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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
1 English 10 4 60 mins
Learning Competency/ies: Listen to simplify, reorganize, synthesize and evaluate information to Code:
expand, review or update knowledge
(Taken from the Curriculum Guide) Use locational EN10LC-Iva-16 E
skills to gather information from primary and secondary sources of SS-Iva-1.5
information
Key Concepts / Understandings to be
Developed Sources of Information
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or condition of
knowing something with familiarity
gained through experience or
association
Understanding Write the information to complete the concept map
Applying
Skills Analyzing
The ability and capacity
acquired through deliberate, systematic, and
Classify the materials as to primary or secondary source of information
sustained effort to smoothly and adaptively
carryout complex activities or the ability, coming
from one's knowledge, practice, aptitude, etc., to
Evaluating
do something

Creating
Attitude Receiving Phenomena Complete the concept map by supplting the required information
Values Valuing Be attentive in listening to get the necessary information
2. Content More Fun in the Philippines
3. Learning Resources DOT Official AVP, Retrieved on June 20,2014, English 10 LM, pp.408-409
4. Procedures
4.1 Introductory Activity Let the students realize that the Load or download the video It's More Fun in the Philippines/DO
5 minutes Official AVP.
4.2 Activity
Let the students write the necessary information to complete the concept map. (LM pp. 408).
15 minutes
4.3 Analysis
After watching the video, did you see how diverse our country really is? What new information d
you gather from the video? Did you notice anything that is very that is very creative in terms of
10 minutes language, specifically the English language? Do you think that the social media, particularly you
is more effective in promoting a campaign than other forms of communication, like the print med

4.4 Abstraction Concept map is a type of grahic organizer used to help students organize and represent knowle
of a subject. It begins with the main idea and then branch out to show how that main idea can be
5 minutes broken down into specific topics.

4.5 Application
Classify the materials listed as to primary or secondary source of information. P 1. Letters and
10 minutes
Diaries S 2. History textbook P 3. Government documents P 4. Manuscripts S 5. Video Tape
6. Encyclopedia S 7. Newapaper P 8. Journals S 9. Magazine P 10. Artifact
4.6 Assessment A. Show another video about Philippines and let them complete the
concept map by supplying the necessary data.
Anlysis of Learners' Products
10 minutes B.
Classify the materials as to primary or secondary source of informa
4.7 Assignment Enhancing / improving the
3 minutes day’s lesson
Answer task 4 Word Match in LM on page 410.
4.8 Concluding Activity
2 minutes Listening is very essential in doing one's activity.
5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who have
A.  No. of learners who earned 80% in the evaluation. caught up with the lesson.

B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
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: Cecilia A. Maribao School: Alcantara National High School
Position/
Designation: Teacher 2 Division: Cebu Province
Contact 9335546608 Email address:
Number:
 Date:
01/22/18
Code:

EN10LC-Iva-16 EN10
SS-Iva-1.5

IVES:

map

ry source of information

uired information
ormation

English 10 LM, pp.408-409

eo It's More Fun in the Philippines/DOT

ete the concept map. (LM pp. 408).

ntry really is? What new information did

very that is very creative in terms of
that the social media, particularly youtube,
s of communication, like the print media?

udents organize and represent knowledge

out to show how that main idea can be

urce of information. P 1. Letters and

nts P 4. Manuscripts S 5. Video Tape S
gazine P 10. Artifact

Philippines and let them complete the

e necessary data.
B.
rimary or secondary source of information,

n LM on page 410.
National High School

vince
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment
Reinforcing / strengthening the
day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
2 English 10 4 60 mins
Learning Competency/ies: Get familiar with tecchnical terms used in research Code
Explain how the elements specific to EN10V-IVa-30
(Taken from the Curriculum Guide)a genre contribute to the theme of a particular literary selection EN10LT-IVa-2
EN10LT-IVa-2
Express appreciation for sensory images used
Key Concepts / Understandings to
be Developed Elements of the Story
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing something
with familiarity gained through
experience or association Understanding Explain how friendship is valued in the story
Applying
Skills
The ability
and capacity acquired through
Analyzing
deliberate, systematic, and
sustained effort to smoothly and
adaptively carryout complex
activities or the ability, coming
Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating Construct sentences that would appeal to the senses using the concept map
Attitude Receiving Phenomena Perform the group assigned task
Values Valuing Open-mindedness
2. Content The Little Prince
3. Learning Resources LM, pp. 410 - 415
4. Procedures
4.1 Introductory Activity
Let the students answer the anticipation guide which will give them a checklist of what they look for
5 minutes in the text. Let them read also the short background of the author.
4.2 Activity
Check the activity "Word Match". After checking, let them answer the anticipation guide to preview t
15 minutes they are about to read which is entitled "The Prince". Afterwhich, is the reading of the story.

4.3 Analysis
Who are the characters that are present in the excerpt? Can you describe both of them? Why could
fox play with the prince? How important is the rite or ritual of taming in the friendship of the Little Pr
10 minutes the fox? What made the rose of the The Little Prince owned important/ What is the fox's secret? Do
agree with it? Do you think you have been tamed as well?

4.4 Abstraction
The importance of looking beneath the surface to find the real truth and meaning of a thing. It is a fo
5 minutes teaches the Prince to see with one's heart instead of just with one's eye. It teaches us to appreciate
essence of life.

4.5 Application
Presentation of the Small Group Differentiated Work SGDW)
10 minutes

4.6 Assessment Construct sentences that would appeal to the senses using the graphi
Anlysis of Learners' Products
10 minutes organizer.
4.7 Assignment Enhancing / improving the
Study the cohesive devices, LM, p. 416.
3 minutes day’s lesson
4.8 Concluding Activity
"Because you have wasted so much time on me, you made me feel very important"
2 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for 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: Cecilia A. Maribao School: Alcantara National High School

Position/
Designation Teacher 2 Division: Cebu Province
:
Contact 9335546608 Email address:
Number:
 Date:
01/23/18
Code:
EN10V-IVa-30
EN10LT-IVa-2.2
EN10LT-IVa-2.2.1

ng the concept map

a checklist of what they look forward to

he anticipation guide to preview the text

the reading of the story.

escribe both of them? Why couldn't the

g in the friendship of the Little Prince and
ant/ What is the fox's secret? Do you

and meaning of a thing. It is a fox who

eye. It teaches us to appreciate the

al to the senses using the graphic

6.

l very important"
High School
attitude
Receiving Phenomena

Responding to Phenomena

Valuing
Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
3 English 10 4 60 mins
Learning Competency/ies: Expand ideas using principles of cohesion and conference Code

(Taken from the Curriculum Guide) Use appropriate EN10WC-Iva

language when delivering campaign speeches EN10OL-Iva
Key Concepts / Understandings to be
Developed Cohesive Devices

Domain Adapted Cognitive Process

Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Remembering Identify the cohesive devices usesd in the given statements
The fact or condition of knowing
something with familiarity gained
through experience or association Understanding Explain how the devices contributed much to have a coherent writing
Applying
Skills Analyzing
The ability and capacity
acquired through deliberate, systematic,
and sustained effort to smoothly and
adaptively carryout complex activities or Evaluating
the ability, coming from one's knowledge,
practice, aptitude, etc., to do something
Creating Plan and develop an output to be presented in response to the given task
Attitude Receiving Phenomena Perform the activity enthusiastically

Values Valuing Be considerate to one's opinion or ideas

2. Content Cohesive Devices/ SGDW
3. Learning Resources LM, pp. 415-416
4. Procedures
4.1 Introductory Activity
Simple recall of the story about "The Little Prince". Let them describe the prince and the fox.
5 minutes
4.2 Activity Discuss the cohesive devices used in writing. Afterwhich, give them sentences to read and iden
15 minutes device used
4.3 Analysis
What is a cohesive device? What are the cohesive devices? Why are they important in writing
10 minutes
4.4 Abstraction
Cohesive devices tell the reader what we are doing in a sentence and help to guide them throu
5 minutes writing. They signal to the reader what the relationships are between the different clauses, sent
and paragraphs.
Work with your group in doing the assigned task using the
4.5 Application
Group 1 - Compose an open letter to the different palnets that th
Prince visited. Your letter must focus on how each of these planets may achieve peace.
Group 2 - Create a big greeting
a message promoting respect for differences.
Group 3 - Role play a scenario
10 minutes
The Little Prince met the Fox.
Group 4 Write a s
about the Little Prince's travel and perform it.
Grou
Your group is part of the Student Government and the Little Prince is the president. Design a sc
4.6 Assessment program that would foster friendship and camaraderie.
Anlysis of Learners' Products Perform the given activity by group.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
What is research and how to do a research?
3 minutes
4.8 Concluding Activity
Coherent writing means that sentences, ideas, and details included blend so smoothly that the
2 minutes will have in trouble-free time following what the writer wants to put across.

5.      Remarks
6.      Reflections
C.   Did the remedial lessons work? No. of learners who have caught up with
A.  No. of learners who earned 80% in the evaluation. the lesson.
B.   No. of learners who require additional activities for D.  No. of learners who continue to require remediation.
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: Cecilia A. Maribao School: Alcantara National High School
Position/
Designation: Teacher 2 Division: Cebu Province
Contact Email address:
Number: 9335546608
 Date:
01/25/18
Code:
EN10WC-Iva-14.1.1
EN10OL-Iva-3.9

ments

oherent writing

se to the given task

ribe the prince and the fox.

em sentences to read and identify the

y are they important in writing?

e and help to guide them through our

een the different clauses, sentences

to the different palnets that the Little

nets may achieve peace.
roup 2 - Create a big greeting card with

Group 3 - Role play a scenario when

Group 4 Write a song

Group 5 -
e is the president. Design a school

esearch?

ed blend so smoothly that the readers

t across.
al High School
attitude
Receiving Phenomena

Responding to Phenomena
Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests
 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
Learning Area:
DLP No.: Grade Level: Quarter: Duration:
4 English 10 4 60 mins
Learning Competency/ies: Code:
Observe the language of research, campaigns, and advocacies
(Taken from the Curriculum Guide) EN10G-Iva-32
Key Concepts / Understandings to be
Developed Research Work
Domain Adapted Cognitive Process
Dimensions (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Identify a good research topic
The fact or
condition of knowing something
with familiarity gained through
experience or association Understanding

Applying
Use graphic organizer for the answers
Skills
ability and capacity acquired
The Analyzing
through deliberate, systematic,
and sustained effort to smoothly
and adaptively carryout complex
activities or the ability, coming
Evaluating
from one's knowledge, practice,
aptitude, etc., to do something
Creating Develop a questionnaire for research
Attitude Receiving Phenomena Fill in the model of their questionnaire
Values Valuing Work diligently on the task given
2. Content Research Work
3. Learning Resources LM pp.416 - 420
4. Procedures
4.1 Introductory Activity
Share to the class the documentary on Brigada, Buwan ng Wika, English Fesrival and other activitie
in school as an example topic for their research.Present to them the graphic organizer and tell them
5 minutes
that they need to fill it out with the information needed.

4.2 Activity
Divide the class to select a topic that they are convenient with. Using the tips in selecting and limitin
a topic, complete the graphic organizer. Let the representative of each group share their output to th
15 minutes
class.

4.3 Analysis
What make you choose the topic? Do you think you have enough information needed to support yo
10 minutes topic? What is a good research? Why do we need to select and limit our research?

4.4 Abstraction Since you have chosen now the topic, let's have now the idea about the preparations before arrivin
the result. Discuss the guidelines on how to develop a questionnaire for research. (The input is in th
5 minutes LM, 419).

4.5 Application
With the given template, the students must have to develop their own questionnaire. The teacher
10 minutes have to present the rubric on how to rate their work.

4.6 Assessment
Anlysis of Learners' Products Let each group share their outputs to the class.
10 minutes
4.7 Assignment Enhancing / improving the
day’s lesson
DO the task in the activity "My Treasure".
3 minutes
4.8 Concluding Activity Research is to see what everybody else has seen, and to think what nobody else has thought.
2 minutes
Albert Szent-Gyorgyi
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with the
evaluation. lesson.

B.   No. of learners who require additional D.  No. of learners who continue to require remediation.
activities for 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: Cecilia A. Maribao School:

Alcantara National High School
Position/
Designation Teacher 2 Division:
: Cebu Province
Contact Email address:
Number: 9335546608
 Date:
01/26/18
Code:
EN10G-Iva-32

glish Fesrival and other activities

graphic organizer and tell them

g the tips in selecting and limiting

ch group share their output to the

ormation needed to support your

t our research?

the preparations before arriving

for research. (The input is in the

n questionnaire. The teacher

e class.

".
nobody else has thought.
High School
attitude
Receiving Phenomena

Responding to Phenomena

Valuing

Organization

Internalizing values

assignment

Reinforcing / strengthening the

day’s lesson
Enriching / inspiring the day’s
lesson
Enhancing / improving the day’s
lesson
Preparing for the new lesson

assessment
Observation
Talking to Learners/
Conferencing
Anlysis of Learners' Products
Tests