Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

1 ENGLISH 8 2 1 hour February 14, 2022
Learning Competency/ies: Compare and contrast the presentation of the same topic in Code:
(Taken from the Curriculum Guide) different multimodal texts ---
Key Concepts / Understandings A multimodal text combines two or more modes or modalities of language and patterns of meaning. The
to be Developed modes or modalities of the text include spoken language and written language including the patterns of
meaning namely linguistic, visual, audio, gestural, and spatial. Multimodal texts may be: (1) paper-based
such as books, posters, brochures, booklets, picture books, and others, (2) live such as dances,
performances, oral storytelling, news casting, among others, and (3) digital such as film, animation, slide
shows, e-posters, podcast, web page, videos, text messages, emails, and more.
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge
Understanding Classify multimodal texts according to type
Skills Through a creative presentation, show a comparison and contrast of two
Analyzing
multimodal text types having a similar topic/concept
Attitude
Responding to Phenomena Practice health and safety protocols while engaging in group tasks
Values
Valuing Demonstrate concern and respect for others by being cooperative in tasks
2. Content
Multimodal Texts
3. Learning Resources Self-Learning Home Tasks in English 8, sources from the internet, TV and laptop, printouts, slide deck, recycled
paper, markers, adhesive tape
. Procedures
4.1 Introductory Activity After the morning preliminaries, the teacher presents a photo on the screen. The teacher asks students to
(4 minutes) give their observation and opinions regarding the photo. The teacher then points out the objectives of the
lesson. Further, the teacher informs the class that students who are unable to come to school will be given
the home task for the topic. They may submit their output through their classmate or they may take pictures
of the home task and send it to the teacher’s email.
4.2 Activity/Strategy The teacher groups the class into three. Each group gets a list of multimodal texts. Groups are given 5
(6 minutes). minutes to classify the words into three groups. They must write their answers on the given recycled paper
and post this on the board as soon as they are done classifying. Checking follows.
4.3 Analysis The teacher presents the definition of multimodal texts including the types of multimodal texts, mode of
(15 minutes). language, and patterns of meaning. The students are asked to classify the multimodal te xts. The students also
give their own examples for each type of multimodal text. Further, they asked to compare multimodal texts
types.
4.4 Abstraction The teacher provides additional input on the task at hand:
(5 minutes).  Multimodal texts make use of a variety of textual, audio, and visual elements that help us
understand texts better.
 Some multimodal texts may belong to more than one type as it depends on how it is delivered.
 Multimodal texts convey meaning in various modalities and this helps us choose whatever suits us
best in obtaining information.
4.5 Application The students go back to their initial groups. Each group is given a printout of a pair of multimodal te xts having
(10 minutes). a similar topic/concept. They must identify the type of multimodal texts and give the similarities and
differences. They are given 5 minutes to brainstorm before the groups share their ideas to the class.
4.6 Assessment The students stay in their groups. The groups are given the freedom to choose
(_15 minutes). two types of multimodal texts. Each group must prepare a short yet creative
presentation that will showcase a sample of each multimodal text. Both texts
Performance Task must have a similar topic/concept. Afterwards, a member from each group
must give a comparison and contrast of their multimodal texts. The groups are
given 10 minutes to prepare. Presentations follow. The key indicators for
scoring are also flashed on the screen.
4.7 Assignment Create a sample multimodal text. Choose from the three types. The students
(_3_ minutes). are given a list of suggested multimodal texts for all types. For paper-based,
they have the option to submit the actual output or to take pictures and send
Enriching the lesson
to the group chat or via email. For live and digital, the students must send
their output via group chat or via email. The rubrics are also presented to the
class.
4.8 Concluding Activity Quote: “You can only learn by opening yourself up and engage with different sources of information. How can
(2 minutes). you learn something if you never see it, read it, or hear it?” ~ Fran Tarkenton
5. Remarks
6. Reflections
A. No. of learners who earned 80% in E. Which of my learning strategies worked
the evaluation. well? Why did these work?
B. No. of learners who require F. What difficulties did I encounter which my
additional activities for remediation. principal or supervisor can help me solve?
C. Did the remedial lessons work? No. G. What innovation or localized materials
of learners who have caught up with did I use/discover which I wish to share with
the lesson. other teachers?
D. No. of learners who continue to
require remediation.
Prepared by:
Name: RACHEL ANN BESIN School: DALAGUETE NATIONAL HIGH SCHOOL
Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number: 09497941890 Email address: rachelann.carin@deped.gov.ph
 Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
ENGLISH 12 2 1 hour
Learning Competency/ies: Code:
(Taken from the Curriculum Guide) CS_EN11/12A-EAPP-IIe-j-7
Designs, tests and revises survey questionnaires

Key Concepts / Understandings A su

to be Developed

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge
Understanding Discuss the guidelines in writing a survey questionnaire
Skills
Creating Write a survey questionnaire

Attitude
Responding to Phenomena Observe health and safety protocols while engaging in group tasks
Values
Valuing Demonstrate concern and respect for others when doing tasks
2. Content
Guidelines in Writing a Questionnaire as a Research Instrument
3. Learning Resources
Slide decks, sample survey questionnaires,
. Procedures
4.1 Introductory Activity
(4 minutes)

4.2 Activity/Strategy Arrange questions in the questionnaires logically

(6 minutes).

4.3 Analysis
(15 minutes).
Discussion Definition, parts and guidelines

4.4 Abstraction
(5 minutes).

4.5 Application
(10 minutes). Evaluation of Sample Questionnaire

4.6 Assessment
(_15 minutes).
Pen and Paper

4.7 Assignment
(_3_ minutes). Look for a sample survey questionnaire. Evaluate it based on the
Enriching the Lesson
guidelines discussed. Use the template used during the group
activity. Submit both the sample and our evaluation template
next meeting.

4.8 Concluding Activity

(2 minutes).
7. Remarks
8. Reflections
E. No. of learners who earned 80% in E. Which of my learning strategies worked
the evaluation. well? Why did these work?
F. No. of learners who require F. What difficulties did I encounter which my
additional activities for remediation. principal or supervisor can help me solve?
G. Did the remedial lessons work? No. G. What innovation or localized materials
of learners who have caught up with did I use/discover which I wish to share with
the lesson. other teachers?
H. No. of learners who continue to
 require remediation.
Prepared by:
Name: School:
Position/Designation: Division:
Contact Number: Email address:
 Detailed Lesson Plan (DLP)
DLP No.: Learning Area: Grade Quarter: Duration: Date:
Level:
ENGLISH 12 2 1 hour
Learning Competency/ies: Code:
(Taken from the Curriculum Designs, tests and revises survey questionnaires CS_EN11/12A-EAPP-IIe-j-7
Guide)
Key Concepts / A questionnaire is a research instrument consisting of a series of questions for the
Understandings to be purpose of gathering information from respondents. A questionnaire may include the
Developed following parts: personal information section, basic question section, main question
section and open-ended question section. A well-written questionnaire must be clear,
grammatically correct, specific and relevant to the research topic. Confidentiality must
also be observed in the conduct of the survey using the questionnaire.

Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. OBJECTIVES
2015)
Knowledge Discuss the meaning, importance and guidelines in writing a
Understanding
survey questionnaire
Skills
Creating Write a survey questionnaire

Attitude Responding to Observe health and safety protocols while engaging in paired
Phenomena tasks
Values
Valuing Demonstrate concern and respect for others when doing tasks
2. Content The Questionnaire as a Research Instrument
3. Learning Resources Slide decks, survey slides prepared via Mentimeter, sample questionnaire,
evaluation/scoring template
. Procedures
4.1 Introductory Activity
(3 minutes) After the preliminaries (prayer, checking of attendance, and reminders), the teacher asks
volunteers to give a recap of the previous discussion. Then the students are asked to use
their cellphones and connect online for a quick survey.

4.2 Activity/Strategy
(7 minutes). Each student will answer two survey questions at Menti.com. They are going to answer
the short survey. After showing the results, the teacher asks:
1. What have you realized based on the results of the survey?
2. How important are the questions used in the survey?

4.3 Analysis
(15 minutes). The teacher leads the students to the lesson and presents the definition and parts of a
questionnaire. The teacher presents examples of questionnaires used in surveys. Students
are asked to give their observation about the various examples given. The teacher also
presents the guidelines in writing a questionnaire and asks students to evaluate a sample
questionnaire using a template.

4.4 Abstraction
(5 minutes). The teacher provides additional input about the lesson:
 A well-written questionnaire helps gather data/information with ease, and
accuracy.
 Every questionnaire varies because each is written to meet the needs of the
survey.

4.5 Application
(15 minutes). The students work in six groups. Each group is required to write a simple questionnaire of
5 questions/items. The students may research online for ideas on their questions. The
scoring for this activity will be based on the results of the assessment.

4.6 Assessment Pen and Paper

 (_10 minutes). Groups exchange questionnaires and evaluate their classmates’
questionnaires based on the given scoring template.

4.7 Assignment Work with your chosen partner for the Survey Report. Write a
(_3_ minutes). survey questionnaire of 10 items on a whole sheet of paper.
Enriching the Lesson
Take note of the guidelines in writing questionnaires.

4.8 Concluding Activity

(2 minutes). The teacher ends the class with this quote by Israelmore Ayivor:
“To get answers, ask questions; but to get good answers, ask good questions.”

(6 Remarks
(7 Reflections
I. No. of learners who E. Which of my learning
earned 80% in the strategies worked well? Why
evaluation. did thesework?
J. No. of learners who F. What difficulties did I
require additional encounter which my principal
activities for remediation. or supervisor can help me
solve?
K. Did the remedial lessons G. What innovation or
work? No. of learners localized materials did I
who have caught up with use/discover which I wish to
the lesson. share with other teachers?
L. No. of learners who
continue to require
remediation.
Prepared by:
Name: Rachel Ann C. Besin School: Dalaguete National High School
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09497941890 Email address: rachelann.carin@deped.gov.ph
Appendix A- Sample Questionnaire

Online Shopping Attitudes Survey Questionnaire

1. How often do you buy products online?

Extremely often Quite often Moderately often
Slightly often Not at all often

2. What types of products do you typically buy online? ________

3. Which online retailers do you typically use? _________

4. What are your biggest concerns about buying products online? __________________

5. How comfortable are you buying products online from a company you know?
Extremely comfortable Quite comfortable
Moderately comfortable Slightly comfortable
Not at all comfortable

6. How confident are you that your personal information is kept confidential when buying products online?
Extremely confident Quite confident
Moderately confident Slightly confident Not at all confident

7. How confident are you that your payment information is kept secure when buying products online?
Extremely confident Quite confident
Moderately confident Slightly confident Not at all confident

8. How often do privacy concerns prevent you from buying products online?
Always Most of the time About half the time
Once in a while Never

9. Which payment method do you use most often when buying products online?
PayPal Credit card Debit card
Google Checkout Other (please specify)

10. On which website are you most comfortable buying from an individual you do not know?
Craiglist uBid Amazon Marketplace
eBay eBid Google Product Search
Other (please specify) _______
Appendix B- Evaluation Template

Task 1: Check the box that corresponds to your answer. If the question needs revision/ changes, write these
on the last column.

Yes No Suggested changes

Question
(5 points) (1 point) (if you ticked NO)

1. Are the questions logically

arranged?

2. Are the options provided

relevant?

3. Does the survey

questionnaire provide a
clear set of instructions?

4. Is the questionnaire
formatted appropriately?

5. Are the questions selected

suitable for the purpose of
the questionnaire?

TOTAL

Evaluated by: ______________________________________________________________________