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.: 1 Learning Area: Creative Writing Grade Level: 11/12 Quarter: II Duration:

Learning Code:
Competency/ies: write short exercises involving character, dialogue, plot, and other HUMSS_CW/MPIj-IIc-
(Taken from the Curriculum Guide) elements of drama 19

Key Concepts /
Understandings to be Writing drill involving character, dialogue, plot, and other elements of drama
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering
of knowing The learner can recall information and retrieve
something with relevant knowledge from long-term memory
familiarity gained
through experience
Understanding Contrast and discuss the difference of character, dialogue, plot and
or association The learner can construct meaning from oral, written other elements of drama
and graphic messages

Skills Applying Execute short writing exercise involving character, dialogue, plot
The ability and The learner can use information to undertake a and other elements of drama
capacity acquired procedure in familiar situations or in a new way
through deliberate, Analyzing
systematic, and The learner can distinguish between parts and
sustained effort to determine how they relate to one another, and to the
smoothly and overall structure and purpose
adaptively carryout
complex activities or
Evaluating
the ability, coming The learner can make judgments and justify decisions
from one's Creating
knowledge, practice, The learner can put elements together to form a
aptitude, etc., to do functional whole, create a new product or point of
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, Wellness, Respect, Honesty,
feelings locate, name, point to, reply, select, sit, Study, use Personal discipline, Perseverance,
or 2. Responding to Phenomena - Active participation on the part of the learners. Sincerity, Patience, Critical thinking,
emotional Attends and reacts to a particular phenomenon. Learning outcomes may Open-mindedness, Interest,
areas. emphasize compliance in responding, willingness to respond, or satisfaction in Courteous, Obedience, Hope,
A settled responding (motivation). Charity, Fortitude, Resiliency,
way of Positive vision, Acceptance,
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Determined, Independent ,
thinking label, perform, practice, present, read, recite, report, select, tell, write
or feeling Gratitude, Tolerant, Cautious,
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Decisive, Self-Control, Calmness, Demonstrate
about from simple acceptance to the more complex state of commitment. Valuing is
someone Responsibility, Accountability, critical thinking in
based on the internalization of a set of specified values, while clues to these values Industriousness, Industry,
or are expressed in the learner's overt behavior and are often identifiable. dealing with all the
somethin Cooperation, Optimism, Satisfaction,
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Persistent, Cheerful, Reliable,
tasks
g,
typically form, initiate, invite, join, justify, propose, read, report, select, share, study Gentle, Appreciation of one’s
one that 4. Organization - Organizes values into priorities by contrasting different values, culture, Globalism, Compassion,
is resolving conflicts between them, and creating a unique value system. The Work Ethics, Creativity,
reflected emphasis is on comparing, relating, and synthesizing values. Entrepreneurial Spirit, Financial
in a Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Literacy, Global, Solidarity, Making
person’s explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, a stand for the good, Voluntariness
behavior relate, synthesize of human act, Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that controls their rights, Inclusiveness, Thoughtful,
behavior. The behavior is pervasive, consistent, predictable, and most importantly, Seriousness, Generous, Happiness,
characteristic of the learner. Instructional objectives are concerned with the student's Modest, Authority, Hardworking,
general patterns of adjustment (personal, social, emotional). Realistic, Flexible, Considerate,
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 attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, Love of God, Faith, Trusting,
principles locate, 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
Family Solidarity, Generosity,
important from simple acceptance to the more complex state of commitment. Valuing is based Helping, Oneness
in life. on the internalization of a set of specified values, while clues to these values are 3. Makakalikasan
expressed in the learner's overt behavior and are often identifiable. Care of the environment, Disaster Demonstrate care
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, Risk Management, Protection of the
beyond
for the environment
form, initiate, invite, join, justify, propose, read, report, select, share, study Environment, Responsible
learner’s 4. Organization - Organizes values into priorities by contrasting different values, Consumerism, Cleanliness, in relation to the
life on resolving conflicts between them, and creating a unique value system. The emphasis Orderliness, Saving the ecosystem, subject matter
earth, is on comparing, relating, and synthesizing values. Environmental sustainability
include 4. Makabansa
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
more Peace and order, Heroism and
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare,
than Appreciation of Heroes, National
relate, synthesize
wealth Unity, Civic Consciousness, Social
5. Internalizing values - (Characterization): Has a value system that controls their
and fame, responsibility, Harmony, Patriotism,
behavior. The behavior is pervasive, consistent, predictable, and most importantly,
and Productivity
characteristic of the learner. Instructional objectives are concerned with the
would
student's general patterns of adjustment (personal, social, emotional).
affect the
eternal Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
destiny of practice, propose, qualify, question, revise, serve, solve, verify
millions
2. Content drama as a genre and its elements and techniques
3. Learning Resources Reference book, online sources,

4. Procedures
4.1 Introductory Activity (3 minutes). This part introduces the lesson content. Although at ACTIVITY 1: INTERPRETATION
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the The teacher will show emoticons to the students and
incoming lesson and an idea about what it to follow. One principle in learning is that learning
they will interpret on what emotion parallel to such
occurs when it is conducted in a pleasurable and comfortable atmosphere.
to capture the attention of the students.
4.2 Activity (15 minutes). This is an interactive strategy to elicit learner’s prior learning The students are instructed to do by pair. Its pair will
experience. It serves as a springboard for new learning. It illustrates the principle that learning interpret the line given by the teacher using different
starts where the learners are. Carefully structured activities such as individual or group reflective
emotions.
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 Line: “I love you”
instructions should be considered in this part of the lesson. Emotions: happy, sad, confuse, doubtful, excitement,
etc.
After the introductory activity, the teacher as well as
the students will process the activity. Then the
students will guess on what will be the topic the day.
4.3 Analysis (10 minutes). Essential questions are included to serve as a guide for the teacher in PROCESSING QUESTIONS:
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. How did you find the activity?
expected issues. Affective questions are included to elicit the feelings of the learners about the
2. Were there any difficulties while doing the activity?
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. 3. Do you think it is important to choose the
appropriate emotion in writing a script involving
character, dialogue, plot, and other elements of
drama? Why?
 The students are tasked to Contrast and discuss
the difference of character, dialogue, plot and
other elements of drama
4.4 Abstraction (5 minutes). This outlines the key concepts, important skills that should be  The teacher elaborates the topic through
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that interactive discussion on elements of drama
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
(character, dialogue, and plot). Along the way, the
lesson.
learners demonstrate critical thinking about the
different perks of the elements of drama
 The teacher presents a slide show presentation
about character, dialogue, plot, and other elements
of drama

4.5 Application (10 minutes). This part is structured to ensure the commitment of the learners o Finally, the students are instructed to write short
to do something to apply their new learning in their own environment. exercises for compilation involving character,
dialogue, plot, and other elements of drama with
values integration on the care for environment.
o Group 1 – focus on character
o Group 2 – focus on dialogue
o Group 3 – focus on plot
o Group 4 – focus on setting
o The students are asked to present their output to
the rest of the groups through a gallery walk.
(Rubrics for short scriptwriting compilation is needed
for rating the students output.)
4.6 Assessment (15 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,
(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 (5 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 (2 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.
Ask the students to read, understand,
and explain this line:

“life is a drama”

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.

The students are given ample time to prepare for their gallery walk

6. Reflection 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
s 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: Jake C. Malon School: Badiang National High School

Position/Designation: T-1 SHS Division: Bohol

Contact Number:09306799053 Email address: jake.bahista@yahoo.com

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