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.: 05 Learning Area: Understanding Culture , Society Grade Level: 11/12 Quarter: 2nd Duration: 60 mins
and Politics
Learning Competency/ies: Code:
(Taken from the Curriculum 30. Examine stratification from nationalist and conflict UCPS 11/12 HSO1-IIc-30
Guide) perspectives.
Key Concepts / Understandings Social and political inequalities
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, Explain stratification from
through The learner can construct meaning from oral, classify, summarize, functionalist and conflict perspectives
experience or written and graphic messages infer, compare, explain,
association paraphrase, discuss

Skills Applying execute, implement,

The ability and The learner can use information to undertake demonstrate, dramatize,
capacity acquired a procedure in familiar situations or in a new interpret, solve, use,
through way illustrate, convert, discover
deliberate, Analyzing differentiate, distinguish,
systematic, and The learner can distinguish between parts compare, contrast, organize,
sustained effort and determine how they relate to one outline, attribute, deconstruct
to smoothly and another, and to the overall structure and
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, Evaluate ones role in social groups
practice, The learner can put elements together to design, develop, produce, And institution.
aptitude, etc., to form a functional whole, create a new product construct, formulate,
do something or point of view assemble, devise

Attitude Categories: List of Attitudes:

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

4. Procedures
4.1 Introductory Activity (___5_ minutes). This part introduces the lesson content. - Setting the mode of the students
Although at times optional, it is usually included to serve as a warm-up activity to - Multi-media presentation on related topic (social
give the learners zest for the incoming lesson and an idea about what it to follow. and political stratification at U-tube)
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 prior (Divide the class to 4)
learning experience. It serves as a springboard for new learning. It illustrates the The learners will perform a role playing from the
principle that learning starts where the learners are. Carefully structured activities insights of the video presentation.
such as individual or group reflective exercises, group discussion, self-or group Rubric: -clarity
assessment, dyadic or triadic interactions, puzzles, simulations or role-play, - significance
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 on Role Play Drawing insights
guide for the teacher in clarifying key understandings about the topic at hand. from the video presentation.
Critical points are organized to structure the discussions allowing the learners to
maximize interactions and sharing of ideas and opinions about expected issues. Providing appreciation and processing of the role
Affective questions are included to elicit the feelings of the learners about the playing on its relevance…..
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
that should be enhanced, and the proper attitude that should be emphasized. This Lecture on the realities of stratification from
is organized as a lecturette that summarizes the learning emphasized from the functionalist and conflict perspective.
activity, analysis and new inputs in this part of the lesson.
4.5 Application (___3_ minutes). This part is structured to ensure the commitment
of the learners to do something to apply their new learning in their own How man greatly influence from the realities of
environment. stratification to social and political stratification ?

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 Reflection Note / Reaction Journal
success criteria have been met. (Reminder: Formative Assessment may be given before, On Social and Political stratification.
during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation,
(Formal and informal observations of Dance, Musical Performance, Skill
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, -Concept maps/ Graphic Organizer/ Reflective
produced by learners according to Artwork, Multi-media Presentation, Product Journal
agreed criteria) made in technical-vocational subjects Criteria:
a. Relevance
b. Clarity
c. neatness

d) Tests Skill Performance Test, Open-Ended

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

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

 Reinforcing / strengthening the day’s lesson

What are the forms of Social and political

stratification ?
  Enriching / inspiring the day’s lesson

 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 Reinforcing through …inquiry on the
song, an anecdote, parable or a letter that inspires the learners to do something to understanding of the days lesson.
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 need to continue and to be develop. And for assessment for learning…it will be given after its delivery.
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: ARLIE N. FERNANDEZ School: SAMBOAN NATIONAL (SENIOR) HIGH SCHOOL
Position/Designation: Teacher III Division: Cebu Province
Contact Number: 09176017595 Email address: arliefernandez2015@gmail.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. Video Clips source U-tube..the Difference bet. Mahayana from Theravada Buddhism