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)k

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:
ENGLISH 7- St. Philomena 4th 60 02/28/20
(11:00-12:00 a.m.)
Learning Competency/ies: Give the various meanings of identified homonymous or polysemous Code:
(Taken from the Curriculum Guide) words or expressions EN7V-IV-e-9

Key Concepts /  Homonyms (or multiple meaning words)- are words that share the same spelling and the same
Understandings to be pronunciation but have different meanings.
 Homophones(or sound-alike words)- are words that are pronounced identically although they
Developed have different meanings and are often pronounced differently as well.
 Homographs- are words that are spelled the same, but have different meanings and are often
pronounced differently as well.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize, duplicate, list,
Remembering
of knowing memorize, repeat, describe, reproduce
The learner can recall information and
something with
retrieve relevant knowledge from long-term
familiarity gained
memory
through experience
Understanding interpret, exemplify, classify, summarize, Discuss homonymous or polysemous
or association
The learner can construct meaning from oral, infer, compare, explain, paraphrase, discuss
words or expressions
written and 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 or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's
Creating generate, hypothesize, plan, design, Generate the various meanings of identified
knowledge, practice, develop, produce, construct, homonymous or polysemous in a given
aptitude, etc., to do The learner can put elements together to form a
functional whole, create a new product or point of view formulate, assemble, devise sentence.
something

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 Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Resiliency, Positive vision,
or feeling perform, practice, present, read, recite, report, select, tell, write Acceptance, Determined,
about 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from simple Independent , Gratitude, Tolerant,
someone acceptance to the more complex state of commitment. Valuing is based on the internalization Cautious, Decisive, Self-Control,
or of a set of specified values, while clues to these values are expressed in the learner's overt Calmness, Responsibility,
something behavior and are often identifiable. Accountability, Industriousness,
, typically 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 Display critical
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the rights, Inclusiveness, Thoughtful, thinking
learner. Instructional objectives are concerned with the student's general patterns of Seriousness, Generous, Happiness,
adjustment (personal, social, emotional). Modest, Authority, Hardworking,
through the use
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, practice, Realistic, Flexible, Considerate, of words or
propose, qualify, question, revise, serve, solve, verify Sympathetic, Frankness expressions
such as
homonymous
and
polysemous
words.
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. Attends and truth, Kindness, Humble
standards reacts to a particular phenomenon. Learning outcomes may emphasize compliance in
of responding, willingness to respond, or satisfaction in responding (motivation).
behavior;
Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
one's 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
judgment Concern for Others, Respect for Initiate productivity in
3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
of what is human rights, Gender equality, using homonymous
simple acceptance to the more complex state of commitment. Valuing is based on the
important Family Solidarity, Generosity, and polysemous
internalization of a set of specified values, while clues to these values are expressed in the
in life. Helping, Oneness words
learner's overt behavior and are often identifiable.
Go
beyond Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form,
learner’s initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
life on 4. Organization - Organizes values into priorities by contrasting different values, resolving Care of the environment, Disaster
earth, conflicts between them, and creating a unique value system. The emphasis is on Risk Management, Protection of
include comparing, relating, and synthesizing values. the Environment, Responsible
more Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Consumerism, Cleanliness,
than explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Orderliness, Saving the
wealth relate, synthesize ecosystem, Environmental
and fame, 5. Internalizing values - (Characterization): Has a value system that controls their behavior. sustainability
and would The behavior is pervasive, consistent, predictable, and most importantly, characteristic of 4. Makabansa
affect the the learner. Instructional objectives are concerned with the student's general patterns of Peace and order, Heroism and
eternal adjustment (personal, social, emotional). Appreciation of Heroes, National
destiny of Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Unity, Civic Consciousness, Social
millions. practice, propose, qualify, question, revise, serve, solve, verify responsibility, Harmony,
(Intention Patriotism, Productivity
ally add
value to
people
everyday.
)
2. Content HOMONYMS, HOMOPHONES AND HOMOGRAPHS

3. Learning Resources
4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm-up Contextualization Preliminary Activities
activity to give the learners zest for the incoming lesson and an idea about what  Opening Prayer
Localization:
it to follow. One principle in learning is that learning occurs when it is conducted
in a pleasurable and comfortable atmosphere.
Consider/include here  Greetings
the appropriate Local  Checking of attendance
Heritage Themes:  Presentation of learning objectives
1. Annual Rites,
Festivals, and
 Review the previous lesson
Rituals (Ask questions from the past lesson)
(Historical/Religious Motivation: JUMBLED WORDS
Festivals, Local The teacher presents jumbled words. All
Cultural Festivals, learners are encourage to pair words which sound
Local
Delicacies/Products
most alike. The learners read the words aloud after
Festivals, Rituals, the teacher.
Wedding Ritual,
Palihi Ritual, Burial
Ritual,
B Literary Anthologies
4.2 Activity/Strategy (____ minutes). This is an interactive strategy to
Written In Local
 The teacher shows a video and discusses
elicit learner’s prior learning experience. It serves as a springboard for new Language (BALITAW, about “HOMOPHONES,HOMOGRAPHS
learning. It illustrates the principle that learning starts where the learners are.
Carefully structured activities such as individual or group reflective exercises,
BALAK, Folktales/ AND HOMONYMS.
Short Stories, Local
group discussion, self-or group assessment, dyadic or triadic interactions, Heroes
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like C. Historical Events,
may be created. Clear instructions should be considered in this part of the Enduring Values,
lesson. Indigenous Materials,
4.3 Analysis (____ minutes). Essential questions are included to serve as a Indigenous Cultural Process Questions:
guide for the teacher in clarifying key understandings about the topic at hand. Communities/Indigeno
Critical points are organized to structure the discussions allowing the learners to us People, Indigenous 1. What have you learned after watching the video?
maximize interactions and sharing of ideas and opinions about expected issues. Games
Affective questions are included to elicit the feelings of the learners about the D. Topography, Flora/
activity or the topic. The last questions or points taken should lead the learners Fauna (Falls, 2.Do you understand the differences among
to understand the new concepts or skills that are to be presented in the next Mountains, River, homonyms, homophones and homographs? If yes,
part of the lesson. Cave, Trees, Flower,
Fauna describe each of them and give examples.
E. Food & Local
products 3. What do all of these words have common? How
G. Role Model Family. are they the same?

4. As a learner, why do we have to know the correct

usage of those words?
4.4 Abstraction (____ minutes). This outlines the key concepts, important Process Questions:
skills that should be enhanced, and the proper attitude that should be 1.What are homophones, homonyms and
emphasized. This is organized as a lecturette that summarizes the learning
homographs?
emphasized from the activity, analysis and new inputs in this part of the lesson.
2. Why do we need to know about homonyms,
homophones, and homographs?

4.5 Application (____ minutes). This part is structured to ensure the Direction: You will be divided into three groups according to
commitment of the learners to do something to apply their new learning in their your interest like Singing, Reading a Poem and Acting. Pick the
own environment. correct homophones, homographs and homonyms for the given
lines in the poem entitled “I’m All Mixed Up.
I’m All Mixed Up

I’m All Mixed Up.

I need help from you.
How do I no/know.
Why the sky is blue/blew?
I do not no/know.
I wish I new/knew.

Is my sister aged for/four or too/to/two?

Eye/I am named Marie
She is named Be/Bee/Bea.
We eat red/read berries
By the water at the see/sea.

I have a lot of work to do/due!

I’ll so/sew a button
On the coat you wear/where.
I’ll sit on that chair.
I’ll wait right/write over there/their.

I’m All Mixed Up.

I need help from you.
Can you choose the right words?
See what you can do!

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
(Formal and informal observations of learners’ performance or behaviors are Play, Oral
recorded, based on assessment criteria) Presentation, Dance,
Musical Performance,
Skill Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Conferencing Hands-on Math
(Teachers talk to and question learners about their learning to gain insights on Activities, Written
their understanding and to progress and clarify their thinking) Work and Essay,
Picture Analysis,
Comic Strip, Panel
Discussion, Interview,
Think-Pair-Share,
Reading
c) Analysis of Learners’ Products Worksheets for all
(Teachers judge the quality of products produced by learners according to subjects, Essay,
agreed criteria) Concept
Maps/Graphic
Organizer, Project,
Model, Artwork,
 Multi-media
Presentation, Product
made in technical-
vocational subjects
d) Tests Skill Performance
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Test, Open-Ended Direction. Choose (a) or (b) that fits to the correct
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test, meaning of the highlighted word in the given
Pre and Post Test, sentence.
Diagnostic Test, Oral
Test, Quiz
1.The kids are going to watch ___ TV tonight.
What time is it? I have to set my watch____.
(a) small clock worn on the wrist
(b) look at

2. The singer made a low bow ___ to the audience.

Maria placed a red bow ___ on the birthday gift.
(a) decorative ribbon (rhymes with so)
(b) bend at the waist (rhymes with how)

3. Please try not to waste____ paper.

He put his arm around her waist_____.
(a) the typically narrowed part of the body between
the hips and chest or upper back.
(b) to spend or use carelessly

4. I don’t know if I will live ___ or die.

Last night I saw the band play live ___ in concert.
(a) to have life (rhymes with give)
(b) in real time performance (rhymes with hive)

5. Let’s play ___ soccer after school

The author wrote a new play ___.
(a) participate in a sport
(b) theater piece
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 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: Glenda V. Papellero School: AWIHAO NATIONAL HIGH SCHOOL
Position/Designation: TEACHER I Division: TOLEDO CITY
Contact Number: 09260559641 Email address: glenda.papellero071@deped.gov.ph

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