Instructional Planning

Detailed Lesson Plan (DLP)

DLP No.: 1 Learning Area: Araling Panlipunan Grade Level: Grade 10 Quarter: 1st Duration: 2 hrs.
Learning 1. Naipaliliwanag ang konsepto ng Konteporaryong Isyu Code:
Competency/ies: 2. Nasusuri ang kahalagahan ng pagiging mulat sa mga AP10IPE-Ia-1
kontemporaryong isyu sa lipunan at daigdig AP10IPE-Ia-2
Key Concepts /
Understandings Nakatutulong ang pagkamulat ng isang mag-aaral sa mga kontemporaryong isyu sa pagunlad ng bansa.
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize,
Remembering
of knowing duplicate, list, memorize,
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare, Maipaliliwanag ang konsepto ng
or association
graphic messages explain, paraphrase, discuss kontemporaryong isyu

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, Masusri ang kahalagahan ng pagiging mulat
sustained effort to determine how they relate to one another, and to the deconstruct sa mga kontemporaryong isyu sa lipunan at
smoothly and overall structure and purpose daigdig
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

Attitud Categories: List of Attitudes: Makikilala ang

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

3. Learning Resources PowerPoint presentation

Pictures
Paper
Pencil
4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson Curriculum 1. magpakita ng mga larawan ng mga
content. Although at times optional, it is usually included to serve as a warm- Contextualization kontemporaryong isyu. At itanong ang mga
up activity to give the learners zest for the incoming lesson and an idea about
Localization: sumusunod:
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here - ano ang nikikita ninyo sa mga larawan?
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
- saan natin ito nakikita?
Heritage Themes:
A. Annual Rites, - ano ang mga sanhi ng mga suliraning ito?
Festivals, and
4.2 Activity/Strategy (_20_ minutes). This is an interactive strategy to Rituals
elicit learner’s prior learning experience. It serves as a springboard for new (Historical/Religiou
s Festivals, Local 1. Ano sa iyong palagay ang limang
learning. It illustrates the principle that learning starts where the learners are.
Carefully structured activities such as individual or group reflective exercises, Cultural Festivals, pinakamahalagang kontemporaryong
group discussion, self-or group assessment, dyadic or triadic interactions, Local isyung hinaharap ng Pilipinas sa
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like Delicacies/Products
Festivals, Rituals, ngayon? Ilista at ipaliwanag kung bakit
may be created. Clear instructions should be considered in this part of the
lesson. Wedding Ritual, maituturing mo silag pinakamahalaga.
Palihi Ritual, Burial
Kontemporaryong isyu Bakit mahalaga itong
Ritual,
B Literary pag-aralan?
Anthologies Written
In Local Language
(BALITAW, BALAK,
Folktales/ Short
Stories, Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
2. Tumawag ng ilang representante para
Indigenous Cultural mg share ng kanilang mga sagot.
Communities/Indigen 3. Magbigay ng konting input tungkol sa
ous People, konsepto ng kontemporaryong isyu.
Indigenous Games
D. Topography, Flora/
4.3 Analysis (_20_minutes). Essential questions are included to serve as a Fauna (Falls, think-pair-share
guide for the teacher in clarifying key understandings about the topic at hand. Mountains, River, 1. Bakit kailangang suriin ang isang
Critical points are organized to structure the discussions allowing the learners Cave, Trees, Flower, kontemporaryong isyu?
to maximize interactions and sharing of ideas and opinions about expected Fauna
issues. Affective questions are included to elicit the feelings of the learners E. Food & Local
2. Paano sinususuri ang kontemporaryong
about the activity or the topic. The last questions or points taken should lead products isyu?
the learners to understand the new concepts or skills that are to be presented G. Role Model Family 3. Tumawag ng ilang representante para
in the next part of the lesson.
mg share ng kanilang mga sagot.
4.4 Abstraction (_15_minutes). This outlines the key concepts, important 1. Paano mamumulat ang mag-aaral na
skills that should be enhanced, and the proper attitude that should be tulad mo sa mga kontemporaryong isyu?
emphasized. This is organized as a lecturette that summarizes the learning
2. Paano nakatutulong ang pagkamulat sa
emphasized from the activity, analysis and new inputs in this part of the
lesson. mga kontemporaryong isyu sa
pagpapaunlad ng bansa?
4.5 Application (_25_minutes). This part is structured to ensure the 1. Lumikha ng isang poster na naghihikayat
commitment of the learners to do something to apply their new learning in sa lahat ng mga kabataan na timbangin
their own environment.
 ang mga pahayag sa mga
kontemporaryong isyu sa ating bansa at
sa buong mundo
4.6 Assessment (_20_minutes). For the Teacher to: a) Assess whether 1. Magsulat ng isang sanaysay na
learning objectives have been met for a specified duration, b) Remediate tumatalakay sa kahalagahan ng
and/or enrich with appropriate strategies as needed, and c) Evaluate
pagtitimbang sa mga pahayag tungkol sa
whether learning intentions and success criteria have been met. (Reminder:
Formative Assessment may be given before, during, or after the lesson). mga kontemporaryong isyu sa ating
Choose any from the Assessment Methods below: bansa at sa buong mundo.
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
mastery of a skill or knowledge of content) Question, Practicum,
Pen and Paper Test,
Pre and Post Test,
Diagnostic Test, Oral
Test, Quiz

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 (_5_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: Louis D. Misoles School: Antonio R. Lapiz National High School
Position/Designation: Teacher I Division: City of Naga
Contact Number: 09754821013 Email address: zr_dante02@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