Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional process by using principles of teaching and learning - D.O. 42, s.
2016)
Learning Area: Detailed Lesson Plan (DLP) Format
DLP No.: Grade Level: Quarter: Duration:
1 English 7 7 1 60 minutes

Learning Competency/ies: Code:

Discover literature as a means of connecting to a
significant past

Describe the different literary genres during the pre- EN7LT-I-a-1:

(Taken from the Curriculum colonial period EN7LT-I-a-2:
Guide) EN7LT-I-a-2.1:
Identify the distinguishing features of proverbs

Key Concepts /
Understandings to be Different literary genres during the pre-colonial period
Developed
OBJECTIVES:
Adapted Cognitive
Showing the powerpoint presentation of the different literary genres
Domain
Knowledge Process Dimensions
during the pre-colonial period and the distinguishing features of
(D.O. No. 8, s. 2015)
Skills proverbs, 75% of the students are expected to:
The fact or
condition of The Remembering Enumerate the different literary genres during the pre-colonial period ;
knowing
ability and
something with
capacity acquired
familiarity gained Understanding
through
Identify the distinguishing features of proverbs;
through
deliberate,
experience or
systematic, and Applying Explain proverbs through an oral presentation;
associationeffort
sustained
to smoothly and Analyzing
adaptively Evaluating
carryout complex
Creating
activities or the
ability, coming Receiving
Attitude Perform the given task cooperatively;
from one's Phenomena
knowledge, Responding to
Values
practice, aptitude, Phenomena Practice the value of solidarity and oneness in performing the given task
etc., to do
2. Content
something Distinguishing Features of Proverbs
Curriculum Guide in Grade 7 English First Quarter, Learning Package in
Grade 7 English pp. 3-6, power point presentations of the Philippine Litera
in Pre-Colonial Period and the Meaning of Proverbs(CD Player), LED TV
3. Learning Resources
file:///E:/Files/What%20is%20PROVERB_%20What%20does%20PROVER
%20mean_%20PROVE

4. Procedures
4.1 Introductory
Activity
The teacher starts the session by presenting the objectives of the lesson for the day. Then she/he pres
a video presentation of the Philippine Literature in the Pre-Colonial Period. She/He instructs the studen
take down notes of the important points(different genres of Philippine literature) while watching the vid
presentation.
10 minutes After the presentation, she/he asks the students to enumerate the different genres of Philippine literatu
the pre-colonial period based on what they have seen in the video. Then, she/he explains that one of t
genres of Philippine literature which serve as guideposts toward strengthening one's values are prover
which will be given more focus on this lesson.

4.2 Activity
The teacher asks the students to answer the Initial Task 1. True or False in a 1/4 sheet of paper.(Appe
A).
Then, after answering the given task, she/he presents the meaning and features of proverbs through a
Audio CD player.
Afterwards, she/he divides the class into 5 groups and gives each group a proverb to be explained thro
a role play presentation which will be presented in 1-2 minutes only. They will be given 1-2 minutes to
prepare for thier presentation.(See Rubrics for Rating Appendix B)
Group 1: The sleeping boatman does not know the streams he has passed.
Group 2:Do not put off for tomorrow what you can do for today.
Group 3:Joy is always guarded by sorrow.
Group 4:No debt remains unpaid.
Group 5:Do not cut the tree to get the fruit.
 The teacher asks the students to answer the Initial Task 1. True or False in a 1/4 sheet of paper.(Appe
A).
Then, after answering the given task, she/he presents the meaning and features of proverbs through a
Audio CD player.
Afterwards, she/he divides the class into 5 groups and gives each group a proverb to be explained thro
a role play presentation which will be presented in 1-2 minutes only. They will be given 1-2 minutes to
prepare for thier presentation.(See Rubrics for Rating Appendix B)
20 minutes Group 1: The sleeping boatman does not know the streams he has passed.
Group 2:Do not put off for tomorrow what you can do for today.
Group 3:Joy is always guarded by sorrow.
Group 4:No debt remains unpaid.
Group 5:Do not cut the tree to get the fruit.

4.3 Analysis Using the rubrics, the teacher asks the students to rate their performance. Let them
answer the following questions:
* Did your presentation explain the given proverb?
* Did you have a loud voice during the presentation?
5 minutes * Was there an evidence that everyone was working for the good of the group?
The teacher gives all groups a chance to give comments to the other groups'
performance.

4.4 Abstraction The teacher asks the following questions to the students:
* What are the different literary genres during the pre-colonial period?
*What genres of literature serve as guideposts of righteous living?
5 minutes * What are poverbs?
* What are the distinguishing features of proverbs?

4.5 Application The teacher asks the students to give an example of proverb which serves as their guidepost for their
6 minutes righteous living. Have them share their answer orally to the class.

4.6 Assessment Have each group of students choose a proverb which they like most and
write it in a 1/4 sheet of Manila paper and let them explain its meaning a
Anlysis of Learners' Products features to the class.
10 minutes The group's performance will be rated based on the rubrics presented in
Appendix B)

4.7 Assignment Enhancing / improving the Write a 3-paragraph refection of the lesson you have learned about prov
2 minutes day’s lesson in your journal notebook. This will be checked next meeting.

4.8 Concluding Activity The teacher asks the students:

2 minutes Which of the proverbs presented touches you most and why?Explain your answer.
5. Remarks
6. Reflections
A. No. of learners who earned 80% C. Did the remedial lessons work? No. of
in the evaluation. learners who have caught up with the lesson.
B. No. of learners who require D. No. of learners who continue to require
additional activities for remediation. remediation.
E. Which of my learning strategies
worked
F. Whatwell? Why did
difficulties didthese work?
I encounter
which my principal or supervisor can
helpWhat
G. me solve?
innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
Name: PERLA M. LASDOCE School: HORACIO FRANCO MNHS
Position/
Designation: TEACHER -III Division: CEBU PROVINCE
Contact
Number: 9976840683 Email address: perlalasdoce2016@gmail.com
 Date:
June 5, 2018

Code:

EN7LT-I-a-1:
EN7LT-I-a-2:
EN7LT-I-a-2.1:

erent literary genres

hing features of

e-colonial period ;

rming the given task

Learning Package in
of the Philippine Literature
(CD Player), LED TV
%20does%20PROVERB

the day. Then she/he presents

She/He instructs the students to
ure) while watching the video

genres of Philippine literature in

he/he explains that one of the
ng one's values are proverbs

a 1/4 sheet of paper.(Appendix

ures of proverbs through an

proverb to be explained through

ill be given 1-2 minutes to
erformance. Let them

ood of the group?

e other groups'

as their guidepost for their

rb which they like most and

them explain its meaning and

on the rubrics presented in

ou have learned about proverbs

d next meeting.

nswer.

MNHS

ail.com
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

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