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

August 29-25, 2017

DLP Learning Area: SHS Grade Level: 11/12 Quarter: Duration:

No.: Empowerment Technologies 2 1 week

Learning Competency/ies: Share anecdotes of how he/she has used ICTs to be Codes:
(Taken from the Curriculum Guide) part of a social movement, change, or cause to illustrate CS_ICT11/12-ICTPT-
IIl-15
aspects of digital citizenship

Key Concepts / ICTs as platform for change covering the topics of: 1. ICT as medium for
Understandings to be advocacy and developmental communication; 2. The social power of social
media; 3. Digital citizenship and the Filipino people.
Developed

Domain Adapted Cognitive Process Dimensions (D.O. No. 8, 1. Objectives

s. 2015)

Knowledge Categories:ICT, Online systems Behavioral Verbs:

The fact or
condition of
knowing Remembering identify, retrieve,
something with The learner can recall information and retrieve recognize, duplicate, list,
familiarity relevant knowledge from long-term memory memorize, repeat,
gained through describe, reproduce
experience or
association

Understanding interpret, exemplify, Independently discuss how

The learner can construct meaning from oral, classify, summarize, infer,
compare, explain,
written and graphic messages
paraphrase, discuss
ICT tools and platforms have
changed the way people
communicate, and how social
change has been brought about
by the use of ICTs

Skills Applying execute, implement, Implement ICTs as platform for change

The ability and The learner can use information to demonstrate, dramatize,
interpret, solve, use, covering the topic ICT as medium for
capacity undertake a procedure in familiar
acquired situations or in a new way illustrate, convert, advocacy and Developmental
discover
through communication
deliberate,
systematic,
and sustained
Analyzing differentiate, distinguish, Describe the phenomenon of EDSA and
The learner can distinguish between compare, contrast,
effort to organize, outline, Cardinal Sin’s call to action via radio
parts and determine how they relate to
smoothly and attribute, deconstruct broadcast
one another, and to the overall
adaptively
structure and purpose
carryout
complex
activities or Evaluating coordinate, measure, Distinguish social power of social media
the ability, The learner can make judgments and detect, defend, judge,
coming from argue, debate, describe, from digital citizenship and
justify decisions
one's critique, appraise, the Filipino people
knowledge, evaluate
practice,
aptitude, etc., Creating generate, hypothesize, Develop EDSA Dos and the use of text
to do The learner can put elements together plan, design, develop,
something to form a functional whole, create a produce, construct, messaging to mobilize people
new product or point of view formulate, assemble,
devise
Attitude Categories: List of Attitudes: Choose online
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, Self-esteem, Self-confidence,
platforms, sites
feelings or selected attention Wellness, Respect, Honesty, Personal
emotional areas. Behavioral Verbs: ask, choose, describe, erect, follow, discipline, Perseverance, Sincerity, and its contents
A settled way of give, hold, identify, locate, name, point to, reply, select, sit, Patience, Critical thinking, Open-
thinking or Study, use mindedness, Interest, Courteous,
feeling about Obedience, Hope, Charity, Fortitude,
someone or Resiliency, Positive vision,
something, 2. Responding to Phenomena - Active participation on the Acceptance, Determined, Comply
typically one that part of the learners. Attends and reacts to a particular Independent , Gratitude, Tolerant,
is reflected in a phenomenon. Learning outcomes may emphasize Cautious, Decisive, Self-Control, assigned tasks
person’s compliance in responding, willingness to respond, or Calmness, Responsibility,
behavior satisfaction in responding (motivation). Accountability, Industriousness,
Behavioral Verbs: aid, answer, assist, comply, conform, Industry, Cooperation, Optimism,
discuss, greet, help, label, perform, practice, present, read, Satisfaction, Persistent, Cheerful,
recite, report, select, tell, write Reliable, Gentle, Appreciation of
one’s culture, Globalism,
Compassion, Work Ethics, Creativity,
3. Valuing - Attaches to a particular object, phenomenon, or Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
Share the
behavior. This ranges from simple acceptance to the more
complex state of commitment. Valuing is based on the stand for the good, Voluntariness of essence of
internalization of a set of specified values, while clues to human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
valuing online
these values are expressed in the learner's overt behavior
and are often identifiable. Seriousness, Generous, Happiness, platforms,
Modest, Authority, Hardworking,
Behavioral Verbs: work, complete, demonstrate, online safety
Realistic, Flexible, Considerate,
differentiate, explain, follow, form, initiate, invite, join, justify,
propose, read, report, select, share, study
Sympathetic, Frankness including
security,
ethics and
etiquette
4. Organization - Organizes values into priorities by Organize
contrasting different values, resolving conflicts between
them, and creating a unique value system. The emphasis is created forms
on comparing, relating, and synthesizing values. and
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate, generalize, documents
identify, integrate, modify, order, organize, prepare, relate,
synthesize

5. Internalizing values - (Characterization): Has a value system Perform

that controls their behavior. The behavior is pervasive, consistent,
predictable, and most importantly, characteristic of the learner. consistently
Instructional objectives are concerned with the student's general and
patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, pervasively
listen, modify, perform, practice, propose, qualify, question, according to
revise, serve, solve, verify
the norms

Values Categories: List of Values: Internalize the

A learner's 1. Receiving Phenomena - Awareness, willingness to hear, 1. Maka-Diyos
principles or selected attention Love of God, Faith, Trusting,
stated list of
standards of Behavioral Verbs: ask, choose, describe, erect, follow, Spirituality, Inner Peace, Love of values for being
behavior; one's give, hold, identify, locate, name, point to, reply, select, truth, Kindness, Humble
judgment of what sit, Study, use God-centered
is important in 2. Responding to Phenomena - Active participation on the
life. part of the learners. Attends and reacts to a particular
Go beyond phenomenon. Learning outcomes may emphasize compliance
learner’s life on in responding, willingness to respond, or satisfaction in
earth, include responding (motivation).
more than wealth Behavioral Verbs: aid, answer, assist, comply,
and fame, and conform, discuss, greet, help, label, perform, practice,
would affect the present, read, recite, report, select, tell, write
eternal destiny of 3. Valuing - Attaches to a particular object, phenomenon, or
millions. behavior. This ranges from simple acceptance to the more
Intentionally complex state of commitment. Valuing is based on the
adding value to internalization of a set of specified values, while clues to these
people values are expressed in the learner's overt behavior and are
everyday. 2. Maka-tao
often identifiable.
Behavioral Verbs: work, complete, demonstrate,
Concern for Others, Respect for Perform
human rights, Gender equality, Family
differentiate, explain, follow, form, initiate, invite, join, Solidarity, Generosity, Helping, assigned tasks
justify, propose, read, report, select, share, study Oneness with the
4. Organization - Organizes values into priorities by
contrasting different values, resolving conflicts between them, concern for
and creating a unique value system. The emphasis is on others but not
comparing, relating, and synthesizing values.
limited to
Behavioral Verbs: adhere, alter, arrange, combine,
compare, complete, defend, explain, formulate,
human rights,
generalize, identify, integrate, modify, order, organize, gender
 prepare, relate, synthesize equality, family
5. Internalizing values - (Characterization): Has a value
system that controls their behavior. The behavior is pervasive, solidarity,
consistent, predictable, and most importantly, characteristic of generosity, and
the learner. Instructional objectives are concerned with the
helping
student's general patterns of adjustment (personal, social,
emotional). oneness
Behavioral Verbs: act, discriminate, display, influence,
listen, modify, perform, practice, propose, qualify, 3. Makakalikasan
question, revise, serve, solve, verify Care of the environment, Disaster Defend and
Risk Management, Protection of the
Environment, Responsible care for the
Consumerism, Cleanliness, environment
Orderliness, Saving the ecosystem,
from man-
Environmental sustainability
made and
natural
disasters

4. Makabansa Publish a good

Peace and order, Heroism and
Appreciation of Heroes, National website to
Unity, Civic Consciousness, Social advocate
responsibility, Harmony, Patriotism,
peace and
Productivity
order, heroism
and
appreciation of
heroes,
national unity
etc...

2. Content

3. Learning Resources Curriculum Guide (CG) Google Books, Google Site, Wix.com, Weebly.com,
Wordpress.com, wysiwygwebbuilder.com, Facebook.com,
sohowebmaker.com, mindmeister.com,smore.com/, simplesite.com/
youtube.com

4. Procedures

4.1 Introductory Activity (____ minutes). This Curriculum Present this video: https://prezi.com/-mdctabh9jg8/ict-
part introduces the lesson content. Although at times Contextualization as-medium-for-advocacy-and-developmental-
optional, it is usually included to serve as a warm-up
Localization: communication/
activity to give the learners zest for the incoming
Consider/include here Group Activity: (3-5 members)
lesson and an idea about what it to follow. One
the appropriate Local
principle in learning is that learning occurs when it is
Heritage Themes:
Implement ICTs as platform for change covering
conducted in a pleasurable and comfortable
A. Annual Rites, the topic ICT as medium for advocacy and
atmosphere.
Festivals, and Developmental communication using a group
Rituals
(Historical/Religious page on www.facebook.com
Festivals, Local
Cultural Festivals,
4.2 Activity/Strategy (____ minutes). This is an Local Few students will be called randomly for his/er idea
interactive strategy to elicit learner’s prior learning Delicacies/Products
Festivals, Rituals,
about the assigned topic:Describe the phenomenon
experience. It serves as a springboard for new
learning. It illustrates the principle that learning starts Wedding Ritual, of EDSA and Cardinal Sin’s call to action via radio
where the learners are. Carefully structured activities Palihi Ritual, Burial broadcas
such as individual or group reflective exercises, group Ritual,
discussion, self-or group assessment, dyadic or triadic B Literary Anthologies
interactions, puzzles, simulations or role-play, Written In Local
cybernetics exercise, gallery walk and the like may be Language (BALITAW,
created. Clear instructions should be considered in this BALAK, Folktales/ Short
part of the lesson. Stories, Local Heroes
C. Historical Events,
4.3 Analysis (____ minutes). Essential questions Enduring Values, Presentation and Group Discussion:
are included to serve as a guide for the teacher in Indigenous Materials,
Indigenous Cultural Distinguish social power of social media
clarifying key understandings about the topic at hand.
Critical points are organized to structure the Communities/Indigenous from digital citizenship and
discussions allowing the learners to maximize People, Indigenous the Filipino people
interactions and sharing of ideas and opinions about Games
expected issues. Affective questions are included to D. Topography, Flora/
elicit the feelings of the learners about the activity or
Fauna (Falls, Mountains,
the topic. The last questions or points taken should
River, Cave, Trees,
lead the learners to understand the new concepts or
Flower, Fauna
skills that are to be presented in the next part of the
E. Food & Local
lesson.
4.4 Abstraction (____ 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 lecturette that
summarizes the learning emphasized from the activity,
analysis and new inputs in this part of the lesson.
products Group discussions shall be made and summarize
G. Role Model Family
applied knowledge with proper attitudes to consider ICT
as a tool, medium, and force in bringing about action
and mobilize change in a population, society, or culture.
(e.g. students’ outputs)

4.5 Application (____ minutes). This part is Develop web pages to showcase their applied
structured to ensure the commitment of the learners to knowledge to link shared anecdotes of how he/she has
do something to apply their new learning in their own
used ICTs to be part of a social movement, change, or
environment.
cause to illustrate aspects of digital citizenship

4.6 Assessment (___ minutes). For the Teacher Online quizzes using Google Form shall be presented
to: a) Assess whether learning objectives have been to students. Valid Gmail account is needed for them
met for a specified duration, b) Remediate and/or
submit their responses. And their scores can be viewed
by them right away. If students got below 7 over 10.
enrich with appropriate strategies as needed, and c)
Those students can browse again the online slides and
Evaluate whether learning intentions and success
criteria have been met. (Reminder: Formative retake the online quiz. Online Quiz 01, Online Quiz 02,
Assessment may be given before, during, or after the Online Quiz 03, Online Quiz 04
lesson). Choose any from the Assessment Methods
below:

Assessment Method Possible Activities Online assessment method shall be used

a) Observation Investigation, Role Play, Demonstration, Group Activity (e.g. Slides

(Formal and informal observations of learners’ Oral Presentation, Dance,
Musical Performance, Skill Presentations ) shall be done by students.
performance or behaviors are recorded, based on
assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities,

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

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

(Teachers judge the quality of products produced by Essay, Concept Web pages Organizer, has used ICTs to be part of a
learners according to agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork, social movement, change, or cause to illustrate aspects
Multi-media Presentation, of digital citizenship
Product made in technical-
vocational subjects

d) Tests Skill Performance Test,

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

● Enhancing / improving the day’s lesson

● Preparing for the new lesson Online Slides and Power-Point Presentations with
animations shall be prepared by students for their
assignment.

4.8 Concluding Activity (____ minutes). There is something in the web that can change some
This is usually a brief but affective closing activity such as a strong quotation, a people or remind them to save their environments… by
short song, an anecdote, parable or a letter that inspires the learners to do George P. Lumayag @
something to practice their new learning. http://www.georgelumayag.com/

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 Website for EmpTech:

localized materials did
I use/discover which I https://sites.google.com/deped.gov.ph/empowermenttechnol
wish to share with ogies/home
other teachers?

Prepared by:
Name: GEORGE P. LUMAYAG School: DALAGUETE NHS

Position/Designation: SST3 Division: CEBU

Contact Number: 09213964825 Email address: george.lumayag@deped.gov.ph

Bibliography

Michael Solomon, Rebekah Russell-Bennett, Josephine Previte (2013). Consumer Behaviour. Retrieved from
www.books.google.com on May 31, 2017 @
https://books.google.com.ph/books?id=ajDiBAAAQBAJ&pg=PA347&dq=varied+online+platforms,
+sites+and+content&hl=en&sa=X&redir_esc=y#v=onepage&q=varied%20online%20platforms%2C%20sites%20and
%20content&f=false
Tad Boomer (2017). Building Websites with E107: A Step by Step Tutorial to Getting Your E107. Retrieved from

H. Anthony Bandy (2013) eBooked! Integrating Free Online Book Sites into Your Library Collection. Retrieved
from www.books.google.com on May 31, 2017 @ https://books.google.com.ph/books?
id=Z64cAgAAQBAJ&pg=PR5&dq=online+sites+and+contents&hl=en&sa=X&ved=0ahUKEwjv0YmY55nUAhWBNpQKH
TpEDysQ6AEIJDAA#v=onepage&q=online%20sites%20and%20contents&f=false
http://www.thefreedictionary.com/nuances
https://www.wix.com/
https://www.weebly.com/
https://sites.google.com/
https://books.google.com/
https://www.wysiwygwebbuilder.com/forum/ucp.php?mode=register
https://www.facebook.com/
http://www.sohowebmaker.com/cgi-bin/sohowebmaker.com/join/join.pl
https://www.mindmeister.com/
https://www.mindmeister.com/56752601/high-school-athletes
https://prezi.com/hup4ph5fis8z/catalogues-of-the-19th-century/
http://picasageeks.com/tag/make-a-photo-look-like-a-painting/
https://online.berklee.edu/courses/music-notation-using-sibelius
https://www.rappler.com/nation/123917-catholic-church-edsa-politics-cardinal-sin

Appendices: (attach all materials that will be used)

1. Activity Sheet … https://sites.google.com/deped.gov.ph/empowermenttechnologies/performance-tasks
2. Formative Assessment …
3. Answer Key … https://sites.google.com/deped.gov.ph/empowermenttechnologies/online-quizzes
4. Handouts … https://docs.google.com/document/d/1weObaooD_SqO-nGlJ5E9i68HrLyDgHavbmaKDfwm8WU/edit
5. PowerPoint Presentation … ICT Tech, Current State of ICT Technologies, Online Contexts, Productivity Tools, Create Gmail,
Create Website, Create Webpage,
6. Others