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.: 1 Learning Area: CRMC Grade Level: 1 Quarter: 3 Duration: 60 mins
Learning  Replicates the sounds heard from different sources Code: MU1TB-IIIb-3
Competency/ies:  Uses voice and other sources of sound to produce a MU1TB-IIIb-4
(Taken from the Curriculum Guide) variety of timbres

Key Concepts /
Understandings to be  Replicate and produce different sources and variety of timbre
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition
of knowing
Remembering identify, retrieve, recognize, Recognize and reproduce
The learner can recall information and retrieve relevant duplicate, list, memorize,
something with
knowledge from long-term memory repeat, describe, reproduce different sound heard from
familiarity gained
through experience
different sources.
or association Understanding interpret, exemplify, classify,
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 ability, coming The learner can make judgments and justify decisions judge, argue, debate, describe,
from one's critique, appraise, evaluate
knowledge, practice,
aptitude, etc., to do
Creating generate, hypothesize, plan, design, Produce a variety of timbres
The learner can put elements together to form a develop, produce, construct,
something functional whole, create a new product or point of formulate, assemble, devise using voice and other sources.
view

Attitude Categories: List of Attitudes:

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

3. Learning Resources
Visual Aids, Ppt presentation
4. Procedures:
4.1 Introductory Activity (7 minutes). This part introduces the lesson Curriculum
content. Although at times optional, it is usually included to serve as a warm- Contextualization
up activity to give the learners zest for the incoming lesson and an idea about
Activity: Copying the Different Sounds
Localization: Purpose: For them reproduce different
what it to follow. One principle in learning is that learning occurs when it is
Consider/include here the
conducted in a pleasurable and comfortable atmosphere.
appropriate Local sounds.
Heritage Themes: Procedure:
A. Annual Rites, Festivals,
and Rituals  The teacher will show
(Historical/Religious different pictures and explain
Festivals, Local Cultural
Festivals, Local
what’s in the pictures
Delicacies/Products  The teacher will play the
Festivals, Rituals,
sounds of the pictures
Wedding Ritual, Palihi
Ritual, Burial Ritual,  The students will replicate
B Literary Anthologies the sound of each picture
Written In Local Language
(BALITAW, BALAK,
Sample Pictures:
Folktales/ Short Stories,
Local Heroes
C. Historical Events,
Enduring Values,
Indigenous Materials,
Indigenous Cultural
Communities/Indigenous
People, Indigenous
Games
D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees, Flower,
Fauna
E. Food & Local products
G. Role Model Family

 Okey very good you all did a

good job
 Now that you learn how to
produce and replicate sounds, I
will read you a story entitled
 The Circus

4.2 Activity/Strategy (15 minutes). This is an interactive strategy to elicit

learner’s prior learning experience. It serves as a springboard for new
learning. It illustrates the principle that learning starts where the learners are.
Activity: Story Telling and Role
Carefully structured activities such as individual or group reflective exercises, Playing
group discussion, self-or group assessment, dyadic or triadic interactions, Purpose: After reading the story they
puzzles, simulations or role-play, cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be considered in this part of the will have a role play.
lesson. Procedure:
 The teacher will read a
story
 The students will listen
 After reading the story the
teacher will ask what are
the sounds they heard
from the story.
(Possible Answer): Roar
of a lion, Cheering crowd,
bark of a dog etc.
 After reading the story it
will be use for a group
activity.

Sample Story:

 The teacher will divide the

class into 6 groups
 The teacher will provide a
raffle with their names,
and the group leaders will
pick one by one to
determine their one sound
character/object in the
story, and have them come
up with a sound
effect/accompanying
movement that would fit
their character/object.
 Encourage the students to
make use of other sound
sources/materials they
have in the classroom to
make their sound more
interesting.
 Give the groups 5-10
minutes to come up with
their sound effect and go
around to monitor/guide
the choices made by each
group.
  When, everybody is done,
give the final instruction
that each group will only
perform the sound effect
when they see the picture
of their character/object. It
is important that the
teacher makes the
instructions understood
before starting the sound
story.
 The students will be
graded based on the
rubrics given by the
teacher
Criteria
Collaboration 20%
Presentation 50%
Mastery 15%
Creativity 15%
TOTAL 100%

4.3 Analysis (5 minutes). Essential questions are included to serve as a The teacher will ask the students
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 1. Did you enjoy the role playing?
issues. Affective questions are included to elicit the feelings of the learners A: Yes ma’am
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 2. What kind of sounds did you
in the next part of the lesson. produce?
A. Different sounds ma’am like
sound of the animals, people
things and many more.
3. What sources did you use to
produce sounds??
A. We use our voice, the table, our
hands etc.
4. What do you think will be our
topic for today?
A. Related to sounds ma’am,
sources of sounds.
5. Okey very good, all your
answers are correct.
4.4 Abstraction (15 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
Activity: Discussion
emphasized from the activity, analysis and new inputs in this part of the Purpose: To summarize the learning
lesson. emphasized in the activities.
Procedure:

Last time we discussed about the

sources of sound right??

A. Yes ma’am

Who among you here can give me the

sources of sound that we discuss last
meeting?

A. People, animals, object and

nature
Okey very Good!!

Now!! Lets talk about Quality of

Sounds.

Different sounds are made and heard all

around us. Each sound produces a
unique or special quality.

The quality of sound in music is called

timbre or tone color. Timbre is what
differentiates a musical sound from
another even when they have the same
pitch and loudness.

Like what you said earlier we hear

sound from people like:

 Talking
 Shouting
 Crying
 Singing
 Laughing

We also hear sounds from the animals

like :

 Chirping bird
 Buzzing bee
 Barking dogs
 Roar of lion

We also hear sound from nature like:

 Raining
 Wind
 Thunder and lighting

We also hear sounds in objects like:

 Radio
 Television
 Alarm clock

We also hear sounds from vehicle and

musical instruments like;

 Motorcycle
 Police car
 Ambulance
 Piano
 Tambourine
 Drum

Now let’s learn to replicate the sound

we hear from difference sources
 Here are some examples of replicating
and producing sound heard from
different sources and how we can use
our voice and other source’s to produce
variety of timbre.

 Clapping
 Snapping
 Drumming in a table
 Whistling like a bird
 Roar like a lion.

In clapping what source did we use??

A. Our hand

Very good!

How about in snapping what sources

did we use?

A. Hands

Excellent!

How about in drumming in the table

what sources did we use?

A. We use table.

Okey very good!

Okey now we’re done in our discussion

did you learn something class?

A. Yes ma’am

4.5 Application (10 minutes). This part is structured to ensure the

commitment of the learners to do something to apply their new learning in
their own environment.  Now, to determine if you
understand our discussion for
today's lesson, I will divide you
into 6 groups.
 I want you all to imagine your
one of the animals in the zoo.
(You pick your preferred
animal.)
 After picking your preferred
animals, I want you to use their
sounds to replace the lyrics of
the song twinkle twinkle little
star.
 You have 5 minutes to practice
before presenting your
performance.
 You will be graded base on the
criteria given by the teacher.
Criteria:
Voice quality 25%
Creativity 25%
Confidence 25%
 Performance 25%
TOTAL 100%

Example:
https://www.youtube.com/watch?
v=O3AjVS9x2RY

 Since we’re all done in your

presentation, I want you all to
get a piece of paper and answer
the following questions.

4.6 Assessment (6 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 Play,
(Formal and informal observations of learners’ performance or behaviors are Oral Presentation, Dance,
recorded, based on assessment criteria) 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 Activities,
(Teachers talk to and question learners about their learning to gain insights on Written Work and Essay,
their understanding and to progress and clarify their thinking) 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, Concept
agreed criteria) Maps/Graphic Organizer,
Project, Model, Artwork,
Multi-media Presentation,
Product made in
technical-vocational
subjects
d) Tests Skill Performance Test,
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Open-Ended Question,
Practicum, Pen and Paper
Identify the sources of sound. Write P
mastery of a skill or knowledge of content)
Test, Pre and Post Test, for people, A for Animals, N for nature,
Diagnostic Test, Oral
Test, Quiz
O for objects and MI for musical
instruments. Write your answer in your
notebook.

_____1. Washing machine

_____2. Water falls
_____3. Drum
_____4. Trumpet
_____5. Chicken
_____6. Singing
_____7. Radio
_____8. Dog
_____9. Thunder
_____10. Crying
4.7 Assignment (3 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson List/Draw at least 3 object you have at
home/school and write down and
describe the sound they produce.
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

 4.8 Concluding Activity (3 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.
1. 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.

3. 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: Pauline Mae Canete School: Cebu Roosevelt Memorial Colleges
Position/Designation: Student Teacher Division: Bogo City
Contact Number: 09127088881 Email address: pauleenmae1030@gmail.com

References: