Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Misamis Occidental National Grade Level 11

High School
Teacher Karen Joy B. Calo-oy Learning Area Introduction to Philosophy of
the Human Person
Time & Dates Quarter First

I. OBJECTIVES
A. Content Standards The learners understand the interplay between humans and their
environments
B. Performance The learner is able to demonstrate the virtues of prudence and
Standards frugality towards his/her environment
C. Learning The learners notice disorder in an environment. PPT11/12-Ii-4.1
Competencies /
Objectives.
II. CONTENT Environmental Philosophy
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG pp. 18-22
pages
2. Learner’s Materials LM pp. 61-67
pages
3. Textbook pages LM pp. 61-67
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Laptop and audio speaker; LCD projector, Marker pens, Pencil,
Resources Cartolina, Crayons Internet , Powerpoint presentation; -Introduction to
the Philosophy of the Human Person: A Book printed and copyright
by Vibal Group, Inc. & Maria Paula G. Sioco Ph.D and Ignatuis H.
Vinzons; pages 106-108-Ethics and Human Dignity: By Christopher
Ryan B. Maboloc; pages: 118-119. Video presentation on Global
Warming 101; Intro. To the Philosophy of a Human Person slide 115-
136; PambungadsaPilosopiya, pages 60-65.
https://www.youtube.com/watch?v=z3GP3S3opSk
. PROCEDURES
Introductory Activity Review: The teacher will ask the learners to state one word that
( 10 minutes). summarizes their learning from the previous lesson on the human
person's limitations and possibilities for transcendence.
Ask: Why does the human body have limitations?
What are the possibilities of transcendence?
What composes human person as an embodied spirit?
Transition and Introduction of the topic. The teacher will then say:
Last time, we've learned about the human person as an embodied
spirit that has limitations but capable of transcending.
Today, we will be exploring on how does man's limitations and
 weaknesses affect the environment he/she lives in.
The teacher will ask the learners to watch a short film depicting
environmental destruction, and divide the class into 5 groups to
discuss what they have noticed as shown in the film.
Film URL: https://www.youtube.com/watch?v=z3GP3S3opSk

Activity/Strategy Activity: Picture Perfect

(10 minutes). The teacher will show a picture of a beautiful environment and a
destructed one and write the word “NAUNSA BESH?” later and post it
on the board for the learners to give comparisons of both pictures
presented.

Analysis Processing questions:

(10 minutes).  What have you seen in the pictures?
 What problems have notice in the images shown? Who have
caused the problems? Why did humans do it?
 Could these negative environmental scenarios/situation can affect
humans' lives? How?
 Are these situations evident In the community where you lived in?
How did you feel about it? Why? What actions are you planning to
do to rehabilitate such environmental conditions?
Abstraction The teacher will go deeper to the content by discussing the following:
(10 minutes).  Deep ecology speaks of the kind of interrelatedness among
species as inhabitants of the planet.
 The value of deep ecology is that it approaches
environmental problems in a holistic way.
 Deep ecology takes into great consideration the way how
humans live their lives which affects in an enormous way
the environment in which they dwell.
 Two aspects of deep ecology:
 Self-realization - this kind of self-realization is
spiritual in nature. The basic idea is that it is not the
western individualist self or ego. The western self is a
mere abstraction, one that is informed of the
materialistic and technical traits of the Western world.
The ego is a self that is detached from the nature.
 Biocentric equality - This idea means that all
organisms in the planet form part of a whole. We are
one, we do share a unity. This implies that each has
equal worth or value in the whole unfolding of the
universe.
Application Differentiated Activity:
(20 minutes). The teacher will divide the class into three groups. Using the assigned
materials to bring, the teacher will then tell the learners to demonstrate
scenarios about problems / disorder in the environment.
Group 1 – Role Playing
Group2 - Poster Making
Group 3 - Photo Journal

Rubrics for scoring of the differentiated activity is presented to the class:

 Rubric for Role Playing:
Criteria Rating
The learners participate actively in preparing 1 2 3 4 5
for and presenting the role play.
The learners play their role in a convincing 1 2 3 4 5
manner.
The presentation successfully conveys the 1 2 3 4 5
intended message.
The role play was organized and interesting. 1 2 3 4 5
Total: (20 points)

Rubric for Poster Making:

Criteria Rating
The poster clearly conveys the information and 1 2 3 4 5
message.
The poster shows effective use of technique 1 2 3 4 5
and good choice of material.
The poster is creative and artistic. 1 2 3 4 5
The learners show effective time and work 1 2 3 4 5
management in making the poster.
The learners effectively contributed to the task. 1 2 3 4 5
Total: (25 points)

Rubric for Photo Journal:

Criteria Rating
The journal presents the information in a clear 1 2 3 4 5
and comprehensive manner.
The journal shows effective selection of photos 1 2 3 4 5
and other materials which directly relate to the
topic.
The journal employs artistic techniques which 1 2 3 4 5
do not distract from the information or
message being conveyed.
The journal effectively uses text such as 1 2 3 4 5
labels, captions, and descriptions to clarify
information or convey a message.
Total: (20 points)
Processing questions:
1. How did you come up with those ideas as describe in your
presentation?
2. What have you learned as you prepared and presented the activity?
3. What mitigation strategies did you cited in your presentations?
4. If so, then what is your obligation as a moral being, in the context of
the present environmental problems?

Assessment Journal Entry:

(20 minutes).
Going back to our Picture Perfect activity a while ago, what are the
other changes in nature that you have noticed in your local
communities?
 Ask the learners to include environmental disorders they noticed in the
environment they live in.
a. Man-made
b. Natural

Rubric for Journal Entry:

Criteria Rating
The entry relates entirely to the assigned topic 1 2 3 4 5
or question.
The work conveys a genuine personal view 1 2 3 4 5
regarding the topic or question.
The entry is written following the conventions 1 2 3 4 5
of good writing and proper grammar.
The work is original and does not contain 1 2 3 4 5
plagiarized content.
Total: (20 points)

Assignment #1: The learners are asked to interview individuals who

are 45-60 years old and be guided by the following questions:
1. What are the things that you remember in your environment when
you were young?
2. What are the things you like to do when you were young?
3. What are the positive and negative changes in the environment?
4. Do you think environment plays a vital role in a person
development? Why? Or Why not?

Assignment #2: Study in advance the ways on how to care for our
environment? Being stewards of God, how do you express your moral
responsibility to the environment?
V. 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.
VI. REFLECTION
Reflect on your teaching
and assess yourself as a
teacher. Think about your
student’s progress. 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% on the
formative assessment.
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 teaching
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?