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

June 20, 2023
DLP No.: __ Learning Area: HOPE 2 Grade Level: 11 Quarter: IV Duration: 120min
Learning Engages in moderate to vigorous physical activities (MVPAs) for at Code: PEH11FH-IIa-t-8
Competency/ies: least 60 minutes most days of the week in a variety of settings in
(Taken from the Curriculum Guide) and out of school
*Volleyball
Key Concepts / Volleyball Serve: Underhand Serve& Overhand Serve)
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering Identify the two types of serve in
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with
knowledge from long-term memory repeat, describe, reproduce playing volleyball.
familiarity gained
through experience
or association Understanding interpret, exemplify, classify,
The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, Demonstrate the underhand and

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

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-confidence,
feelings or attention Wellness, Respect, Honesty,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Personal discipline,
areas. identify, locate, name, point to, reply, select, sit, Study, use Perseverance, Sincerity,
A settled 2. Responding to Phenomena - Active participation on the part of the Patience, Critical thinking,
way of learners. Attends and reacts to a particular phenomenon. Learning Open-mindedness, Interest,
thinking outcomes may emphasize compliance in responding, willingness to Courteous, Obedience, Hope,
or feeling respond, or satisfaction in responding (motivation). Charity, Fortitude, Resiliency,
about Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Positive vision, Acceptance,
someone greet, help, label, perform, practice, present, read, recite, report, Determined, Independent ,
or select, tell, write Gratitude, Tolerant, Cautious,
something 3. Valuing - Attaches to a particular object, phenomenon, or Decisive, Self-Control,
Demonstrate teamwork and cooperation in
, typically behavior. This ranges from simple acceptance to the more complex Calmness, Responsibility,
one that is Accountability,
doing physical activities.
state of commitment. Valuing is based on the internalization of a
reflected set of specified values, while clues to these values are expressed in Industriousness, Industry,
in a the learner's overt behavior and are often identifiable. Cooperation, Optimism,
person’s Satisfaction, Persistent,
behavior
Behavioral Verbs: work, complete, demonstrate, differentiate, Cheerful, Reliable, Gentle,
explain, follow, form, initiate, invite, join, justify, propose, read, Appreciation of one’s culture,
report, select, share, study Globalism, Compassion, Work
4. Organization - Organizes values into priorities by contrasting Ethics, Creativity,
different values, resolving conflicts between them, and creating a Entrepreneurial Spirit,
unique value system. The emphasis is on comparing, relating, and Financial Literacy, Global,
synthesizing values. Solidarity, Making a stand for
Behavioral Verbs: adhere, alter, arrange, combine, compare, the good, Voluntariness of
complete, defend, explain, formulate, generalize, identify, human act, Appreciation of
integrate, modify, order, organize, prepare, relate, synthesize one’s rights, Inclusiveness,
5. Internalizing values - (Characterization): Has a value system that Thoughtful, Seriousness,
controls their behavior. The behavior is pervasive, consistent, Generous, Happiness, Modest,
predictable, and most importantly, characteristic of the learner. Authority, Hardworking,
Instructional objectives are concerned with the student's general Realistic, Flexible, Considerate,
patterns of adjustment (personal, social, emotional). Sympathetic, Frankness
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 1. Maka-Diyos
learner's attention Love of God, Faith, Trusting,
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, Spirituality, Inner Peace, Love
or identify, locate, name, point to, reply, select, sit, Study, use of truth, Kindness, Humble
standards 2. Responding to Phenomena - Active participation on the part of the
of learners. Attends and reacts to a particular phenomenon. Learning
behavior; outcomes may emphasize compliance in responding, willingness to
one's respond, or satisfaction in responding (motivation). 2. Maka-tao Discuss the importance of
judgment Behavioral Verbs: aid, answer, assist, comply, conform, discuss, Concern for Others, Respect
sportsmanship.
of what is for human rights, Gender
greet, help, label, perform, practice, present, read, recite, report,
important equality, Family Solidarity,
select, tell, write
in life. Generosity, Helping, Oneness
3. Valuing - Attaches to a particular object, phenomenon, or
Go behavior. This ranges from simple acceptance to the more complex 3. Makakalikasan
beyond state of commitment. Valuing is based on the internalization of a set Care of the environment,
learner’s of specified values, while clues to these values are expressed in the Disaster Risk Management,
life on learner's overt behavior and are often identifiable. Protection of the Environment,
earth, Responsible Consumerism,
Behavioral Verbs: work, complete, demonstrate, differentiate, Cleanliness, Orderliness,
include
explain, follow, form, initiate, invite, join, justify, propose, read, Saving the ecosystem,
more
report, select, share, study Environmental sustainability
than
4. Organization - Organizes values into priorities by contrasting
wealth
different values, resolving conflicts between them, and creating a 4. Makabansa
and fame,
unique value system. The emphasis is on comparing, relating, and Peace and order, Heroism and
and would
synthesizing values. Appreciation of Heroes,
affect the
eternal Behavioral Verbs: adhere, alter, arrange, combine, compare, National Unity, Civic
destiny of complete, defend, explain, formulate, generalize, identify, Consciousness, Social
millions. integrate, modify, order, organize, prepare, relate, synthesize responsibility, Harmony,
(Intention 5. Internalizing values - (Characterization): Has a value system that Patriotism, Productivity
ally add controls their behavior. The behavior is pervasive, consistent,
value to predictable, and most importantly, characteristic of the learner.
people Instructional objectives are concerned with the student's general
everyday. patterns of adjustment (personal, social, emotional).
) Behavioral Verbs: act, discriminate, display, influence, listen,
modify, perform, practice, propose, qualify, question, revise, serve,
solve, verify
2. Content Volleyball Skills
3. Learning Resources Curriculum Guide, Pictures, Video Clip
4. Procedures
4.1 Introductory Activity (10 minutes). This part introduces the lesson Curriculum A. Daily Routine
content. Although at times optional, it is usually included to serve as a warm- Contextualiza a. Prayer
up activity to give the learners zest for the incoming lesson and an idea about
tion b. Systematic Checking of Attendance
what it to follow. One principle in learning is that learning occurs when it is
conducted in a pleasurable and comfortable atmosphere. Localization:
Consider/include
here the
appropriate Local
B. Motivation
Heritage Themes:
A. Annual Rites, 1. Say:
Festivals, and
Rituals “Class, this time, I will show you a short video
(Historical/Reli clip. You need to watch the video properly and I
gious Festivals,
Local Cultural
will be asking questions afterwards.
Festivals, Local
Delicacies/Prod Possible Questions:
ucts Festivals,
Rituals,  What was the video all about?
Wedding  Do you play volleyball?
Ritual, Palihi  Do you want to learn more about the two
Ritual, Burial
Ritual,
types of serve?
B Literary
Anthologies
Written In Local
4.2 Activity/Strategy (10 minutes). This is an interactive strategy to Introductory Activity:
Language
elicit learner’s prior learning experience. It serves as a springboard for new
(BALITAW, BALAK, b. Introductory Activity
learning. It illustrates the principle that learning starts where the learners
Folktales/ Short
are. Carefully structured activities such as individual or group reflective
Stories, Local
exercises, group discussion, self-or group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play, cybernetics exercise, gallery
Heroes Today,we are going to discuss about the
C. Historical
walk and the like may be created. Clear instructions should be considered in
Events, Enduring
Volleyball Serve: Underhand Serve and Overhand
this part of the lesson.
Values, Serve.
Indigenous
Materials,
Indigenous All you have to do is to listen carefully because at
Cultural the end of our discussion you are expected to do
Communities/Indi
the following objectives:
genous People,
Indigenous Games
D. Topography, a. Identify the two types of serve in playing
Flora/ Fauna volleyball;
 (Falls, Mountains, b. Demonstrate the underhand and overhand
River, Cave, Trees, serve;
Flower, Fauna
E. Food & Local c. Discuss the importance of sportsmanship.
products
G. Role Model
This time, I will show you a short video clip
Family
and identify what are the two types of serve that
they used.
*Video Clip Presentation

4.3 Analysis ( 15 minutes). Essential questions are included to serve as a Ask the following questions to the students:
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 1. What are the two types of serve?
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 2. What are the differences between the
should lead the learners to understand the new concepts or skills that are to two serves?
be presented in the next part of the lesson.
3. What are the advantages and
disadvantages of the different types of
serve?

4.4 Abstraction (20 minutes). This outlines the key concepts, important Interactive discussion:
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 Class, who can execute here the underhand
lesson. serve?
How about the overhand serve?

• Class, an underhand serve is usually the

easiest to learn. Using this serve,
beginning players often have better
control over where the ball will land and
thus are able to target specific areas of
the court.

• For the overhand serve, it has more speed

and power than an underhand serve but
is often harder to control.

4.5 Application (5 minutes). This part is structured to ensure the Activity

commitment of the learners to do something to apply their new learning in
1. Within your group, practice the two types
their own environment.
of serve and after that we will have a
performance task.

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, 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,
(Formal and informal observations of learners’ performance or behaviors Dance, Musical Performance Task:
are recorded, based on assessment criteria) Performance, Skill
Demonstration, Group Directions: Demonstrate The Underhand Serve
Activity (e.g. Choral
Reading), Debate, And overhand Serve.
Motor & Psychomotor
Games, Simulation
Activities, Science *Rubrics are attached at the back portion of the
Experiment
DLP.
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights Activities, Written
on 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 (2 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson
 Enriching / inspiring the day’s lesson 1. Watch a Volleyball game and you are
going to identify the types of serves
used by players.
 Enhancing / improving the day’s lesson
 Preparing for the new lesson
4.8 Concluding Activity (3 minutes). “You have to be willing to fail, to improve”
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. -Al Scates

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.

5. 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:
BONIFAITH S. GESIM
PE Teacher
Checked by:
JERESALOME V. DALOCANOG
School Head