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: Practical Research 2 Grade Level: 12 Quarter: 1 Duration: 60 mins.
Learning Competency/ies: Code:
(Taken from the Curriculum Guide) The learner indicates scope and delimitation of study. CS_RS12-Id-e-5
Key Concepts /
Understandings to be The scope and delimitation of a study enables the learner to identify the boundaries of the study with
respect to the major variables and is further clarified by the sub-variables.
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, List the scope and delimitation of a
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
study.
through experience Understanding interpret, exemplify, classify,
or association The learner can construct meaning from oral, written and summarize, infer, compare,
graphic messages explain, paraphrase, discuss

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
complex activities or
Evaluating coordinate, measure, detect, defend,
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 Develop a scope and delimitation of a
functional whole, create a new product or point of view formulate, assemble, devise
something study.

Attitude Categories: List of Attitudes:

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

3. Learning Resources LCD Projector, Activity Sheets, Practical Research 2 textbook ,Amadio Pangilinan Cristobal
Jr., et.al. pp. 47-55
4. Procedures
4.1 Introductory Activity (__2__ 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 Recall on the previous lesson.
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 (__8_ minutes). This is an interactive strategy to elicit learner’s prior learning “Think Tank”
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts List down many examples as you can recall based on a
where the learners are. Carefully structured activities such as individual or group reflective exercises,
category your teacher will call out. For example, if your
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 teacher calls out “softdrinks”, you have to list down
considered in this part of the lesson. the brand names of softdrinks that you are familiar
with. Your teacher will determine who will proceed to
the next round by calling out the minimum number of
entries required to proceed. The game continues until
there is only one participant remaining.
4.3 Analysis (_10_ minutes). Essential questions are included to serve as a guide for the teacher in Discussion questions:
clarifying key understandings about the topic at hand. Critical points are organized to structure the *Did you find recalling related items for the category
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
easy? Why?
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 *How far did you advance in the game?
concepts or skills that are to be presented in the next part of the lesson. *What factors influenced your performance?

4.4 Abstraction (_18minutes). This outlines the key concepts, important skills that should be Present through a powerpoint the following:
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that *Description of the scope and delimitation of a study.
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
*The components of the scope and delimitation.
lesson.
*Examples
*Possible format in writing the scope and delimitation
Of a study.
4.5 Application (__8_ minutes). This part is structured to ensure the commitment of the learners *Let the learners form 4 groups and let them choose
to do something to apply their new learning in their own environment. their leader and presenter.
*Distribute to each group a copy of different studies.
*Direction:
Write your scope and delimitations following the
guide below:
Research Title:____________________________

1.Objective: _________________________________
2.Participants:_______________________________
3.Time Frame:_______________________________
4.Locale : ___________________________________
5.Variables :_________________________________
6.Research Design:____________________________

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) Presentation of Outputs by Groups
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 on Activity (e.g. Choral Reading), Debate, Motor & Points will be based on rubrics
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’ Products Worksheets for all subjects, Essay, Concept
(Teachers judge the quality of products produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product 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 (2 minutes). Fill-in below any of the four purposes:
 Reinforcing / strengthening the day’s lesson Answer the following questions briefly:
1.What are the major variables, sub
variables, and indicators of your study? List
them under their corresponding columns.
Major Sub
Variables Variables Indicators

2.Where and when are the data to be gathered?

________________________________________
 ______________________________________

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson
4.8 Concluding Activity (2 minutes). “Don’t cry because it’s over,
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, SMILE because it happened.”
parable or a letter that inspires the learners to do something to practice their new learning.
- Dr. Seuss

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.

7. 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: Teresita D. Barcelona School: Media Once National High School
Position/Designation: Teacher III Division: Toledo City
Contact Number: 09052479956 Email address: mamutessie@yahoo.com.ph