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.: Learning Area: 21st Century Grade Level: 11 Quarter:I Duration: 60
Literature from the Philippines to the minutes
World
Learning Identify the figures of speech and other literary techniques and Code:
Competency/ies: devices in the text. EN12Lit-IIe-27
(Taken from the Curriculum Guide)
Key Concepts / Literary texts in various genres across national literature and cultures.
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, Identify figures of speech and literary
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with
devices in literary text and song.
knowledge from long-term memory repeat, describe, reproduce
familiarity gained interpret, exemplify, classify,
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 use of figures of speech

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources www.youtube.com

post-it –notes /meta strips
powerpoint presentation
4. Procedures
4.1 Introductory Activity ( 3 minutes). This part introduces the lesson Prompt Question: In what ways do you express your love for
content. Although at times optional, it is usually included to serve as a warm-up someone? (Family member, friend, or loved one)
activity to give the learners zest for the 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 ( 5 minutes). This is an interactive strategy to elicit learner’s Listening, viewing of a music video:
prior learning experience. It serves as a springboard for new learning. It -A Thousand Years by: Christina Perri
illustrates the principle that learning starts where the learners are. Carefully
structured activities such as individual or group reflective exercises, group -Choral Singing
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 ( 25 minutes). Essential questions are included to serve as a -Highlighting of lines from the song and ask student to create an
guide for the teacher in clarifying key understandings about the topic at hand. imagery based on the given highlighted lines:
Critical points are organized to structure the discussions allowing the learners 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 -Presentation of different figures of speech and literary devices and
activity or the topic. The last questions or points taken should lead the learners examples to illustrate their meanings.
to understand the new concepts or skills that are to be presented in the next
part of the lesson.
4.4 Abstraction ( 3 minutes). This outlines the key concepts, important -Sentence Completion (Think-Write-Speak)
skills that should be enhanced, and the proper attitude that should be a. Figures of speech help us _______________
emphasized. This is organized as a lecturette that summarizes the learning
b. We can use figures of speech and literary devices to
emphasized from the activity, analysis and new inputs in this part of the lesson.
______________

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 -Create an FB status using figures of speech and literary devices to
own environment.
express one’s feelings and desires with emphasis on positive vision,
optimism, and self-control.

4.6 Assessment ( 10 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’ Oral Presentation, Dance,
performance or behaviors are recorded, based Musical Performance, Skill
on assessment criteria) Demonstration, Group
Activity (e.g. Choral
Reading), Debate, Motor &
Psychomotor Games,
Simulation Activities,
Science Experiment
b) Talking to Learners / Hands-on Math Activities,
Written Work and Essay,
Conferencing Picture Analysis, Comic
(Teachers talk to and question learners about
Strip, Panel Discussion,
their learning to gain insights on their
Interview, Think-Pair-
understanding and to progress and clarify their
Share, Reading
thinking)

c) Analysis of Learners’ Worksheets for all subjects,

Products Essay, Concept -Collating the students’ work on a facebook wall
Maps/Graphic Organizer,
(Teachers judge the quality of products
Project, Model, Artwork, -Oral Reading on selected works/outputs of the students.
produced by learners according to agreed
Multi-media Presentation,
criteria)
Product made in technical-
vocational subjects

d) Tests Skill Performance Test,

(Teachers set tests or quizzes to determine Open-Ended Question,
learners’ ability to demonstrate mastery of a Practicum, Pen and Paper
skill or knowledge of content) Test, Pre and Post Test,
Diagnostic Test, Oral Test,
Quiz
4.7 Assignment (____ 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 Research about Sarah Kay’s poem “If I Should Have A Daughter”

4.8 Concluding Activity ( 3 minutes). Giving of an inspirational line with figures of speech:
This is usually a brief but affective closing activity such as a strong quotation, a “Life is like music, it must be composed by ear, feeling and instinct, not
short song, an anecdote, parable or a letter that inspires the learners to do
by rule. Nevertheless, one had better known the rules for they
something to practice their new learning.
sometimes guide in doubtful cases, though not often.
-by: Samuel Butler

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: Ronald O. Dalaguit School: San Jose National High School
Position/Designation: SHST-2 Division: Cebu Province
Contact Number: Email address: