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

DLP No.: Learning Area: 21st Century Grade Level: 11 Quarter: 2 Duration:
Literature from the Philippines and the 60 minutes
World
Learning Explain the biographical, linguistic and sociocultural context Code:
Competency/ies: and discuss how they enhance the text meaning and the EN12Lit-IIf-28
(Taken from the Curriculum Guide) reader’s understanding.
Key Concepts /  Biographical
Understandings to be  Linguistic
 Sociocultural context
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
through experience
Understanding The learner explains the
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss biographical context written of a
certain author.

Skills Applying execute, implement,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources Textbook, copies of the text “On His Blindness”, projector, manila paper, and pen markers

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Picture Analysis:
content. Although at 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 when it is conducted
in a pleasurable and comfortable atmosphere.

4.2 Activity (____ 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 (____ 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 (____ 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 (____ minutes). This part is structured to ensure the
commitment of the learners to do something to apply their new learning in their
own environment.
What does the picture convey? (Students’ answers vary.)
 Reading of the Author’s Background:
Group the class into four and give each group a copy of the author’s
background. Let them read silently.
 Unlocking of Difficulties
 Reading of the Poem (this could be done through silent
reading)
Utilizing the same groupings, the teacher will give each student a time
to critique the poem “on His Blindness” based on the biographical
context. A representative of each group is asked to report their
insights based on the following guide questions:
Guide Questions:
1. What does Milton mean by “era half of my days”?
2. Do you think the author’s background influence his writing? Why or
why not? Explain.
3. What do you think is the reason that John Milton wrote this poem?
The teacher will ask:
1. How does the author’s background deepen your understanding on
his literary work?
A two- minute Talk Show with the same group:
In your show, discuss the “blindness” meant by John Milton in your
own perspective/locality.

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, Pen and Paper Test
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Multiple Choice
learners’ ability to demonstrate mastery of a Diagnostic Test, Oral Test, Quiz Direction: Choose the appropriate response to each query.
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). Sing the song “Buta” by Ruth Vergara
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:

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
 On His Blindness

WHEN I consider how my light is spent

E're half my days, in this dark world and wide,
And that one Talent which is death to hide,
Lodg'd with me useless, though my Soul more bent
To serve therewith my Maker, and present
My true account, least he returning chide,
Doth God exact day-labour, light deny'd,
I fondly ask; But patience to prevent
That murmur, soon replies, God doth not need
Either man's work or his own gifts, who best
Bear his milde yoak, they serve him best, his State
Is Kingly. Thousands at his bidding speed
And post o're Land and Ocean without rest:
They also serve who only stand and waite.

John Milton, English poet, pamphleteer, and historian, is best known for writing "Paradise Lost," widely regarded as the
greatest epic poem in English.
Synopsis
John Milton is best known for Paradise Lost, widely regarded as the greatest epic poem in English. Together with Paradise
Regained, it formed his reputation as one of the greatest English writers. In his prose works he advocated the abolition of the
Church of England. His influence extended through the English civil wars and also to the American and French revolutions.
Early Life & Education
John Milton was born in London on December 9, 1608 to John and Sara Milton. He had an older sister Anne, and a younger
brother Christopher, and several siblings who died before reaching adulthood. As a child, John Milton attended St. Paul’s
School, and in his lifetime he learned Latin, Greek, Italian, Hebrew, French, and Spanish. He attended Christ’s College,
Cambridge, graduating in 1629 with a Bachelor of Arts degree, and 1632 with a Master of Arts.
Poetry, Politics, and Personal Life
After Cambridge, Milton spent six years living with his family in Buckinghamshire and studying independently. In that time, he
wrote “On the Morning of Christ’s Nativity,” “On Shakespeare,” “L’Allegro,” “Il Penserosi,” and "Lycidas," an elegy in memory
of a friend who drowned.
In 1638, John Milton went to Europe, where he probably met the astronomer Galileo, who was under house arrest at the time.
He returned to England earlier than he had planned because of the impending civil war there.
Milton was a Puritan who believed in the authority of the Bible, and opposed religious institutions like the Church of England,
and the monarchy, with which it was entwined. He wrote pamphlets on radical topics like freedom of the press,
supported Oliver Cromwell in the English Civil War, and was probably present at the beheading of Charles I. Milton wrote
official publications for Cromwell’s government.
It was during these years that Milton married for the first time. In 1642, when he was 34, he married 17-year-old Mary Powell.
The two separated for several years, during which time Milton wrote The Divorce Tracts, a series of publications advocating for
the availability of divorce. The couple reunited and had four children before Mary died in 1652. It was also in 1652 that Milton
became totally blind. In 1656, he married Katherine Woodcock. She died in 1658.
Near the end of 1659, Milton went to prison because of his role in the fall of Charles I and the rise of the Commonwealth. He
was released, probably due to the influence of powerful supporters. The monarchy was reestablished in 1660 with Charles II as
king.

Paradise Lost

After his release from prison, Milton married for the third time, this time to Elizabeth Minsull. In 1667, he published Paradise
Lost in 10 volumes. It is considered his greatest work and the greatest epic poem written in English. The free-verse poem tells
the story of how Satan tempted Adam and Eve, and their expulsion from the Garden of Eden. In 1671, he published Paradise
Regained, in which Jesus overcomes Satan’s temptations, and Samson Agonistes, in which Samson first succumbs to
temptation and then redeems himself. A revised, 12-volume version of Paradise Lost was published in 1674.

John Milton died in England in November 1674. There is a monument dedicated to him in Poet’s Corner in Westminster Abbey
in London.

http://www.biography.com/people/john-milton-9409395

Top Questions and Answers about On His Blindness by John Milton

Study Guide and Most Common Questions and Answers about the poem “On His Blindness” by John Milton:-

Question: When did Milton wrote his sonnet “On His Blindness”?
Answer: The sonnet “On His Blindness” may have been written in 1652.

Question: What is the sonnet about?

Answer: The sonnet laments the blindness of Milton.

Question: What type of sonnet is “On His blindness”?

Answer: On His Blindness is a Petrarchan or Italian type of sonnet with octave and sestet.

Question: What does Milton mean by “era half of my days”?

Answer: Milton became blind in the middle of his life. He became totally blind in 1652 at the age of about 44.

Question: “That one talent”

What is the double meaning of ‘talent’? Is there any allusion here?
Answer: Here talent means gift (poetic gift given to him by God).
Talent originally means o gold coin. It has the allusion to the Biblical story of one gold coin given by a master to his servant and
the servant did not use the talent.

Question: ‘Which is death to hide’

What does Milton mean here?
Answer: It meant that to hide the gift or to keep it useless is death to him. It is spiritual death.

Question: What does Milton’s soul wish?

Answer: The soul of Milton wishes to serve God by writing great poetry.

Question: ‘Lest the returning chide’

How does the line allude to the Biblical story of talents?
Answer: The master in the Parable of Talents rebukes the servant for keeping his talent (gold coin) useless.

Question: ‘Doth God exact day-labour’

What is meant by day-labour?
Answer: Day-labour mans labour done in the daylight-the full amount of his work.

Question: ‘But Patience, to prevent that murmur’.

What is meant by ‘Patience’? How is it used?
Answer: Patience means here patient thinking. Patience is personified here.

Question: How does one serve God best?

Answer: One serves God best by submitting to the gentle control of God.

Question: Who are the thousands at God’s bidding?

Answer: Milton perhaps means the angels traveling over land and oceans. God’s ministers (servants) are the sun, moon, stars,
natural objects who work their allotted duties.

Question: ‘Who best bear His mild yoke’

What is the ‘mild yoke’?
Answer: Mild yoke means the gentle rule of God.

Question: ‘They also serve who only stand and wait.’

What does Milton mean by ‘stand and wait’?
Answer: ‘Stand and wait’ means remain firm in faith and devotion to God.