one that is reflected Responding to Phenomena Mindedness, Interest, Courteous,
in a person's aid, answer, assist, comply,
behavior Obedience, Hope, Charity,
conform, discuss, greet, help,
Fortitude, Resiliency, Positive
label, perform, practice, present,
read, recite, report, select, tell, Vision, Acceptance, Determined,
write, Independent, Gratitude, Tolerant,
Valuing Cautious, Decisive, Self- Control,
work, complete, demonstrate, Calmness, Responsibility,
differentiate, explain, follow, Accountability, Industriousness,
form, initiate, invite, join, Industry, Cooperation, Optimism,
propose, read, report, select, Satisfaction, Persistent, Cheerful,
share, study Reliable, Gentle, Appreciation Of
Organization One’s Culture, Globalism,
adhere, alter, arrange, combine, Compassion, Entrepreneurial
compare, complete, defend, Spirit, Financial Literacy, Global
explain, formulate, generalize, Solidarity, Making A Stand For
identify, integrate, modify, order, The Good, Voluntariness Of
organize, prepare, relate,
Human Act, Appreciation Of
synthesize
 Internalizing Values One’s Rights, Inclusiveness,
act, discriminate, display, Thoughtful, Seriousness,
influence, listen, modify, perform, Generous, Happiness,
practice, propose, qualify, Modest, Authority, Hardworking,
question, revise, serve, solve, Realistic, Flexible, Considerate,
verify Sympathetic, Frankness
VALUES Receiving Phenomena List of Values:
*A learner's ask, choose, describe, erect, 1. MAKA- DIYOS
principles or follow, give, hold, identify, locate, Faith, Humble, Inner Peace,
standards of name, point to, reply, select, sit, Kindness, Love Of God, Love Of
behaviour; one's study, use Truth, Spirituality, Trust
judgment of what is Responding to Phenomena 2. MAKA- TAO
important in life. aid, answer, assist, comply,
* Go beyond
Concern For Others, Family
conform, discuss, greet, help,
learner's life on Solidarity, Gender Equality,
label, perform, practice, present,
earth, include more read, recite, report, select, tell,
Helping, Oneness, Respect For
than wealth and write, Human Rights
fame, and would Valuing 3. MAKAKALIKASAN
affect the eternal Care For The Environment,
work, complete, demonstrate,
destiny of millions. Disaster Risk Management,
differentiate, explain, follow,
form, initiate, invite, join, Environment Sustainability,
propose, read, report, select, Orderliness, Protection Of The
share, study Environment, Responsible
Organization Consumerism, Saving The
adhere, alter, arrange, combine, Ecosystem
compare, complete, defend, 4. MAKABANSA 3. explain the importance of knowing
explain, formulate, generalize, some of the literary writing of our
Civic Consciousness, Harmony,
identify, integrate, modify, order, ancestors;
organize, prepare, relate,
Heroism And Appreciation Of
synthesize Heroes, National Unity,
Internalizing Values/ Patriotism, Peace And Order,
Characterization Productivity, Social Responsibility
act, discriminate, display,
influence, listen, modify, perform,
practice, propose, qualify,
question, revise, serve, solve,
verify
Skill Focus: Writing and Composition
2. CONTENT  Academic Writing

CG page 104 , LP pp. 12-13; Speaker, microphone, LED TV, Power Point Presentation of Academic
3. LEARNING
writing by Jareleny N. Bansal
RESOURCES
4. PROCEDURES
4.1. Introductory Activity (10 minutes) The teacher starts the session by presenting the objectives
This part introduces the lesson content. Although at times optional, it is of the lesson. She makes the learners aware of what will
usually included to serve as a warm-up activity to give the learners zest for
the incoming lesson and an idea about what it to follow. One principle in be going on during the session.
learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.
4.2. Activity (20 minutes)
This is an interactive strategy to elicit learner’s prior learning experience. It The teacher presents a Power Point Presentation of the
serves as springboard for new learning. It illustrates the principle that meaning and the characteristics of literary writing.
learning starts where the learners are. Carefully structured activities such (https://www.slideshare.net/jareleny/literary-vs-academic-wri
as individual or group reflective exercises, group discussion, self or group
ting-64862279)
assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear After having the presentation, the students are divided
instructions should be considered in this part of the lesson. into 4 groups. Then, have them discuss among the
group he following questions:
 Describe literary writing.
 List down the characteristics of literary writing.
 Mention examples of literary writing that they
know from the elders.

Then, have a representative from each group report their output

to the class.

4.3. Analysis (10 minutes) The teacher processes the students’ responses ask them to
Essential questions are included to serve as a guide for the teacher in answer the following questions:
clarifying key understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to maximize
interactions & 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 (10 minutes)
This outlines the key concepts, important skills that should be enhanced,
and the proper attitude that should be emphasized. This is organized as a
lecture that summarizes the learning emphasized from the activity, analysis
and new inputs in this part of the lesson.
1. How do you describe literary writing? What are its
characteristics?
What does the term literary writing mean?
 The term 'literary writing' calls to mind works by
writers such as Shakespeare, Milton, or
Wordsworth; definitive examples of all that the
term implies. We instinctively associate the term
with characteristics such as artistic merit, creative
genius, and the expression of mankind's noblest
qualities.

4.5. Application (5 minutes)

This part is structured to ensure the commitment of the learners to do
something to apply their new learning in their own environment.
4.6. Assessment (5 minutes)
For the teachers to:
1.Assess whether learning objectives have been met for a specified
duration.
2.Remediate and / or enrich with appropriate strategies as needed
3.Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment maybe given before, during, or after the
lesson.)
Assessment Method Possible Activities
a) Observation Investigation, Role Play,
(Formal and informal observation Oral Presentation, Dance,
of learners’ performance or Musical Performance, Skill
behaviours are recorded, based on Demonstration, Group
assessment criteria) Activity (E.G. Choral
Reading), Debate, Motor
And Psychomotor Games,
Simulation Activities,
Science Experiments
b) Talking to Learners/
Hands-On Math Activities,
Conferencing Written Work And Essay,
(Teachers talk to and question Picture Analysis, Comics
learners about their learning to Strip, Panel Discussion,
gain insights on their understanding Interview, Think-Pair-Share,
and to progress and clarify their Reading
thinking)
c) Analysis of Learners’ Worksheets For All Subjects,
Products Essay, Concept Maps/
(Teachers judge the quality of Graphic Organizer, Project,
products produced by learners Model, Artwork,
according to agreed criteria) Multi-Media Presentation,
Product Made In Technical-
Vocational Subjects
d) Tests Skill Performance Test
(Teachers set tests or quizzes to Open-Ended Questions, Answer the following question in ½ crosswise sheet of paper.
determine learners’ ability to Practicum, Pen And Paper
demonstrate mastery of a skill or Test, Pre And Post-Test, 1. Describe literary writing. (5 pts)
knowledge of content) Diagnostic Test, Oral Test, 2. What are the characteristics of literary writing?(5pts)
Quiz
4.7. Assignment (1 minute).
(Note: Fill-in 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

4.8. Concluding Activity (1minute)
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.
5. REMARKS
Indicate 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 students’ progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught
up with
the lesson.
D. No. of learners who continue to require remediation.
E. Which of my learning strategies worked well? Why did these
worked?
F. What difficulties did I encounter which my principal or
supervisor can
help me solve?
G. What innovation or localized materials did I used/discover which
I wish
to share with other teachers?
Prepared by:
BITOON NATIONAL VOCATIONAL HIGH SCHOOL,
Name RUTH M. ESCUADRO School
DUMANJUG, CEBU
Position/Designation MASTER TEACHER I Division DEPED- CEBU PROVINCE
Contact Number 09276808423 Email ruthescuadro@gmail.com