Instructional Planning

(The process of systematically planning, developing, evaluating and managing instructional process by using
principles of teaching and learning- D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: 9 Learning Area: Mathematics Grade Level: Grade 8 Quarter: 1st Duration: 2 hrs.
Learning - Illustrates linear equations in two variables Code:
Competency/ies: - illustrates the slope of the line M8AL-Ia-b-1

Key Concepts / Demonstrates understanding of the definition of linear equations in two variables & the
Understandings definition of the slope of the line.
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, a. identify the domain and range of a function
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,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate, b. illustrate the meaning of the slope of the
dramatize, interpret, solve, use, line
The ability and The learner can use information to undertake a
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, c. detect the slope and the y-intercept of the
complex activities or
Evaluating
judge, argue, debate, describe, line when given an equation in a slope-
The learner can make judgments and justify decisions
the ability, coming critique, appraise, evaluate intercept form.
from one's
Creating generate, hypothesize, plan, design,
knowledge, practice, develop, produce, construct,
aptitude, etc., to do The learner can put elements together to form a
functional whole, create a new product or point of formulate, assemble, devise
something
view

Attitud Categories: List of Attitudes:

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

3. Learning Resources PowerPoint presentation, Textbook, Paper, Pencil, LM

4. Procedures
4.1 Introductory Activity (_5_ minutes). This part introduces the lesson Curriculum Do the routine (check students’ attendance, check
content. Although at times optional, it is usually included to serve as a warm- Contextualization garbage segregation monitoring chart, check the
up activity to give the learners zest for the incoming lesson and an idea about
Localization: monitoring checklist) and have a recap about the
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here definition of the domain and range of a function.
conducted in a pleasurable and comfortable atmosphere.
the appropriate Local
4.2 Activity/Strategy (_20_ minutes). This is an interactive strategy to Heritage Themes: The students will work with a partner as given by
elicit learner’s prior learning experience. It serves as a springboard for new A. Annual Rites, the teacher.
learning. It illustrates the principle that learning starts where the learners are. Festivals, and Let the students give the domain and range of the
Carefully structured activities such as individual or group reflective exercises, Rituals
group discussion, self-or group assessment, dyadic or triadic interactions, (Historical/Religiou
ff
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like 1. (4, 0), (-4, 1), (4, 2) 4.
s Festivals, Local
may be created. Clear instructions should be considered in this part of the 2.
Cultural Festivals,
lesson. x 1 2 3
Local
Delicacies/Products y 9 9 9
Festivals, Rituals, 3. x y 5.
Wedding Ritual,
Palihi Ritual, Burial
Ritual,
B Literary
Anthologies Written
4.3 Analysis (_20_minutes). Essential questions are included to serve as a In Local Language  How did you find the domain and range of
guide for the teacher in clarifying key understandings about the topic at hand. (BALITAW, BALAK, the given?
Critical points are organized to structure the discussions allowing the learners Folktales/ Short  Are the given 100% function?
to maximize interactions and sharing of ideas and opinions about expected Stories, Local Heroes
issues. Affective questions are included to elicit the feelings of the learners  How would you identify a function?
C. Historical Events,
about the activity or the topic. The last questions or points taken should lead Enduring Values,
the learners to understand the new concepts or skills that are to be presented Then present slope & y –intercept form & let them give
Indigenous Materials, the 2 when given a function in a slope-intercept form.
in the next part of the lesson. Indigenous Cultural The teacher will give more illustrative examples.
Communities/Indigen
ous People,
4.4 Abstraction (_15_minutes). This outlines the key concepts, important
Indigenous Games
Through the activity, the students will lead to the
skills that should be enhanced, and the proper attitude that should be D. Topography, Flora/ concept of the domain and range of linear function
emphasized. This is organized as a lecturette that summarizes the learning Fauna (Falls, as well as its slope & y-intercept.
emphasized from the activity, analysis and new inputs in this part of the Mountains, River,
lesson. Cave, Trees, Flower,
4.5 Application (_25_minutes). This part is structured to ensure the Fauna Then volunteers will be called to do a board work
commitment of the learners to do something to apply their new learning in E. Food & Local exercise.
their own environment. products
4.6 Assessment (_20_minutes). For the Teacher to: a) Assess whether G. Role Model Family Let the students do the following:
learning objectives have been met for a specified duration, b) Remediate I. Determine the slope & the y-intercept of the ff.:
and/or enrich with appropriate strategies as needed, and c) Evaluate 1. f(x) = 2x – 5
whether learning intentions and success criteria have been met. (Reminder: 2. f(x) = -3x + 7
Formative Assessment may be given before, during, or after the lesson). 3. f(x) = ¼ x – 8
Choose any from the Assessment Methods below: 4. f(x) = x + 6
5. f(x) = 2/3 x – 1/2

II. Give the domain & the range

1. 1. (4, 0), (-4, 1), (4, 2) 4.
2.
x 1 2 3
y 9 9 9

3. 5.
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 Ask questions before giving an assessment to the students. The
(Teachers talk to and question learners about their learning to gain insights on Activities, Written assessment will be a Think-Pair-Share
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: Cherrie Mae P. Aquino School: Antonio R. Lapiz National High School
Position/Designation: Teacher I Division: City of Naga
Contact Number: 09254853198 Email address: eirrehc_pacz@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