Instructional Planning (iPlan)

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

Detailed Lesson Plan (DLP) Format

DLP Learning Grade
4 Oral Communication 11 Quarter: 1 Duration: 1 Hr.
No.: Area: Level:
Distinguishes the unique feature(s) of one communication EN11/12
Learning Competency /
process from the other. Code: OC-Ia-4
ies:
(Taken from the Curriculum Guide)
Key Concepts /
Understandings to be Nature and Process of Communication
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list,
of knowing something The learner can recall information and retrieve memorize, repeat, describe, reproduce
with familiarity relevant knowledge from long-term memory
gained through
experience or
Understanding interpret, exemplify, classify, summarize,
The learner can construct meaning from oral, written infer, compare, explain, paraphrase,
association discuss
and graphic messages

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

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

2. Content Communication

3. Learning Resources ▪ Smart TV

▪ Laptop
▪ Internet
▪ Books/print out materials
4. Procedures
4.1 Introductory Activity (15 minutes). This part introduces the lesson content. Although at ● The teacher will browse
times optional, it is 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 learning is that learning occurs
www.k12oralcom.weebly.com . He will let
when it is conducted in a pleasurable and comfortable atmosphere. the website Text Reader to read the
summarized article pertaining to the unique
feature(s) of one communication
process from the other.
He will present the audio-video clip using
the online text reader.
● The class will be divided into 4 groups. Each
group will be given instructions and look for
2 volunteers to talk about the models of
communication. The teacher will encourage
the majority of students to participate in the
activity. In addition, he will have to
individually call students so that 75% of them
can distinguish the unique feature(s) of one
communication from the other.
4.2 Activity (5 minutes). This is an interactive strategy to elicit learner’s prior learning ● The teacher will facilitate students through
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts
where the learners are. Carefully structured activities such as individual or group reflective exercises,
differentiated instructions and also motivate
group discussion, self-or group assessment, dyadic or triadic interactions, puzzles, simulations or the group of students to do the activity.
role-play, cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.
Students are given only 5 minutes to
distinguish the unique feature(s) of one
communication from the other to their
respective groups.

4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in ● Guide Question/s:
clarifying key understandings about the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
a. Why does the unique feature of one
expected issues. Affective questions are included to elicit the feelings of the learners about the communication differ to the other?
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 Discussion:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that
a. Let students discuss their experiences?
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.
4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners a. Share your experience to the class, then,
to do something to apply their new learning in their own environment.
explain how does such experience differ
from the other.

4.6 Assessment (5 minutes). For the Teacher to: a) Assess whether learning objectives have been met
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. (Reminder: Formative Assessment
may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based Activity (e.g. Choral Reading), Debate, Motor &
on assessment criteria) Psychomotor Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify their
thinking)
c) Analysis of Learners’ Worksheets for all subjects, Essay, Concept Using students’ Activity Notebook.
Maps/Graphic Organizer, Project, Model, Artwork,
Products a. Distinguish verbally when a unique feature
Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products of one communication differs to the other.
vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test,
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz
skill or knowledge of content)
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

4.8 Concluding Activity (____ minutes).

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 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: GEORGE P. LUMAYAG School: DALAGUETE NATIONAL HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number:09213964825 School Website: www.dnhs6022.weebly.com
e-mail address: george.lumayag@deped.gov.ph Personal Website: www.georgelumayag.weebly.com

Bibliography
Flores, Ramona S. (2016). Oral Communication in Context. Rex Book Store.
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others