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.: 02 Learning Area: Introduction to World Grade Level: 11 Quarter: 2nd Duration: 60 mins
Religion
Learning Competency/ies: Provide evidence that religion brought about an event in history Code: HUMSS_WRB12-
(Taken from the Curriculum I/ IIIIC- 3.2
Guide)
Key Concepts / Understandings Evidence that religion brought about an event in history
to be Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve,
condition of The learner can recall information and retrieve recognize, duplicate,
knowing relevant knowledge from long-term memory list, memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Discuss the evidence that religion
through The learner can construct meaning from oral, classify, summarize, brought about an event in history
experience or written and graphic messages infer, compare,
association explain, paraphrase,
discuss

Skills Applying execute, implement,

The ability and The learner can use information to demonstrate, dramatize,
capacity undertake a procedure in familiar situations interpret, solve, use,
acquired through or in a new way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish, Outline the evidence that religion
systematic, and The learner can distinguish between parts compare, contrast, organize, brought an event in history
sustained effort and determine how they relate to one outline, attribute,
to smoothly and another, and to the overall structure and deconstruct
adaptively purpose
carryout complex Evaluating coordinate, measure, detect,
activities or the The learner can make judgments and justify defend, judge, argue, debate,
ability, coming decisions describe, critique, appraise,
from one's evaluate
knowledge, Creating generate, hypothesize, plan,
practice, The learner can put elements together to design, develop, produce,
aptitude, etc., to form a functional whole, create a new construct, formulate,
do something product or point of view assemble, devise

Attitude Categories: List of Attitudes:

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

3. Learning Resources INTERNET, GOOGLE PICTURES CG, Cartolina/Manila Paper, pentel pen / Multi-
media
4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson Review of the previous lesson:
content. Although at times optional, it is usually included to serve as a warm-up Teacher asks:
activity to give the learners zest for the incoming lesson and an idea about what it What are the positive and negative effects of religions?
to follow. One principle in learning is that learning occurs when it is conducted in
a pleasurable and comfortable atmosphere.
4.2 Activity (__15__ minutes). This is an interactive strategy to elicit learner’s A short video clip that shows religion had brought an
prior learning experience. It serves as a springboard for new learning. It illustrates event in history
the principle that learning starts where the learners are. Carefully structured
activities such as individual or group reflective exercises, 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 considered in this part of the lesson.
4.3 Analysis (___15_ minutes). Essential questions are included to serve as a Group presentation of Output
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 The students are required to:
maximize interactions and sharing of ideas and opinions about expected issues.
Affective questions are included to elicit the feelings of the learners about the List the events of history that religion brought
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 in the next part of
the lesson.
4.4 Abstraction (__10__ minutes). This outlines the key concepts, important skills Teacher asks:
that should be enhanced, and the proper attitude that should be emphasized. What certain religion brought an event in history?
This is organized as a lecturette that summarizes the learning emphasized from Cite an evidence that religion brought about an event of
the activity, analysis and new inputs in this part of the lesson. history in our country

4.5 Application (___3_ minutes). This part is structured to ensure the Write a short essay that pertains to religion
commitment of the learners to do something to apply their new learning in their brought about an event of history in the country
own environment.

4.6 Assessment (_5__ 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, Oral Presentation, - Students are ask to have a short role
(Formal and informal observations of Dance, Musical Performance, Skill play
learners’ performance or behaviors are Demonstration, Group Activity (e.g. Choral
recorded, based on assessment Reading), Debate, Motor & Psychomotor
criteria) Games, Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and
Conferencing Essay, Picture Analysis, Comic Strip, Panel
(Teachers talk to and question learners Discussion, Interview, Think-Pair-Share,
about their learning to gain insights on Reading
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 Maps/Graphic Organizer, Project, Model,
produced by learners according to Artwork, Multi-media Presentation, Product
agreed criteria) made in technical-vocational subjects

-
d) Tests Skill Performance Test, Open-Ended
(Teachers set tests or quizzes to Question, Practicum, Pen and Paper Test,
determine learners’ ability to Pre and Post Test, Diagnostic Test, Oral
demonstrate mastery of a skill or Test, Quiz
knowledge of content)

4.7 Assignment (__2__ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson

Create a slogan that reflects an evidence that
religion brought about an event of history in the
country

 Enhancing / improving the day’s lesson

  Preparing for the new lesson

4.8 Concluding Activity (___1_ 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.

Content of the iPlan need to continue and develop.

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: RICHIE Y. MEPIEZA School: GENERAL CLIMACO NATIONAL HIGH SCHOOL
Position/Designation: Teacher I Division: TOLEDO CITY
Contact Number: 09352197912 Email address: richie_mepieza@ymail.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