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

st
DLP No.: Learning Area: 21 Century Literature from Grade Level: 11 Quarter: 1 Duration:
the Philippines and the World 60 minutes
Learning Code:
Competency/ies: The learner appreciates the contributions of the canonical EN12Lit-Ic-24
(Taken from the Curriculum Guide) Filipino writers to the development of national literature.

Key Concepts /  Canonical Filipino writers

Understandings to be  Development
 National Literature
Developed
Domain Adapted Cognitive Process Dimensions 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, The learner identifies the canonical
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with repeat, describe, reproduce Filipino writers.
knowledge from long-term memory
familiarity gained interpret, exemplify, classify,
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
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 The learner can distinguish between parts and contrast, organize, outline, attribute,
sustained effort to determine how they relate to one another, and to the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
or ... the ability, critique, appraise, evaluate
coming from one's generate, hypothesize, plan, design,
knowledge, practice, Creating The learner creates a timeline of the
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do canonical Filipino writers.
functional whole, create a new product or point of formulate, assemble, devise
something
view

Attitud Categories: List of Attitudes:

e 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence,
Growth in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty,
feelings 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 thinking,
areas. reacts to a particular phenomenon. Learning outcomes may emphasize compliance in Open-mindedness, Interest,
A settled responding, willingness to respond, or satisfaction in responding (motivation). Courteous, Obedience, Hope,
way of Charity, Fortitude, Resiliency,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Positive vision, Acceptance,
thinking perform, practice, present, read, recite, report, select, tell, write
or feeling Determined, Independent ,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Gratitude, Tolerant, Cautious,
about acceptance to the more complex state of commitment. Valuing is based on the
someone Decisive, Self-Control, Calmness,
internalization of a set of specified values, while clues to these values are expressed in the Responsibility, Accountability,
or learner's overt behavior and are often identifiable.
somethin Industriousness, Industry,
g,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Cooperation, Optimism,
typically initiate, invite, join, justify, propose, read, report, select, share, study Satisfaction, Persistent, Cheerful,
one that 4. Organization - Organizes values into priorities by contrasting different values, resolving Reliable, Gentle, Appreciation of
is conflicts between them, and creating a unique value system. The emphasis is on one’s culture, Globalism,
reflected comparing, relating, and synthesizing values. Compassion, Work Ethics, Creativity,
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Entrepreneurial Spirit, Financial
person’s formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, Literacy, Global, Solidarity, Making
behavior synthesize a stand for the good, Voluntariness
5. Internalizing values - (Characterization): Has a value system that controls their behavior. of human act, Appreciation of one’s The learner
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
demonstrates
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
various
adjustment (personal, social, emotional).
Realistic, Flexible, Considerate, responses
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, toward the
Sympathetic, Frankness
propose, qualify, question, revise, serve, solve, verify
contributions of
the canonical
 Filipino writers.

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 ,
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
standards Attends and reacts to a particular phenomenon. Learning outcomes may emphasize
of compliance in responding, willingness to respond, or satisfaction in responding
behavior; (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, 2. Maka-tao
judgment Concern for Others, Respect for
label, perform, practice, present, read, recite, report, select, tell, write
of what is human rights, Gender equality,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges
important Family Solidarity, Generosity,
from simple acceptance to the more complex state of commitment. Valuing is based
in life. Helping, Oneness
on the internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable.
Go
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond
form, initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
learner’s
4. Organization - Organizes values into priorities by contrasting different values, Care of the environment, Disaster
life on
resolving conflicts between them, and creating a unique value system. The emphasis Risk Management, Protection of the
earth,
is on comparing, relating, and synthesizing values. Environment, Responsible
include
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Orderliness, Saving the ecosystem,
and fame, relate, synthesize Environmental sustainability
and would 5. Internalizing values - (Characterization): Has a value system that controls their
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly, 4. Makabansa The learner displays
eternal characteristic of the learner. Instructional objectives are concerned with the student's Peace and order, Heroism and
general patterns of adjustment (personal, social, emotional). the value of
destiny of Appreciation of Heroes, National
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social appreciating the
practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony, Patriotism, literary
Productivity contributions of the
Filipino writers.
2. Content 21st Century literature from the region where the school is based in relation to the
literature of other regions in various genres and forms in consideration of:
 names of authors and their works
 backgrounds of the literature from the region where the high school is located
3. Learning Resources Textbook: 21st Century Literature from the Philippines and the World for Senior High School
Internet Sources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at *Routine activities for classroom management (prayer,
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the physical arrangement, and attendance).
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
*Show the students with a video clip on canon Filipino
when it is conducted in a pleasurable and comfortable atmosphere.
traditions.
( __ minutes)
4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Group the students into 5; give each group a puzzle
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts of canonical Filipino writers.
where the learners are. Carefully structured activities such as individual or group reflective exercises,
(The class unlocks first the word “canon & canonical”
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 through a semantic map.)
considered in this part of the lesson. *What did you discover after doing the activity?
*What do you know about the picture of the writer
out from the puzzle?
(___ minutes)
4.3 Analysis (____ minutes). Essential questions are included to serve as a guide for the teacher Processing questions:
in clarifying key understandings about the topic at hand. Critical points are organized to structure * What did you feel after identifying the canonical
the discussions allowing the learners to maximize interactions and sharing of ideas and opinions
Filipino writers?
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 *What does it take to be a canonical writer?
new concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be *Lecturette of the canonical Filipino writers and its
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that literary piece.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
(5) Canonical Filipino Writers and its literary piece
lesson.
a. I.V. Mallari Pliant like the Bamboo
b. Rafael Zulueta da Costa Like the Molave
c. Paz Marquez Benitez Dead Stars
 d. Jose Garcia Villa First a Poem Must Be
Magical
e. Dr. Jose Rizal Mi Ultimo Adios

(____ minutes)
4.5 Application (____ minutes). This part is structured to ensure the commitment of the (5 minutes)
learners to do something to apply their new learning in their own environment.

4.6 Assessment (___ 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

Maps/Graphic Organizer, Project, Model, Artwork,
Products Multi-media Presentation, Product made in technical-
(Teachers judge the quality of products
vocational subjects
produced by learners according to agreed
criteria)
d) Tests Skill Performance Test, Open-Ended Question, *Paper-Pencil Test: Identify the canonical Filipino writers.
(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 The teacher provides reading text by a
canonical Filipino writer. Guide questions will
also be given.
*What is the significant contribution of the
writer?
From the given literary piece, does it also
contribute to the Philippine literature? Support
your answer.

 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: Ronald O. Dalaguit School: San Jose National High School
Position/Designation: SHST-2 Division: Cebu Province
Contact Number: Email address: