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: Grade Level: Quarter: Duration:
Learning Competency/ies: Code:
(Taken from the Curriculum Guide)

Key Concepts /
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 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 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 the information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through a 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 the deconstruct
smoothly and overall structure and purpose
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes:

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention. Self-esteem, Self-confidence,
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional point to, reply, select, sit, Study, use discipline, Perseverance, Sincerity,
areas. 2. Responding to Phenomena - Active participation on the part of the learners. Attends and Patience, Critical thinking, Open-
A settled reacts to a particular phenomenon. Learning outcomes may emphasize compliance in mindedness, Interest, Courteous,
way of responding, willingness to respond, or satisfaction in responding (motivation). Obedience, Hope, Charity, Fortitude,
thinking Resiliency, Positive vision,
or feeling
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, perform, Acceptance, Determined,
practice, present, read, recite, report, select, tell, write
about Independent, Gratitude, Tolerant,
someone 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Cautious, Decisive, Self-Control,
or acceptance to a more complex state of commitment. Valuing is based on the internalization Calmness, Responsibility,
something of a set of specified values, while clues to these values are expressed in the learner's overt Accountability, Industriousness,
, typically behavior and are often identifiable. Industry, Cooperation, Optimism,
one that is Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Satisfaction, Persistent, Cheerful,
reflected initiate, invite, join, justify, propose, read, report, select, share, study Reliable, Gentle, Appreciation of
in a 4. Organization - Organizes values into priorities by contrasting different values, resolving one’s culture, Globalism,
person’s conflicts between them, and creating a unique value system. The emphasis is on comparing, Compassion, Work Ethics, Creativity,
behavior relating, and synthesizing values. Entrepreneurial Spirit, Financial
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, explain, Literacy, Global, Solidarity, Making a
formulate, generalize, identify, integrate, modify, order, organize, prepare, relate, synthesize stand for the good, Voluntariness of
5. Internalizing values - (Characterization): Has a value system that controls their behavior. The human act, Appreciation of one’s
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful,
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice,
Sympathetic, Frankness
propose, qualify, question, revise, serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
are one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
judgment 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
of what is Concern for Others, Respect for
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
important human rights, Gender equality, Family
simple acceptance to a more complex state of commitment. Valuing is based on the
in life. Solidarity, Generosity, Helping,
internalization of a set of specified values, while clues to these values are expressed in
Oneness
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
the
form, initiate, invite, join, justify, propose, read, report, select, share, study
learner’s
4. Organization - Organizes values into priorities by contrasting different values, 3. Makakalikasan
life on
resolving conflicts between them, and creating a unique value system. The emphasis is Care of the environment, Disaster Risk
earth,
on comparing, relating, and synthesizing values. Management, Protection of the
including
more than Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible
wealth explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Consumerism, Cleanliness,
and fame, relate, synthesize Orderliness, Saving the ecosystem,
and would 5. Internalizing values - (Characterization): Has a value system that controls their Environmental sustainability
affect the behavior. The behavior is pervasive, consistent, predictable, and most importantly,
eternal characteristic of the learner. Instructional objectives are concerned with the student's 4. Makabansa
destiny of general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
millions Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes, National
practice, propose, qualify, question, revise, serve, solve, verify Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Productivity
2. Content
3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson 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 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 the 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 exercises, gallery walks, 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 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 The investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
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 into their
understanding and to progress and clarify their
thinking)

c) Analysis of Learners’ Products Worksheets for all subjects, Essays, Concept

(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork,
by learners according to agreed criteria) Multi-media Presentation, Products made in technical-
vocational subjects

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 skill Diagnostic Test, Oral Test, Quiz
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).

This is usually a brief but effective closing activity such as a strong quotation, a short song, an anecdote, a
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 that 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 that my
principal or
supervisor can help
me solve?

G. What
innovation or
localized materials
did I use/discover
that I wish to share
with other
teachers?

Prepared 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