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

DLP No.: 3 Learning Area: Grade Level: Quarter: Duration:
Learning Competency/ies: 9. The learners recognize the formulas of common chemical substances. Code:
(Taken from the Curriculum Guide) 11.The learners compare consumer products on the basis of their components for
use, safety, quality and cost. STEM_GC11MP-Ia-b-9

STEM_GC11MP-Ia-b-12

Key Concepts / 1. Chemical formulas represent chemical compounds as seen in common chemical substances.
Understandings to be 2. Consumer products like food, health and wellness, personal care products and others are made up of
components based on the use, safety, quality and cost.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
Remembering identify, retrieve, recognize, 1.1 List the formulas of common chemical
of knowing something duplicate, list, memorize, substances found at home, school, and in stores.
The learner can recall information and retrieve relevant
with familiarity repeat, describe, reproduce Identify the components of each product based on
knowledge from long-term memory
gained through their use, safety, quality, and cost.
experience or
association
Understanding interpret, exemplify, classify, 2.1 Classify consumer products according to
The learner can construct meaning from oral, written and summarize, infer, compare, similarities in the use, safety, quality, and cost of
graphic messages explain, paraphrase, discuss their components.

Skills Applying execute, implement, demonstrate, 2.1 Use a survey sheet to gather relevant
The ability and The learner can use information to undertake a dramatize, interpret, solve, use, information on consumer products.
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare,
systematic, and The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout
complex activities or Evaluating coordinate, measure, detect, defend, 2.1 Evaluate the similarities of consumer
The learner can make judgments and justify decisions judge, argue, debate, describe, products.
the ability, coming critique, appraise, evaluate
from one's
knowledge, practice, Creating generate, hypothesize, plan, design, 2.1 Generate data of the consumer products.
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitud Categories: List of Attitudes:

1. Receiving Phenomena - Awareness, willingness to hear, selected attention
e Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
feelings or point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
emotional 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Resiliency, Positive vision,
thinking practice, present, read, recite, report, select, tell, write Acceptance, Determined,
or feeling 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
about acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
someone of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
or behavior and are often identifiable. Accountability, Industriousness,
something, Industry, Cooperation, Optimism,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
typically initiate, invite, join, justify, propose, read, report, select, share, study
one that is Reliable, Gentle, Appreciation of
4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
reflected conflicts between them, and creating a unique value system. The emphasis is on comparing,
in a Compassion, Work Ethics, Creativity,
relating, and synthesizing values. Entrepreneurial Spirit, Financial
person’s
behavior Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s Patronize or use
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful, products that are
learner. Instructional objectives are concerned with the student's general patterns of adjustment Seriousness, Generous, Happiness, environment
(personal, social, emotional). Modest, Authority, Hardworking, friendly and also
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate, favor health and
 propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness wellness.
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principles name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of
or 2. Responding to Phenomena - Active participation on the part of the learners. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior; Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality,
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity,
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness
learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
learner’s
initiate, invite, join, justify, propose, read, report, select, share, study
life on
4. Organization - Organizes values into priorities by contrasting different values, resolving 3. Makakalikasan
earth,
conflicts between them, and creating a unique value system. The emphasis is on comparing, Care of the environment, Disaster
include
relating, and synthesizing values.
more than Risk Management, Protection of Select consumer
wealth Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, the Environment, Responsible products that are
and fame, explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Consumerism, Cleanliness, environment
and would synthesize Orderliness, Saving the ecosystem,
5. Internalizing values - (Characterization): Has a value system that controls their behavior. friendly.
affect the Environmental sustainability
eternal The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the
destiny of learner. Instructional objectives are concerned with the student's general patterns of
adjustment (personal, social, emotional). 4. Makabansa
millions.
Peace and order, Heroism and
Intentiona Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
Appreciation of Heroes, National
lly adding practice, propose, qualify, question, revise, serve, solve, verify
Unity, Civic Consciousness, Social
value to
responsibility, Harmony,
people
Patriotism,
everyday.
Productivity
2. Content Matter and its properties

3. Learning Resources CG, product labels, survey sheets, audio-visual gadgets,

reflective journal
4. Procedures
4.1 Introductory Activity (__5 minutes). This part introduces the lesson Curriculum 1. Say: Read aloud the objectives of the day
content. Although at times optional, it is usually included to serve as a warm-up Contextualization 2. Together with students, unlock difficult terms
activity to give the learners zest for the incoming lesson and an idea about what
Localization: 3. Do Now Activity:
it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere.
Consider/include here - Display different samples of consumer
the appropriate Local
products
Heritage Themes:
A. Annual Rites, - Ask: What chemical substance is found in
Festivals, and each product? Check if there are chemical
Rituals formulas.
(Historical/Religiou
4.2 Activity/Strategy (_20_ minutes). This is an interactive strategy to
s Festivals, Local
Integrated Teaching-Learning:
elicit learner’s prior learning experience. It serves as a springboard for new Cultural Festivals, 1. Say: Group yourselves into five.
learning. It illustrates the principle that learning starts where the learners are. Local 2. Tell each group to post the collage of different
Carefully structured activities such as individual or group reflective exercises, Delicacies/Products
group discussion, self-or group assessment, dyadic or triadic interactions, product labels previously made and have each
Festivals, Rituals,
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like student make a list of chemical substances
may be created. Clear instructions should be considered in this part of the Wedding Ritual,
(compounds) found in the labels. Instruct them to
lesson. Palihi Ritual, Burial
Ritual, write the chemical substances in the first column of
B Literary worksheet 1.
4.3 Analysis (_10 minutes). Essential questions are included to serve as a Anthologies Written In This time tell the students to complete worksheet.
guide for the teacher in clarifying key understandings about the topic at hand. Local Language
(BALITAW, BALAK, (Refer to worksheet)
Critical points are organized to structure the discussions allowing the learners
to maximize interactions and sharing of ideas and opinions about expected Folktales/ Short
issues. Affective questions are included to elicit the feelings of the learners about Stories, Local Heroes
the activity or the topic. The last questions or points taken should lead the C. Historical Events,
learners to understand the new concepts or skills that are to be presented in the Enduring Values,
next part of the lesson. Indigenous Materials,
Indigenous Cultural
4.4 Abstraction (_15 minutes). This outlines the key concepts, important Communities/Indigeno Say: From the activity that we have, what represents
skills that should be enhanced, and the proper attitude that should be chemical substances? How do you know that bath
emphasized. This is organized as a lecturette that summarizes the learning us People, Indigenous
Games soaps are personal care products? how about
emphasized from the activity, analysis and new inputs in this part of the lesson.
D. Topography, Flora/ vitamins and medicine? how about some chemical
Fauna (Falls, substances as food?
Mountains, River,
4.5 Application (_3 minutes). This part is structured to ensure the Cave, Trees, Flower, Ask: What can you do to make our environment
commitment of the learners to do something to apply their new learning in their Fauna clean? What commercial products are you going to
own environment. E. Food & Local
buy? How will you improve your health and
products
G. Role Model Family wellness?

4.6 Assessment (_7 minutes). For the Teacher to: a) Assess whether 1. Reward points (1-10) for Oral responses in the
learning objectives have been met for a specified duration, b) Remediate interactive viewing (Introductory activity)
and/or enrich with appropriate strategies as needed, and c) Evaluate whether
2. Rubric of written outputs
learning intentions and success criteria have been met. (Reminder: Formative - Output no. 1- “Collage”
Assessment may be given before, during, or after the lesson). Choose any from - Output no. 2 - “Worksheet”
the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) 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 Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork, Multi-
media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

Say: Using a survey sheet, gather data on chemical
substances found in the commercial products your
family members commonly use.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (__1__ minutes). Romans 8:28 “All things work together for good to
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, them that love God.”
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 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 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?

Prepared by:
Name: OFELIA N. BARRIENTOS School: DON VICENTE RAMA MEMORIAL NATIONAL HIGH
SCHOOL
Position/Designation:MASTER TEACHER 1 Division: CEBU CITY
Contact Number: 09339952051 Email address: ofelianbarrientos@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

TOPIC: MATTER AND ITS PROPERTIES

 -ELEMENTS AND COMPOUNDS

WORKSHEET 1
NAME______________________________________ YEAR LEVEL_________ DATE
___________________ SCORE_______

COMMON CHEMICAL USE SAFETRY QUALITY COST

CHEMICAL FORMULA
SUBSTANCE