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DLP Format Blank Sheet
DLP Format Blank Sheet
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
Key Concepts/
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained
through
Understanding Interpret, exemplify, classify,
The learner can construct meaning summarize, infer, compare,
experience or explain, paraphrase, discuss
association from oral, written and graphic
messages
4.2 Activity (__20__) minutes. This is an interactive strategy to elicit learner’s prior learning
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, group discussion, self-or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk
and the like may be created. Clear instructions should be considered in this part of the
lesson.
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the
teacher in 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 expected issues. Affective questions are
included to elicit the feelings of the learners about the 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 (__25__) 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.
4.5 Application (__40__) minutes. This part is structured to ensure the commitment of the
learners to do something to apply their new learning in their own environment.
4.6 Assessment (__10__) 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, 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 Assessments Method below:
4.7 Assignment (__5__) minutes. Fill-in below any of the four purposes:
Reinforcing/ Strengthening the day’s lesson
Enriching/ Inspiring the day’s lesson
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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
Prepare by:
Name: School:
Position/ Designation: Division:
Contact Number: Email address:
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
Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
4.2 Activity (__10__) minutes. This is an interactive strategy to elicit learner’s prior learning Group the students to do the Think-Pair-Share. Let
experience. It serves as a springboard for new learning. It illustrates the principle that
them answer: As a student, how will you use the online
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or application in promoting the cleanliness and
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk orderliness of the community with maximum audience
and the like may be created. Clear instructions should be considered in this part of the impact?
lesson.
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
What do you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are What are the activities that you think help in
included to elicit the feelings of the learners about the activity or the topic. The last promoting the cleanliness and orderliness of
questions or points taken should lead the learners to understand the new concepts or
the community?
skills that are to be presented in the next part of the lesson.
4.4 Abstraction (__20__) minutes. This outlines the key concepts, important skills that should Let the students create an online petition promoting
be enhanced, and the proper attitude that should be emphasized. This is organized as a
the importance of cleanliness and orderliness of the
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. community
10.5 Application (__20__) minutes. This part is structured to ensure the commitment of the Choose one of the sites in which you can upload,
learners to do something to apply their new learning in their own environment.
managed and promote your ICT Projects for Social
Change for maximum audience impact
10.6 Assessment (__50__) 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, 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 Assessments Method below:
g) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)
4.7 Assignment (__5__) minutes. Fill-in below any of the four purposes:
Reinforcing/ Strengthening the day’s lesson
Enriching/ Inspiring the day’s lesson Make a reflection paper on how to have a clean and an
order community.
4.8 Concluding Activity (__5__) minutes “ Let’s nurture our nature for a better future”
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.
11. 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.
12. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
Bibliography:
Appendices: (attach all materials that will be used)
7. Activity Sheet
8. Formative Assessment
9. Answer Key
10. Handouts
11. Powerpoint Presentation
12. Others
Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
4.2 Activity (__15__) minutes. This is an interactive strategy to elicit learner’s prior learning 1. Show to the students 5 websites.
experience. It serves as a springboard for new learning. It illustrates the principle that
2. Let the students observe the design and the
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or outline of the 5 sites.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk 3. Let the students find a partner and share their
and the like may be created. Clear instructions should be considered in this part of the observations.
lesson.
4. Reporting
4.3 Analysis (___10_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to maximize interactions 1. What did you feel after the sharing? Why?
and sharing of ideas and opinions about expected issues. Affective questions are
2. What are your ideal designs of a website?
included to elicit the feelings of the learners about the activity or the topic. The last
questions or points taken should lead the learners to understand the new concepts or 3. What is your favourite design of the given
skills that are to be presented in the next part of the lesson. website?
4.4 Abstraction (__5__) minutes. This outlines the key concepts, important skills that should Discuss the things needed in order to make a website.
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.
16.5 Application (__5__) minutes. This part is structured to ensure the commitment of the List 5 online portals or websites and let them write
learners to do something to apply their new learning in their own environment.
their observation about the designs.
16.6 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, 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 Assessments Method below:
k) Analysis of Learners’ Worksheets for all subjects, Essay, List 5 websites that conform to the students
Products Concept Maps/ Graphic Organizer, qualifications or ideal websites.
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)
17. 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.
18. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
Bibliography:
Appendices: (attach all materials that will be used)
13. Activity Sheet
14. Formative Assessment
15. Answer Key
16. Handouts
17. Powerpoint Presentation
18. Others
Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
4.2 Activity (__10__) minutes. This is an interactive strategy to elicit learner’s prior learning Group the students into 5 groups and share
experience. It serves as a springboard for new learning. It illustrates the principle that
the codes that they have gathered in their
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or assignment.
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk Group reporting.
and the like may be created. Clear instructions should be considered in this part of the
lesson.
4.3 Analysis (__15_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
What do you feel after the sharing? Why?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the 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 (__2__) minutes. This outlines the key concepts, important skills that should Discuss the use of the codes in developing a portal or
be enhanced, and the proper attitude that should be emphasized. This is organized as a
website.
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson.
22.5 Application (__8__) minutes. This part is structured to ensure the commitment of the Use the code to be able to display the words “ HELLO
learners to do something to apply their new learning in their own environment.
WORLD” on the screen.
22.6 Assessment (_8__) 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, 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 Assessments Method below:
p) Tests Skill Performance Test, Open-Ended Oral test. Memorize the code in front of the teacher.
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper
determine learners’ ability to Test, Pre and Post Test, Diagnostic
demonstrate mastery of a skill or Test, Oral Test, Quiz
knowledge of content)
4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
Reinforcing/ Strengthening the day’s lesson Only the students who have not memorize the code in
the assessment are given assignment.
4.8 Concluding Activity (__2__) minutes instruct the students to clean the room and arrange the
This is usually a brief but affective closing activity such as a strong quotation, a chairs properly.
short song, an anecdote, parable, or a letter that inspires the learners to do
something to practice their new learning.
23. 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.
24. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
Bibliography:
Appendices: (attach all materials that will be used)
19. Activity Sheet
20. Formative Assessment
21. Answer Key
22. Handouts
23. Powerpoint Presentation
24. Others
Instructional Planning
(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. 42, s.2016)
Key Concepts/ ICT in the context of global communication for specific professional track
Understanding to be developed
Domain Adapted Cognitive Process Dimensions 17. Objectives
Knowledge Categories: Behavioral Verbs:
The factor or Remembering Identify, retrieve, recognize,
condition of The learner can recall information duplicate, list, memorize, repeat,
knowing and retrieve relevant knowledge describe, reproduce
something with from long-term memory
familiarity gained
through
Understanding Interpret, exemplify, classify, Explain how ICT affects their everayday lives and the
The learner can construct meaning summarize, infer, compare,
experience or state of our nation
from oral, written and graphic explain, paraphrase, discuss
association
messages
I
C
T
4.2 Activity (__30__) minutes. This is an interactive strategy to elicit learner’s prior learning From the class into group of 8 members. Take turns
experience. It serves as a springboard for new learning. It illustrates the principle that
answering the questions. Share by group.
learning starts where the learners are. Carefully structured activities such as individual
or group reflective exercises, group discussion, self-or group assessment, dyadic or 1. How many times have you checked your
triadic interactions, puzzles, simulations or role-play, cybernetics exercise, gallery walk phone this morning?
and the like may be created. Clear instructions should be considered in this part of the 2. How many status updates have you posted in
lesson.
FB or Twitter today?
3. Did you use the internet for an hour after you
woke up?
4. Do you follow a celebrity via his/her social
media account?
4.3 Analysis (___5_) minutes. Essential questions are included to serve as a guide for the Analyse the activity using the following questions:
teacher in clarifying key understandings about the topic at hand. Critical points are
What do you feel about the activity?
organized to structure the discussions allowing the learners to maximize interactions
and sharing of ideas and opinions about expected issues. Affective questions are Does ICT make the world go round? Why?
included to elicit the feelings of the learners about the activity or the topic. The last How important is it in our daily lives?
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 Lecturette:
be enhanced, and the proper attitude that should be emphasized. This is organized as a
ICT- information and communication
lecturette that summarizes the learning emphasized from the activity, analysis and new
inputs in this part of the lesson. technology deals with the use of different
communication technologies such as mobile
phones, internet, telephones, etc. to locate,
edit and send information
Philippines the “ICT hub of Asia”
28.5 Application (__3__) minutes. This part is structured to ensure the commitment of the Do exercises on p.6 of E-Tech by ITWI, “ICT, Me and My
learners to do something to apply their new learning in their own environment.
Community”
28.6 Assessment (__50__) 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, 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 Assessments Method below:
s) Analysis of Learners’ Worksheets for all subjects, Essay, Individual Presentation of an Online ICT Project for
Products Concept Maps/ Graphic Organizer, Social Change
Project, Model, Artwork, Multi-media
(Teachers judge the quality of products
Presentation, Product made in
produced by learners according to agreed
technical-vocational subjects
criteria)
4.7 Assignment (__2__) minutes. Fill-in below any of the four purposes:
Reinforcing/ Strengthening the day’s lesson
Enriching/ Inspiring the day’s lesson In lecture notebook, do exploration 1.2. identify the
correct web platform for Social Change.
1. Identify a problem in your community (e.g.,
littering, garbage disposal, blocked drainage,
etc.)
2. Imagine that you are going to create a website
to persuades both community leaders and
members to solve this problem.
3. Fill up the given form. (refer to presentation)
Enhancing/ Improving the day’s lesson
4.8 Concluding Activity (__3__) minutes “Keep everything clean and in proper order.
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.
29. 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.
30. 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 with them, you can ask them relevant questions. Indicate below whichever is/ are appropriate.
Prepare by:
Name: Mary Jane C. Aviso School: Samboan National High School
Position/ Designation: Teacher 1 Division: Cebu Province
Contact Number: Email address: maryjane.aviso@gmail.com
Bibliography:
Appendices: (attach all materials that will be used)
25. Activity Sheet
26. Formative Assessment
27. Answer Key
28. Handouts
29. Powerpoint Presentation
30. Others