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: Oral Communication Grade Level: Grade 11 Quarter: 1 Duration: 1hr.
Learning Competency/ies: Discusses the functions of communication. Code: EN11/12OC-I be-8
(Taken from the Curriculum Guide)

Key Concepts / Functions of Communication

Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify, Explain each functions in the class
through experience
Understanding
The learner can construct meaning from oral, written and summarize, infer, compare,
or association explain, paraphrase, discuss
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
knowledge, practice, Creating generate, hypothesize, plan, design, Design a panel discussion
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do
functional whole, create a new product or point of view formulate, assemble, devise
something

Attitude Categories: List of Attitudes: Use the functions

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

3. Learning Resources Textbooks, Sample Concept Sketches

4. Procedures
4.1 Introductory Activity (____ minutes). This part introduces the lesson content. Although at Guessing Game - functions of a:
times optional, it is usually included to serve as a warm-up activity to give the learners zest for the -teacher, student, doctor etc..
incoming lesson and an idea about what it to follow. One principle in learning is that learning occurs
when it is conducted in a pleasurable and comfortable atmosphere.

4.2 Activity (____ minutes). This is an interactive strategy to elicit learner’s prior learning Groupwork: Small group discussion {SGD} on the
experience. It serves as a springboard for new learning. It illustrates the principle that learning starts different functions of communication based on the
where the learners are. Carefully structured activities such as individual or group reflective exercises,
hand outs given.
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 (____ minutes). Essential questions are included to serve as a guide for the teacher in What are the different functions of communication?
clarifying key understandings about the topic at hand. Critical points are organized to structure the In what way we can use communication to control? to
discussions allowing the learners to maximize interactions and sharing of ideas and opinions about
socialize, to persuade, to express emotion, to
expected issues. Affective questions are included to elicit the feelings of the learners about the activity
or the topic. The last questions or points taken should lead the learners to understand the new coordinate and to inform/ information dissemination?
concepts or skills that are to be presented in the next part of the lesson.
4.4 Abstraction (____ minutes). This outlines the key concepts, important skills that should be Lecture and discussion of the key concept we want to
enhanced, and the proper attitude that should be emphasized. This is organized as a lecturette that emphasize in the days lesson
summarizes the learning emphasized from the activity, analysis and new inputs in this part of the
lesson.

4.5 Application (____ minutes). This part is structured to ensure the commitment of the learners Group Differentiated Instruction {DI}- Forming groups
to do something to apply their new learning in their own environment. of five. Each group will choose a function and
demonstrate in creative presentation.

4.6 Assessment (___ minutes). For the Teacher to: a) Assess whether learning objectives have been met Oral Presentation Following Rubrics:
for a specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate - Effectiveness (Organization of Ideas,
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
Clarity, Grammar and Gestures}
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, Dance, Pair work:
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group
Creating a short dialogue by following the given
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &
Psychomotor Games, Simulation Activities, Science situation: at the Mall, Party, Coffee Shop
assessment criteria)
Experiment
b) Talking to Learners / Hands-on Math Activities, Written Work and Essay,
Picture Analysis, Comic Strip, Panel Discussion,
Conferencing Interview, Think-Pair-Share, Reading
(Teachers talk to and question learners about
their learning to gain insights on 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 produced Maps/Graphic Organizer, Project, Model, Artwork, Multi-
by learners according to agreed criteria) media Presentation, Product made in technical-vocational
subjects
 d) Tests Skill Performance Test, Open-Ended Question,
(Teachers set tests or quizzes to determine Practicum, Pen and Paper Test, Pre and Post Test, Paper and Pen Test
learners’ ability to demonstrate mastery of a skill Diagnostic Test, Oral Test, Quiz
or knowledge of content)

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 Watch some sample video of different
communication and identify each functions

 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, “Communication must be HOT. That’s Honest,
parable or a letter that inspires the learners to do something to practice their new learning.
Open and Two-way”
By: Dan Oswald

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.

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: Frankie E. Delos Santos School: GUINDARUHAN NATIONAL HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09206230287 Email address: [email protected]

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